CPD Digest Volume 3, Issue 3, 1st February 2021
INSIDE Does Interdepartmental Communication Affect Our Motivation? by Navneet Kaur Page 4
Photo by Chris Montgomery on Unsplash
Upcoming Events Confirmed JAWS 26th-27th February 2021
The Challenges of Senior Leadership eJAWS
Page 10-11
5th March 2021
Effective English Tools for an Effective School eJAWS
Page 12
19th March 2021
Communications eJAWS
Page 13
19th - 20th March 2021
Digital Learning JAWS/eJAWS
Page 14
14th - 15th May 2021
Primary Education for Sustainability JAWS
Page 15
The British International School of Kuala Lumpur and Sri KDU International School
North London Collegiate School Jeju The British School New Delhi
Sri KDU International School
In-country Thailand event: postponed from 5-6th February
St. Andrews International School, Bangkok
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Upcoming FOBISIA Webinars 1st February 2021 2.30pm ICT
Finalsite: School Communication Planning and Delivery in Uncertain Times
3rd February 2021 2.30pm ICT
Resilience with Linda Cruse
4th February 2021 4pm ICT
Veema: Access all Areas - Making Every Child Matter
9th February 2021 4pm ICT
Real Group: Effective SEMH Interventions for Implementation by Teaching Assistants
9th February 2021 5pm ICT
ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 2)
18th February 2021 4pm ICT
Finalsite: How to Adapt Your Admissions Strategy to Remain Relevant and Engaging
11th March 2021 4pm ICT
Finalsite: Engaging Your School Community With Portals
30th March 2021 5pm ICT
ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 3)
Register here
See page 16 for flyer. Register here
See page 17 for flyer. Register here
See page 18 for flyer. Register here
Registration not yet available Registration not yet available
Please www.fobisia.org for further details, updates and registration links.
CPD Digest, Volume 3 Issue 4, 1st February 2021 I 3
Does Interdepartmental Communication Affect Our Motivation? The British School New Delhi Employees are amongst the most significant resources for a workplace. We bring with us skills, knowledge, dynamism and diversity to help the organisation achieve its goals, build the brand and give it a critical competitive advantage. Along the way, we develop a professional network and friendships, and form a social circle. But building and nurturing productive relationships is not possible in an environment that lacks open and transparent communication. Like most of our peer schools, effective communication forms the foundation of establishing and developing strong partnerships at The British School. Our stakeholder communication takes place in a structured, solution focussed and timely manner. However, staff reflections from the INSETs (In-Service Education and Training) over the last two years indicated that our interdepartmental communication needed more streamlining. It is often seen across organisations that even though departments rely on one another for receiving timely information, guidelines and expectations around internal communication are not established and people are left to navigate their own ways. There may be unsaid agreements, unwritten rules and indigenous systems that exist and are followed diligently, but there is generally a lack of guidelines that are articulated, communicated, understood and followed.
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Chart-1: Developing efficiency and a cohesive work culture through interdepartmental communication
To overcome the gaps and explore probable solutions, it was recommended that an action research project be undertaken. And so, a 3-member PLC (Professional Learning Community) was formed to identify the underlying issues and share learnings and outcomes to produce ongoing improvement. Working in a consultative manner over five months, we collected valuable data and presented our findings at the next INSET session using a combination of theoretical and exercise based approaches. During the research phase, we interviewed colleagues with interdepartmental liaison responsibilities and had one-on-one discussions based on the following questions:
1. What are the roadblocks you face when communicating across departments in the school? 2. How do you think this can be improved? 3. Do you think mindset has a role to play in creating these barriers? 4. Does your team communicate effectively with people in other departments? 5. Does key information travel across teams in a timely manner?
Analysis of the data collected highlighted 4 key areas that affected productivity and the enthusiasm with which people operated. It’s not my job: People are more likely to turn down additional work if it is not deemed part of their core job or if they don’t see any overt learning or upskilling for themselves in the process. Other reasons may be genuinely being overworked and having prior deadlines. Conflict due to past experiences: Conflicts can occur for many reasons: disagreements, failure to meet their end of
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the bargain on part of a team or an individual, or inequity in perceived workload and compensation. At times, people use a mediator to get through to those with whom they have had differences in the past. This is noteworthy because creating a buffer to communicate is a way of avoiding direct interaction while maintaining the semblance of teamwork. Resistance to new ideas: Many of us are set in our ways of operating and resist change especially if deemed upsetting or threatening. In addition, a perceived threat to one’s image or position can give rise to insecurity making people block or delay the flow of information on purpose. Language and tone: Vocal characteristics such as modulation, inflection and pitch influence the way information is received and decoded. In addition, selective perception coloured by personal interests, expectations and preferences also affects the way messages are comprehended. If there is inconsistency in nonverbal cues vis-a-vis the words being used to relay the message, we use their own judgment to infer meaning and evaluate what is not being said. In view of the roadblocks identified and to facilitate better flow of communication within the school, the following recommendations were made: Recommendation 1 Termly meetings of heads of departments to share updates about upcoming activities, events and initiatives. This would help identify collaboration opportunities and reduce chances of overlaps or gaps in information flow. Recommendation 2 Appoint a communication leader in each department in charge of sharing information with other teams. This may be done in a structured manner as per an established routine or as and when new information that needs to be shared emerges. Recommendation 3 Create an interdepartmental communication protocol, a formal structure to support upward, downward and linear flow of information. It should identify the person responsible for communicating, its recipients, frequency and methods of communication. All three recommendations have been implemented and colleagues have reported better flow of information across departments. However, establishing communication channels is only the first step towards motivating people and teams to perform effectively.
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What is important is that through this process we learnt that working closely across teams helps members develop an understanding of not only what other departments do but also the limitations within which they operate, the challenges they face and the creative process they go through to overcome those challenges. Besides, understanding each other’s work develops empathy and respect culminating in building a cohesive work culture. It is this learning that will enable us to create a culture of collaboration integral to ensuring all members of our school community thrive.
Navneet Kaur Deputy Head of Communications The British School New Delhi Read the complete published paper here
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JAWS
WHAT IS JAWS? A FOBISIA Jobs Alike Workshop (JAWS) is an opportunity for professionals in similar fields to share knowledge and good practice in a costeffective and practical way. A JAWS can be conducted in-person or online (eJAWS) A face-to-face JAWS is held across 1-2 days whilst an eJAWS is a 2-6 hour event It includes a schedule of short workshops relevant to specific topics outlined by the host school Workshops can be presented by the host school and attending schools The host school is responsible for organising, leading and facilitating a JAWS, with support from FOBISIA Headquarters. For more information, please read the CPD Handbook here 8 I CPD Digest, Volume 3 Issue 4, 1st February 2021
What is expected of JAWS participants? Participants should expect to be asked to present a workshop and are encouraged to do so Participants can co-host workshops All participants should be actively involved in the planning of the agenda and be provided with opportunities to contribute.
JAWS
Interested in participating in a JAWS event?
Session Ideas for a Job-Alike Workshop Running a session at a Job-Alike Workshop does not need to be a daunting experience - here are just a few ideas that can work really well Carousel of Learning Activities Use a variety of activities to generate discussion and collect ideas on a topic. This can start with an open question which everyone contributes ideas to. “Slap Down” or Little Gems Participants each bring an idea or strategy that they have used that works in the classroom or within their role and have 3 minutes to share it with the group. Role-play or Scenarios Create a scenario that can be role-played or discussed to generate ideas on a topic. Open Questions/Key Questions Begin the session with a question that generates a discussion, ensuring that everyone is heard. Question(s) may be submitted in advance. “Top 3” Ideas: Ask participants to bring their own “top 3’ resources/apps/websites etc. to be shared with the group. This will generate lots of discussion and encourages participants to share good practice. Twitter Have a live Twitter feed during presentations. This will allow capture of those ‘golden nuggets’ generated in the session. Use ‘Storify’ to create a ‘take-away’ of the Twitter feed. Clips Start a session with a video clip, research, photos or quotes to stimulate topic discussion.
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JAWS
UPDATE Due to COVID-19 restrictions, this event will now be conducted solely online as an eJAWS.
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JAWS
North London Collegiate School Jeju
e-JAWS: Effective English Tools for an Effective School
Victorian Ghost Stories Friday March 05 Begins at 9.00A.M. Current Sessions:
Session 1 Academic English - Building a Convincing Voice Session 2 Making the most of their strengths - How to develop independent scholarship in the Extended Essay Session 3 Using Accelerated Reader to promote student ownership of reading Session 4 Cross-curricular Studies - A Benefit for Everyone Involved
North London Collegiate School Jeju Topics: This JAWS aims to share the practices in the English department that have the power to impact student performance in subject areas across the school. These ideas are applicable to any and all senior school key stages and in different education programmes, such as Cambridge and the IB. Attendees will take away methods and practices that they can apply in their own schools to ensure that students are confident and able to undertake all of their studies in English.We invite applicants interested in, and inspired by their students development in English to take part.
Apply through following link below: https://forms.gle/W9Qm7428sdo9msBu8
Registeration Deadline: March 01 Contact: Geoff Hall, ghall@nlcsjeju.kr
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JAWS
E-JAWS
COMMUNICATIONS 19 MARCH 2021 FREE TO ATTEND
Let us know if you wish to lead a workshop!
Relevant for MarComm teams, school leaders and social media managers
Register by 1 March
CRISIS COMMUNICATION SOCIAL MEDIA COVID-19 & ITS IMPACT ALUMNI INTERNAL COMMS
Registrations
BRAND BUILDING
http://bit.ly/2KZuJi8
MEASURING IMPACT
Questions
n.kaur@british-school.org
The British School New Delhi Dr Jose P Rizal Marg, Chanakyapuri, New Delhi 110021 INDIA www.british-school.org CPD Digest, Volume 3 Issue 4, 1st February 2021 I 13
JAWS
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JAWS
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FOBISIA Affiliate Members
Linda Cruse is an international leadership expert, frontline humanitarian, inspirational speaker, author, and Associate Member of FOBISIA. Working for over two decades in some of the most extreme places on earth, Linda has dedicated her life to finding creative and sustainable economic solutions to uplift communities, lifting them from the grip of poverty and from the depths of despair. Based on her extensive frontline experience, Linda has developed a series of unique, high-impact leadership programmes and in November 2020, in partnership with FOBISIA, launched the FOBISIA Race4Good Schools League. In this interactive webinar, Linda will take participants on a pivotal frontline experience which took place in Thailand in 2004. Learning that a tsunami had struck the coastline, Linda immediately flew into the country and reported to a refugee camp housing 5,000 traumatised survivors. In the first few weeks, Linda would often feel overwhelmed by the sheer scale of the suffering and need, but over time was able to draw on her leadership skills to increase her resilience, strengthen her team, devise economic recovery plans for survivors, and mobilise forces to uplift whole communities. Outcomes: When many of us are under pressure to deliver more with less, resilience is non-negotiable. Participants will discover how to boost resilience for themselves, their teams, and their students; to manage fear, recover from setbacks, handle stress, embrace change and uncertainty, and thrive on challenge. Linda will share her frontline secrets and participants will have the opportunity ask questions.
REGISTER HERE 16 I CPD Digest, Volume 3 Issue 4, 1st February 2021
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FOBISIA Affiliate Members
Click HERE to access Veema’s webinar recording: Strategies to Support SEND Students With Remote Learning Only available until the 7th February 2021!
Hurry! It’s not too late to register for Veema’s next webinar! Click HERE to register now. 4th February 2021 at 4pm ICT
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FOBISIA Affiliate Members
Supporting the social, emotional and mental health needs of pupils is an area that all schools seek to do well and it is of particular importance at the moment with the ongoing worldwide pandemic. This session will provide participants with an understanding of Implementation Science (the study of why some approaches work in one school context but not in another) as well as ideas of how to best use the precious time and knowledge resources of TAs in their setting to support the SEMH of pupils. Agenda - The Role of TA’s - Implementation Science, - Tiers of SEMH Support, - TA-led SEMH inverventions, - Implementation of the Emotional Literacy Support Assistant (ELSA) Project REGISTER HERE!
FOBISIA Affiliate Members
FOBISIA Affiliate Members
Leadership in Uncertain Times
A series of leading edge seminars with Professor Steve Munby FOBISIA affiliate members ESP are pleased to be able to offer leaders in FOBISIA schools access to a unique series of seminars with Professor Steve Munby as they navigate the most significant challenges to educational leaders in a generation. This programme is led by Professor Steve Munby, CBE Professor Steve Munby is a highly-acclaimed education consultant and speaker on leadership and system reform. Steve was Chief Executive of the National College for School Leadership in England, and subsequently Chief Executive of Education Development Trust. Steve is Chair of the Teaching Awards Trust and Visiting Professor at University College London Institute of Education.
Session 1 - Leadership at a time of crisis and uncertainty 1 December 2020
17:00 Indochina Time
None of us were taught how to lead in a pandemic nor is it on any leadership development programme. There is no operating manual or set procedure. So how do we lead in times of crisis and during this unprecedently challenging period?
Session 2 - Imperfect Leadership 9 February 2021
17:00 Indochina Time
Too often we hear talks or read books about perfect leaders; super-hero leaders who are hugely successful and are exceptionally good at what they do. It is supposed to inspire us, but it actually has the reverse effect. In this webinar Steve will argue that the concept that we need to be good at all aspects of leadership is not only unrealistic but is also bad for the mental and physical well-being of leaders. The more we seek to become the perfect leader, the more likely we are to make ourselves ill and to disempower those around us. In contrast, imperfect leaders have a deep self-awareness, they know their strengths and weaknesses. They value their teams, they distribute leadership responsibility and they build trust amongst their colleagues.
Session 3 - Learning-Centred Leadership. Developing our students, our staff and ourselves 30 March 2021
17:00 Indochina Time
How do we lead in order to ensure that the focus remains strongly on effective learning for students? How do we remove some of the barriers that get in the way of their learning? We know that most teachers learn to improve their practice by teaching and most leaders learn to improve their practice by leading. But we also know that experienced teachers and leaders can often struggle to change their established ways of doing things. This session will consider what we know about the differences between novices and experts in teaching and leadership and what we can do, at school level, to ensure that everyone can be learners and that everyone is able to improve their practice, including, of course, ourselves.
Programme Fees This programme is available at a charge of ÂŁ350 per leader with discounts available for schools booking multiple candidates from their leadership teams. For more information or to book places for your staff please email Mark Bignell on info@espeducation.co.uk
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CPD Calendar 2020-21* Date
Name of Event
Name of School
Contact
Term
05/02/2021
Excellence in University Guidance JAWS
North London Collegiate School Jeju
Neil Tamlyn ntamlyn@nlcsjeju.kr
2
19/02/2021
Psychology CIE JAWS
Tanglin Trust School
John Ridley John.Ridley@tts.edu.sg
2
2627/02/2021
The Challenges of Senior Leadership eJAWS
The British International School of Kuala Lumpur
Aidan Edmanson aidan.edmanson@britishschool.edu.my
2
2829/02/2021
History conference with a focus on Chinese History
Harrow International School Beijing
Lee Whitehouse lwhitehouse@harrowbeijing.cn
3
05/03/2021
Challenging all Learners in Mathematics JAWS
Garden International School Kuala Lumpur
David James james.d@gardenschool.edu.my
2
05/03/2021
Principles of Instruction JAWS
Garden International School Kuala Lumpur
David James james.d@gardenschool.edu.my
2
05/03/2021
Effective English Tools for an Effective School eJAWS
North London Collegiate School Jeju
Neil Tamlyn ntamlyn@nlcsjeju.kr
2
19/03/2021
Communications eJAWS
The British School New Delhi
Sneh Wadhwaney s.wadhwaney@british-school.org
2
19/03/2021
Digital Learning JAWS
Sri KDU International School
Frances Baxter f.baxter@srikdu.edu.my
2
TBC
Planning for Innovative Curriculum Design and Discovery Bay International Student Learning JAWS School
Susan Walter swalter@dbis.edu.hk
2
23/04/2021
The future of boarding JAWS and conference
Martin Knights martin.knights@kinghenryviii.edu.my
3
30/04/2021
Approaches to the development of subject Shrewsbury International School Victoria Rotheram language and literacy for all students across all Riverside victoria.r@shrewsbury.ac.th disciplines in a senior-school context JAWS and Conference CPD Leaders eConference Online Fariha Ebrahim fariha.ebrahim@fobisia.org
3
07/05/2021
Outstanding Teaching JAWS
Regents International School Pattaya
3
1415/05/2021
Primary Education for Sustainability JAWS, face-to-face, in Thailand only.
St. Andrews International School, Susan Whalley Bangkok susan.wh@standrews.ac.th
3
28/05/2021
Communication, Language and Literacy in the Early Years JAWS
The International School @ ParkCity
Nathan Phipps nathan.p@isp.edu.my
3
04/06/2021
Developing a wellbeing focussed school JAWS
International School Brunei
Suzy Pugh spugh@ac.isb.edu.bn
3
04/06/2021
Modern Languages (primary & High School) + First language programme JAWS
St. Andrews International School, Jennifer Harvey Bangkok Jennifer.ha@standrews.ac.th
3
04/06/2021
Promoting creativity through visual arts in the International school setting JAWS
Garden International School Kuala Lumpur
David James james.d@gardenschool.edu.my
3
11/06/2021
Excelling in Middle Leadership JAWS (cohosted Sri KDU International School with BSKL)
Frances Baxter f.baxter@srikdu.edu.my
3
TBC
Approaches to teaching English (KS3-5)
David James james.d@gardenschool.edu.my
3
May - TBC
King Henry VIII
Garden International School Kuala Lumpur
Mike Harrowell michael.harrowell@regents-pattaya.co.th
*Due to COVID-19, this year’s CPD calendar is subject to change. The events and dates listed here may not be confirmed. Please refer to page 2 and our website for more details.
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For queries, please contact...
Fariha Ebrahim CPD & Safeguarding Executive fariha.ebrahim@fobisia.org
F O B I S I A
Community Forum A vibrant professional online community exclusively for FOBISIA Member Schools across Asia.
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