CPD Digest Volume 3, Issue 5, 2nd March 2021
INSIDE LEADERS LEARNING FROM LOCKDOWN: Critical Decision-Making Models by Brian Taylor Bangkok Patana School
Leadership eConference with Jennifer Abrams at Taipei European School. page 11
Upcoming Events Confirmed JAWS 5th March 2021
Effective English Tools for an Effective School eJAWS
Page 14
19th March 2021
Communications eJAWS
Page 15
19th - 20th March 2021
Digital Learning JAWS/eJAWS
Page 16
14th - 15th May 2021
Primary Education for Sustainability JAWS
Page 17
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
We are now accepting JAWS bids for next academic year. If you would like to bid to host a JAWS event, please discuss with your CPD Leader and submit a bid using this form by the 10th March 2021.
Join the FOBISIA Community....
C 2 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
Upcoming FOBISIA Webinars We are in the process of finalising our next webinar series for this school year. Keep an eye on www.fobisia.org for further details, updates and registration links! 11th March 2021
Finalsite: Engaging Your School Community With Portals Register here
16th March 2021
Educate and Celebrate: LGBT + Inclusion: Getting the language right for 2021 Register here
22nd March 2021
British International School Phuket: Global University Counselling in a British School Context Register here
30th March 2021
ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 3)
30th March 2021
Drums for Schools: Music, Mindfulness and Wellbeing in a Post Covid World Register here
26th April 2021
BlueSky Education: The Changing Shape of Performance Management and Appraisals in Schools Register here
3rd May 2021
Haileybury School Almaty: SDGs in Stories - embedding the SDGs into the Curriculum Registration link not yet available
6th May 2021
Garden International School Kuala Lumpur: Reading Difficulty Power Tools - Don’t Plan by Hand, Plan With Power Tools! Register here
10th May 2021
Tanglin Trust School: The Year 3 Architects: Transforming Curriculum through Storytelling Register here
25th May 2021
Fieldwork Education: Introducing IEYC to support EYFS Register here
3rd June 2021
The British School in Tokyo: Primary maths lesson design: a look at how to include creativity and fun in a maths lesson Register here
8th June 2021
Schrole Group: Diversity and Inclusion - Why getting it right matters Register here
2.30 pm ICT 4pm ICT
3pm ICT
5pm ICT 3pm ICT
4pm ICT
4pm ICT
3pm ICT
3pm ICT
Time TBC 2pm ICT
4pm ICT
CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 3
Bangkok Patana School
LEADERS LEARNING FROM LOCKDOWN
E
Critical Decision-Making Models
ducators have been compelled to pivot
Trust, suggests we should “aim to capture
swiftly in response to huge logistical
these
and emotional challenges in support of
students’ perspectives” (Boot, 2020). This
learning and the diverse needs of students,
unparalleled moment in the history of
families, and colleagues during the COVID-19
education - an enforced global experiment
crisis. Their creativity, commitment and
in remote learning, in which we have a
professionalism
inspirational,
unique opportunity to listen to students and
highlighting the critical role educational
learn from their experiences, was reinforced
institutions provide in our communities and
by Professor John Hattie when interviewed
the social wellbeing fabric of students’ lives.
by Stephen Cox in the Build Back Better
Since January 2020 there has been a plethora
webinar (Osiris Educational, 2020). This
of thought-provoking articles and reports
distinction is further exemplified in the
released, detailing effective ways to transition
position paper Remote to Hybrid Learning
quickly from normal school practices to
(Fullan, et al., 2020). The paper pilots the
remote or distance learning. Educators are
reader through three zones: The Unsettled
thankful for the rapid publication of evidence
Zone, The Learning Zone, and The Growth
examining existing research to support the
Zone (pp. 3-4), contending that the sudden
conversion to remote learning (Education
shift to remote learning globally, while
Endowment Foundation, 2020a; Reimers
tremendously difficult, has propelled school
et al., 2020; Reich et al., 2020). In essence
leaders and educators to reflect deeply, make
schools did not close, their campuses closed;
decisions on what works best for students,
lessons and learning continued, albeit in a
and to decide what innovations should be
different format and in our lounges, kitchens
developed further or simply discarded.
and living rooms.
There is considerable similarity with the
has
been
unprecedented
times
from
the
zones posited by Fullan and Hattie and the At the core of everything we do as
3 Stages of Pandemic Response, namely:
educational practitioners is student learning.
Survival > Acceptance > Growth, alternatively
In his blog post Learning from the Students
referred to as Thoughts > Feelings > Actions
in Lockdown, Steve Boot, Associate Vice
(Treanor, 2020).
Principal for Curriculum at Big Education 4 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
LITERATURE REVIEW
Learning: Rapid Evidence Assessment report uses
(EEF, 2020a), culminating in the release in June
publications from the Education Endowment
of the Covid-19 Support Guide for Schools,
Foundation (EEF), established in 2011 by The
designed to help teachers and school leaders
Sutton Trust, as a critical lens to compare and
support their pupils following campus closure.
contrast school management and leadership
In the report, Professor Becky Francis’ forward
procedures. For example, their Teaching and
was promising when asserting:
Bangkok
Patana
School
regularly
Learning Toolkit (Education Endownment Foundation, 2020b), an accessible summary
School leaders will need to make difficult
of the international evidence on teaching 5 to
decisions about what to prioritise in
16-year-olds, helps frame and evaluate whole-
the coming months, recognising the
school strategic objectives in our development
tremendous strain the pandemic has
plans. Their School’s Guide to Implementation
already placed on teachers and children.
(Education Endownment Foundation, 2019)
This short guide aims to provide evidence
is a useful tool for planning, testing, and
and signposts to additional resources that
measuring the impact on learning of projects
support those decisions.
we oversee. Therefore, as the impending wave
(Education Endowment Foundation, 2020c,
of school closure progressed westwards from
p. 2)
colleagues in China and Hong Kong earlier this year, the leadership teams turned to the EEF
Scott
McLeod,
Associate
Professor
of
for guidance. Initially slow to respond, the EEF
Educational Leadership at the University
team gathered momentum with their Remote
of Colorado Denver, author of the popular CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 5
been
hazy objective over constantly shifting
interviewing school educators and leaders to
sands. It is difficult to find your way if
discover how they are responding in the wake
the surface beneath you is continuously
of this global pandemic. Titled the Coronavirus
moving. It takes great skill and resolve
Chronicles (McLeod, 2020a), Scott documents
to stay on track; to stay focused on your
his series of ‘check-ins’, including one our
vision and your values.
school were part of, publishing them on his
(Gandy , 2020)
Dangerously
Irrelevant
blog,
has
blog and YouTube channel. In a thought provoking post, titled What are Your School’s
Whilst travelling within Fullan’s three zones
Decision Triggers for Closing Back Down
(2020), or traversing between the boundaries,
Again?, McLeod challenges school leaders to
many daily decisions were made by our
be “very clear with their educators, families,
leadership teams in the transformation
and communities about what their ‘decision
from a ‘bricks and mortar’ school to a ‘virtual’
triggers’ are”, warning us that “If we don’t
school. They ranged in importance, from the
articulate what our decision triggers are… we
mundane: should students ask for permission
should be prepared for all of the pushback
to go to the bathroom whilst on a live call? to
that accompanies winging it” (McLeod, 2020b).
radical changes to the whole school structure: should we collapse the whole school timetable
In the last week of August, the Education
to facilitate long-term project-based learning?
Endowment Foundation published its Guide to Supporting School Planning: A Tiered
WHICH DECISION-MAKING MODEL?
Approach to 2020-21 (Education Endownment
The rise of flatter, distributed leadership
Foundation, 2020d). It aims to support school
structures
leaders with their planning for the forthcoming
Instead of one or two ‘dot leadership’ teams
academic year in early September. Both in the
making decisions, colleagues at all levels
introduction to the guide, and a supporting
have the power to make more localised
blog post, Alex Quigley, The EEF’s national
decisions, they are more likely to happen
content manager, points out that there is
collaboratively within their own subject or
“little evidence to steer many of the logistical
year team ‘bubbles’. During campus closure
challenges faced by school leaders” (p. 5).
normal leadership structures moved rapidly
This is a refreshing acknowledgement that
to these flatter models. Colleagues, students,
the focus of publications to date has been on
and parents were in the Fullan’s Survival
pedagogy, of which there is “plenty of good
(Unsettled Zone) – they fell back on systems
evidence that can support and re-establish
they are familiar with – leadership was
great teaching for all pupils”.
distributed within their subject or year teams,
decentralise
decision-making.
within their homes! During this period of School leaders must have felt like desert
intense change, the quality of the decisions
explorers in recent months, trying to
made within an organisation reflect the way it
navigate an accurate course towards a
operates, they are a barometer of the health
6 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
of the organisational culture.
making that is challenging and supportive, creating space and a framework for leaders
WHY THE STINSON WELLNESS DECISION-MAKING MODEL?
to make a wise choices. There is a high degree
Our whole school performance management
Guiding Statements, the Stinson Wellness
strategic objective for 2019-21 is ‘how can we
model, Fullan’s Remote to Hybrid Learning
ensure that we promote, value and nurture
zones, and the 3 Stages of Pandemic Response
Well-Being in our community to support
(Survival > Acceptance > Growth).
of alignment of the sense of well-being in our
student learning’? Our Guiding Statements contain three sets of values: Well-Being, Learning, Global Citizenship. During the remote-learning transition, focussing on the emotional well-being of every member of our community was our priority. Before we closed the campus, in whole Primary and Secondary meetings, the work of John Almarode was used to frame the collective efficacy: “How we feel determines what we think about and what we think about prompts us to action so well-being at the social emotional and psychological level has a strong influence on what happens in our [virtual] classrooms” (Almarode, 2020). Synthesising the above, a decision-making model with well-being at its core is the
Figure 1: The Stinson Wellness Model Foundations, Pillars and Process Orientation (adapted from Lee & Stinson, 2014, pp. 5,8)
principal rationale for determining which one
The alignment process allows for decisions to
best fits the context of our school.
be personalised and owned by those that the decision will impact, rather than the ‘top-down’
In
many
ways COVID-19 has provided a
decision making process that often exists in
resilience test for the macro educational
schools. All people within the organisation
systems of the global community on a micro
can progress towards wellness within their
scale. We all will have seen our strengths,
personal context - situational leadership of
the areas that need development and our
the decision-making process within their own
fragilities. We will have time, at some point,
organisational sphere of influence. During the
to pause and reflect, and use this knowledge
analysis and selections process orientation
to ensure that our strategic direction is
stages, application questions based on the
underpinned by solid, strategic decision-
four pillars of the model - Purpose, Balance, CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 7
Congruence, Sustainability, are used to assist
mission and vision of Bangkok Patana School.
in making intentional and principled decisions. To summarise, the “Stinson Wellness Model
Editor’s note: this article is an adapted version
provides a framework by which organisations
of Brian’s Bath Masters essay submission for
can make wise decisions that align with their
the Leading and Managing Schools and Colleges
identity as well as their community.” (Lee
unit.
& Stinson, 2014, p. 10); in other words, the
Brian Taylor Assistant Principal, Campus Curriculum Technology Integration Bangkok Patana School
References Almarode, J., 2020. Understanding the 3 Parts of Student Engagement: Dr. John Almarode. [Online] Available at: https://www.youtube.com/watch?v=gYkfSxnC6I4 [Accessed 3 July 2020]. Boot, S., 2020. Learning from the students in lockdown. [Online] Available at: https://bigeducation.org/lfl-content/learning-from-the-students-in-lockdown/ [Accessed 9 July 2020]. Education Endowment Foundation, 2020a. Best evidence on supporting students to learn remotely. [Online] Available at: https://educationendowmentfoundation. org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely/ [Accessed 30 April 2020]. Education Endowment Foundation, 2020c. Covid-19 support guide for schools: Guide designed to help teachers and school leaders support their pupils. [Online] Available at: https://educationendowmentfoundation. org.uk/covid-19-resources/covid-19-support-guide-forschools/ [Accessed 8 July 2020]. Education Endownment Foundation, 2019. Putting Evidence to Work - A School’s Guide to Implementation. [Online] Available at: https://educationendowmentfoundation. org.uk/public/files/Publications/Implementation/EEF_Implementation_Guidance_Report_2019.pdf [Accessed 23 June 2020]. Education Endownment Foundation, 2020b. Teaching and Learning Toolkit. [Online] Available at: https://educationendowmentfoundation. org.uk/evidence-summaries/teaching-learning-toolkit/ [Accessed 13 June 2020]. Education Endownment Foundation, 2020d. Introducing ‘The EEF Guide to Supporting School Planning: A Tiered Approach to 2020-21’. [Online] Available at: https://educationendowmentfoundation. org.uk/public/files/Publications/Covid-19_Resources/ The_EEF_guide_to_supporting_school_planning_-_A_
8 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
tiered_approach_to_2020-21.pdf [Accessed 23 August 2020]. Fullan, M., Quinn, . J., Drummy, M. & Gard, M., 2020. Education Reimagined: The Future of Learning. [Online] Available at: https://educationblog.microsoft.com/enus/2020/06/reimagining-education-from-remote-to-hybrid-learning/ [Accessed 10 June 2020]. Gandy , Y., 2020. Education post-Covid: Our principles of recovery. [Online] Available at: https://www.sec-ed.co.uk/best-practice-ezine/education-post-covid-our-principles-of-recovery-coronvirus-schools-re-opening/228664/494676/ [Accessed 11 7 2020]. Lee, M. & Stinson, D. D., 2014. ORGANIZATIONAL DECISION MAKING MODELS: COMPARING AND CONTRASTING TO THE STINSON WELLNESS MODEL. European Journal of Management, Volume 14, pp. 13-28. McLeod, S. J., 2020a. dangerously irrelevent: Coronavirus Chronicles. [Online] Available at: http://dangerouslyirrelevant.org/2020/06/ coronavirus-chronicles-031-butler-tech.html [Accessed 18 July 2020]. McLeod, S. J., 2020b. What are your school’s decision triggers for closing back down again?. [Online] Available at: http://dangerouslyirrelevant.org/2020/07/ what-are-your-schools-decision-triggers-for-closing-backdown-again.html#comments [Accessed 28 July 2020]. Osiris Educational, 2020. Build Back Better: Webinar with John Hattie interviewed by Stephen Cox. N/A: Osiris Educational. Reich, J. et al., 2020. A New Reality: Getting Remote Learning Right. [Online] Available at: http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/toc.aspx [Accessed 23 April 2020]. Treanor, G., 2020. 3 Stages of pandemic response. [Online] Available at: https://gabrielletreanor.com/3-stages-of-pandemic-response/ [Accessed 10 June 2020].
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.
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.
For more information, please read the CPD Handbook here CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 9
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.
10 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
JAWS Reflections
Leadership eConference with Jennifer Abrams Taipei European School
This time last year I had just sold the idea of a leadership conference at the Region C CPD leaders meeting, showing my complete enthusiasm in being able to facilitate working with one of my favourite leadership consultants, Jennifer Abrams. I had talked at length about my personal experience of attending one of her workshops but was very aware she had not worked with many British schools before - would people want to get involved?
These were to come at the final half of two days, after we had worked with Jennifer on three core areas - hard conversations, aspiring leaders, influence and persuasion. Feedback from delegates was overwhelmingly positive, comments regarding the structure and protocols she offers to help frame conversations as well as open discussions on learning and leading across the generations - this achieved online, no easy feat. In our setting alone we have seen staff putting into practice what she has shared and senior The answer was a resounding yes. We leaders are already mapping out how best eventually had over 50 delegates attend this to ensure the event has positive long term two day conference remotely through Zoom, impact across our school. this for us was an incredible commitment on behalf of all involved given the current As always it is a pleasure and honour to host circumstances many schools find themselves such an event and work with other schools in. Not only this, from this group we also had in the FOBISIA family, we are also excited by five delegates willing to offer a presentation of more PD events that our staff will participate their own, ranging from real life experiences in for the rest of the year. as a leader to implementing various models in their respective settings. Aidan Stallwood Deputy Head of British Primary Section Child Protection Officer
CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 11
JAWS Reflections
Social, Emotional and Well-being eJAWS International School Brunei
Participants from more than 16 schools across the region joined us here at the International School of Brunei on the 22nd January 2021 to share and reflect upon our school’s Wellbeing journeys, a topic particularly pertinent in these times of uncertainty and change across the globe. Prior to the eJAWs, ISB shared prereading including Wellbeing articles and a bespoke audit tool from our Wellbeing Research and Innovation leads, Iwona Krasa and Michael Everett. Participants were welcomed to read and reflect upon their own schools’ progress using these tools as guidance. The audit tools focused on the areas of Wellbeing, Curriculum and Student Voice. Discussions during the online sessions were both fruitful and informative, with areas of practice and innovation across schools being shared. Dialogue included, how intentional versus responsive curricular is planned and delivered and questions around autonomy of delivery, capacity and measurability were deliberated upon. The alignment and curriculum articulation between Primary and Secondary at key times of transition was a key topic for debate. Cognitive focus and how we can make explicit and meaningful connections in
12 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
learning was also of great interest. The emotional response to learning both virtually and face to face was explored and ideas were shared discussing resources and tools, including their effective impact. Some examples from our practice were shared such as one of our Teaching and Learning Communities researching effective use of metacognition strategies when utilising online software such as Seesaw. Other trials have included the visual representations of self-regulation amongst our youngest students and the effectiveness of its impact, particularly in line with the new Development Matters Curriculum in 2021, with its updated focus on self-regulation. Staff wellness in times of turbulent change and use of media and technology to support wellbeing was discussed and strategies to support staff were examined through dialogue and shared thinking. It was an opportunity to pause for reflection and for the crossfertilization of ideas and pedagogy, this being both timely and invaluable. Feedback from the eJAWs included: “I definitely have come away feeling inspired to push for an evaluation of how we approach wellbeing and some concrete ideas on ways to approach this.”
JAWS Reflections “I found the name: Global Life Skills very effective and thought it would resonate strongly with both students and teachers. Furthermore, I appreciate that there is no “perfect fit” - that wellbeing needs to address the needs of the students and continually adjust.” “ I gained a better insight into the journey that ISB has embarked upon. The literature review provided an excellent overview of the scholarly research that has shaped and influenced the thinking at ISB.” We asked participants to reflect and formulate an ‘I wonder’ question after the session. One of these reflections particularly resonated and I will leave this article with this as food for thought: “I wonder if this is the gift that has/will come out of the pandemic - moving SEL upfront and centre stage on school strategic plans and empowering our future students with essential SEL attributes/tools/skills for life.” We thank all participating schools for their valuable time and exploration of Wellbeing and have formed a network for shared thinking and practice. Further reading from our Educational Research Innovation Lead for schools to peruse can be accessed here: http://bit.ly/isbwellbeingfobisia
Rachel Instone Assistant Headteacher, Educational Research & Innovation, Teaching & Learning and CPD International School Brunei
CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 13
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: sed https://forms.gle/W9Qm7428sdo9msBu8 s a P ine l d a DeDeadline: March 01 Registeration Contact: Geoff Hall, ghall@nlcsjeju.kr
Star t here. Go anywhere. 14 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
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 d and social media managers
se s a P Register by 1 March e n i l d Dea
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 5, 2nd March 2021 I 15
JAWS
li
Dead
16 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
d
se s a P ne
JAWS
CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 17
FOBISIA Affiliate Members
Courses by Veema
Click here for course details
Click here for course details 18 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
FOBISIA Affiliate Members
CPD Calendar 2020-21* Date 05/03/2021
Name of Event
Contact
TBC
Planning for Innovative Curriculum Design and Student Learning JAWS
North London Collegiate School Jeju Geoff Hall ghall@nlcsjeju.kr The British School New Delhi Navneet Kaur n.kaur@british-school.org Sri KDU International School Jocelyn Gamble jocelyn.g@srikdu.edu.my Discovery Bay International School Susan Walter swalter@dbis.edu.hk
TBC
The future of boarding JAWS and conference
King Henry VIII
25/03/2021
Drama Thursdays
Online
22/04/2021
Drama Thursdays
Online
30/04/2021
Challenging all Learners in Mathematics JAWS
19/03/2021 19/03/2021
30/04/2021
May - TBC
Effective English Tools for an Effective School eJAWS Communications eJAWS (targetted at admin staff) Digital Learning JAWS
Name of School
Garden International School Kuala Lumpur Approaches to the development of subject Shrewsbury International School language and literacy for all students across all Riverside disciplines in a senior-school context JAWS and Conference CPD Leaders eConference Online
Martin Knights martin.knights@kinghenryviii.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my David James james.d@gardenschool.edu.my Victoria Rotheram victoria.r@shrewsbury.ac.th
Term 2
3
2 2 2
2 2 2 3
Fariha Ebrahim fariha.ebrahim@fobisia.org Outstanding Teaching JAWS Regents International School Pattaya Mike Harrowell michael.harrowell@regents-pattaya.co.th Primary Education for Sustainability JAWS, face- St. Andrews International School, Susan Whalley to-face, in Thailand only. Bangkok susan.wh@standrews.ac.th Nathan Phipps Mastery in Maths for KS2 & KS3 The International School @ nathan.p@isp.edu.my ParkCity Drama Thursdays Online Robin Lawrence lawrence.R@gardenschool.edu.my Communication, Language and Literacy in the The International School @ ParkCity Nathan Phipps Early Years JAWS nathan.p@isp.edu.my Developing a wellbeing focused school JAWS International School Brunei Suzy Pugh spugh@ac.isb.edu.bn Modern Languages (primary & High School) + St. Andrews International School, Jennifer Harvey First language programme JAWS Bangkok Jennifer.ha@standrews.ac.th
3
Garden International School Kuala Lumpur Sri KDU International School
3
24/06/2021
Promoting creativity through visual arts in the International school setting JAWS Excelling in Middle Leadership JAWS (cohosted with BSKL) Drama Thursdays
TBC
Approaches to teaching English (KS3-5)
Garden International School Kuala Lumpur
07/05/2021 1415/05/2021 21/05/2021 27/05/2021 28/05/2021 04/06/2021 04/06/2021
04/06/2021 11/06/2021
Online
David James james.d@gardenschool.edu.my Frances Baxter f.baxter@srikdu.edu.my Robin Lawrence lawrence.R@gardenschool.edu.my David James james.d@gardenschool.edu.my
*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.
20 I CPD Digest, Volume 3 Issue 5, 2nd March 2021
3 3 3 2 3 3 3
3 2 3
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.
JOIN THE FOBISIA FAMILY! CPD Digest, Volume 3 Issue 5, 2nd March 2021 I 21
