IB Asia Pacific eNewsletter June 2011

Issue: June 2011

Asia Pacific

eNewsletter Message from the Regional Director Dear Colleague, Welcome to the new IB Asia Pacific newsletter, I do hope that you find it an informative and useful update of what is happening in the world of IB with particular regard to the Asia Pacific region. As valued members of the IB community is imperative that we keep you up to date with events, developments and initiatives which will ensure that we serve you better.

As you know, I joined as Regional Director Asia Pacific in February and one of the targets I set for myself was to gain a deep understanding of your needs so along with my colleagues, I can direct IBAP’s actions to serve you better over the months and years to come. To this end, I have engaged with Heads and Co-ordinators in a number of countries and cities across the region; India, Australia, Singapore, Indonesia and most recently China and Hong Kong.

I would like to take this opportunity to thank you for the valuable comments, insights and pointers you have contributed to these meetings. I look forward to many more opportunities to interact. From your feedback and comments so far, I realise that there is already a great deal that IBAP does well and there are areas we can improve. Through the contributions my colleagues have made to this newsletter, you will see that we are acting upon your suggestions and we are extending our offerings to serve your needs. www.ibo.org

The IB as an organisation was founded on our relationships with schools, teachers, governments and donors - we intend to strengthen and build upon these. A key project in terms of improving our service to you and honouring the relationships we have is the IB Educator Network (IBEN) Project. We have presented this project in past newsletters and in the IB Asia Pacific conference. The mandate of this global project is to ensure that the IB manages its relationships with the many educators who collaborate with the organization – from workshop leaders to examiners. In IBAP, this initiative is being driven

by Ashish Trivedi, Manager IBEN, who is making an excellent contribution to improving processes and setting up systems that will allow us to work effectively in the future. The result of this project will be systems and processes that are more nimble in response to your needs as schools and educators.

I do hope that you find this newsletter informative and it goes some way in giving you overview of how your regional office is serving you.

I thank all of you for your dedication and commitment to the IB mission and contributing so much to education in Asia Pacific and beyond.

If we have not met, I look forward to meeting you at one of our upcoming events.

Regards Ian Chambers For more information visit www.ibo.org page 1

25TH ASIA PACIFIC ANNUAL CONFERENCE 2011 The city of Melbourne played host to the International Baccalaureate’s 25th Asia Pacific Annual Conference at the Melbourne Convention and Exhibition Centre from the 17th to 20th March. The largest gathering of Asia Pacific’s IB community of its kind, the conference was officially opened by Hon. Martin Dixon MP, Minister for Education, Victoria.

featured a stunning performance of “Yearning”, a piece composed by IB Diploma graduate Susan Lee and performed by the Lauriston String Orchestra. And the tempo of the event continued right the way through to the truly amazing performances of percussion virtuoso, Dame Evelyn Glennie on the final day.

MELBOURNE, AUSTRALIA

Entitled ‘Citizenship, Creativity, Connectivity, Compassion: Exploring Teaching and Learning in the 21st Century’, the four day conference provided an opportunity for the members of the IB regional and global community to come together and be challenged to examine ideas and assumptions; gather information about changes and developments within the IB; and allowed participants to engage in meaningful conversations with colleagues, regional and global IB staff.

Undoubtedly the highlights of the Conference were the Keynote presentations and performances. Following the ‘Welcome to Country’ and welcome speeches, the tempo was increased and remained high throughout the next three days with performances starting with Cultural Infusion a mixture of dance and music backed by a mesmerizing sand artist. Day two www.ibo.org

With the musical and artistic performances providing a visual and auditory extravaganza; the Keynote presentations provided an intellectual feast facilitated by introductions from IB Students themselves.

Internationally renowned speakers including bestselling author Wade Davis, Explorer-in-Residence at the National Geographic Society who gave a candid inside view of his mentors, Sophal Ear and his extraordinary personal journey through the killing fields of Cambodia to advising the United Nations and World Bank, David Harrison whose insights on endangered languages were profound and Erica McWilliam who challenged delegates to think differently about teaching and learning were just some of the highlights that made the conference so rewarding. These culminated in an extraordinarily entertaining panel of IB Diploma graduates in the form of Waleed Aly, Randa Abdel-Fattah and Matthew Albert who truly embodied living and extending the IB mission into the 21st Century.

The conference attracted more than 900 educators, policy makers and IB practitioners from around the world. Representing 29 countries from over 370 schools throughout the Asia Pacific and Australasian region, delegates heard from 10 distinguished keynote speakers and attended smaller breakout sessions led by over 70 practitioners and education experts from the region and around the IB World. Visit www.ibo.org/ibap page 2

PRIMARY YEARS PROGRAMME DEVELOPMENTS IB PYP curriculum support materials:

Sample units of inquiry, developed by IB World Schools, for a variety of age groups and under several transdisciplinary themes are now available via the OCC (E-library). Each unit contains not only a unit planner but tags to search within the units of inquiry. Examples of tags include collaborative planning tools, sample summative and formative assessments, a view into concepts and learning experiences, examples of student initiated inquires and action. By November 2011 sample units available will include exhibitions and units of inquiry outside the programme of inquiry.

works continue to go from strength to strength!

PYPCs; if your school is not yet connected with a local network, please contact Kathy Derrick kathy.derrick@ibo.org

Transition from the old to the new:

Schools who have had an authorization or evaluation visit during the past six months would have received their report related to the old standards and practices. This will be the case for most of 2011. Schools are required to develop an action plan in response to the recommendations from the report. 2011 is the year for schools moving from the old to the new standards and practices, therefore any action plans developed should be related to the new standards and practices. This provides a wonderful opportunity for schools to really engage with the new standards and practices, to identify what is new and what has become redundant and how these will ‘look’ in practice in their schools. The template required to complete the action plan is found on pages 20-23 of “Application for Candidacy: Primary Years Programme” 2010.

The sample programme of inquiry is currently under review and will be published in December 2011.

The PYP is exploring publishing curriculum support materials using a wider range of media that may include using videos to support understanding of written curriculum documents; exploring the use of wikis as a collaboration and publication tools for Sample units of inquiry (2010-11), The Role of ICT in a PYP school (2011); and an E-newsletter aggregating regional, local, and association newsletters to share practices in the PYP. Contributions are welcomed!

Teachers interested in contributing (videos, photos, Farewell Mario Gauci: web links) to the development of curriculum support It is with much sadmaterials please get in touch through pyp@ibo.org. ness that we farewell You can follow PYP developments on Twitter@ibpyp Associate Regional Manager Mario GauNetworking across the Region: ci from the Asia PaThis year, there has been exciting growth in the cific office at the end number of PYP networks in our region and in what of June. During the our networks have undertaken and achieved. To past 4 years Mario date there are 18 active PYP networks operhas been an invaluating in Asia Pacific with more in the pipeline! able member of the school services team and most importantly the Our networks are expanding the way they support PYP team. Mario has provided outstanding supmember schools in the implementation of the PYP. port and guidance to schools in our region via An increasing number of our networks are using the numerous visits he has led, the provision of online programs and forums to facilitate and en- ongoing remote support as well as establishing hance collaboration and sharing. These include; many important structures and systems within wikis, Basecamp, LinkedIn, Google share and the office which have assisted PYP coordinaSkype. Many of our networks host regular job-a- tors as well as our large group of school visilikes and/or professional development sessions that tors. While Mario will be sorely missed from our utilize the expertise of local PYP teachers. Teach- team, we wish him all the best in his new role ers from the more remote schools in some of our as Vice Principal at CIS Singapore K-3 Lakeside networks have participated in these sessions and Campus. We look forward to his ongoing support network meetings using Skype. Some networks for the implementation of the programme not have also hosted guest speakers at their meetings only through his new position at CIS, but also and shared PD events that support best teaching as one of our IB Educators. A sincere thank you practices using outside expertise. Our PYP net- Mario, from all of us in the Asia Pacific Region! www.ibo.org

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MIDDLE YEARS PROGRAMME DEVELOPMENTS IB Asia Pacific has a very active group of MYP coordinator networks. In this edition of the newsletter we would like to highlight some of these network’s activities. Generally these network groups try to meet face to face once or twice a year. Between face to face meetings communication is maintained through the use of Basecamp forums. Within these forums members post examples of good practice, field inquiries and discuss various issues related to programme implementation. Though these groups we have been very successful at developing common understandings of many aspects of programme implementation. Various groups have collaborated on developing modified assessment criteria, strategies for the use of the MYP command terms and the development of student learning expectations for the areas of interaction. These groups also have been very active in the provision of informal professional development opportunities. Members profit from the wealth of experience and expertise within their membership to offer job a like sessions or general talks on topics the groups have identified within their communities. Where possible we at the regional office try and support the work of networks either online or in person.

If you aren’t currently part of an MYP Coordinators network please contact me at the regional office (curtis.beaverford@ibo.org) and I will see if we can get you connected the group closest to you.

Jiangsu Province MYP Coordinators Network On 30th March, MYP coordinators and administrators from eight MYP schools in the Shanghai and Jiangsu Province region met at Suzhou Singapore International School for their first network meeting. Curtis Beaverford made two interesting and informative presentations, one on future developments in the MYP and the other on the use of command terms. Participants then discussed how a local network might help MYP schools, including joint new teacher induction sessions, job-a-likes and presentations on aspects of MYP curriculum design and implementation. www.ibo.org

The Indonesian MYP Coordinators Network The Indonesian Coordinators Network organized a very successful MYP Job A Like Session on Febuary 26th. The event was hosted by Binus International School in Simprug. This year the event was organized as a series of mini sessions on a variety of topics which included Special Needs in the MYP, the MYP-DP Continuum – Indonesian A and English A, Science Monitoring and Moderation, Visual Arts Monitoring, Using technology to guide Inquiry in the MYP Classroom, Personal Project – Sharing good practice, Community and Service, Programme Implementation a Q&A, Introduction to the new programme standards and practices and an overview of the student learning expectations and the MYP command terms.

The event was attended by representatives from all the MYP schools in the Jakarta area.

The Singapore MYP Coordinators Network Collaborative learning is what we teach our students to do, and is also what we ourselves do. The IB network in Singapore has been actively seeking opportunities to learn and collaborate. Most recently, several schools in Singapore involved in the International Baccalaureate Mid-Year Programme gathered together for an exchange and development of ideas on the 8th March 2011. This was an initiative by the IB MYP Coordinators who have strong interest in developing the IB community of teachers, and who also communicate frequently over the Singapore Coordinators Network.

South Asian International Baccalaureate Schools Association (SAIBSA) On Saturday April 9th 2011 the South Asian International Baccalaureate Schools Association held an MYP Job Alike which was attended by representatives from the majority of authorized and candidate schools in India. The session was hosted by Ecole Mondial who donated their time, facilities and lunch and refreshments for all participants. There were 95 teachers, coordinators and administrators present. This year the job alike was run as a mini-conference with sessions on a variety of topics led by coordinators, workshop leaders and teachers from the schools which attended. Topics included developing and using area of interaction student learning expectations, developing interdisciplinary initiatives, using the MYP command terms, the new personal project guide and standardization sessions for the majority of subject areas. page 4

IB D I PLO M A PRO GRAMME DE V E LOP ME NT S As in all sessions, representatives teacher with expertise in this area. Calcufrom the regional office made a num- lators must be checked before each exber of unannounced examination vis- amination for which they are permitted. its to May session schools this month.

Storage of examination papers: ExamiFor your guidance, the following are nation papers and other confidential examsome of the issues which arose dur- ination material are stored on the school ing those visits. The section from the premises in a secure location. Schools Handbook of Procedures 2011, Arrange- are invited to look again at the security ments for the written examinations in of their examination storage. Any ground May and November 2011, is quoted. floor location in a room with windows, for example, might not be sufficiently secure.

The role of the coordinator: “It is expected that the coordinator will normally start and end each examination, although the coordinator may not be present for the full duration of every examination.”

The use of rough paper: “Regarding the use of rough paper/scratch paper by candidates, current instructions say: “Candidates must do all their rough work on the answer paper and cross out any work they do not want marked. In an examination where the answers are written on the actual examination paper, it is permissible for candidates to have rough paper, but this rough paper must not be enclosed with the package of scripts sent to an examiner – it will not be marked.” However, it is preferable for candidates to use any remaining blank pages in the examination paper rather than separate paper provided by the school.

If rough paper is provided, IB answer paper must be used for this purpose.”

[News item for May 2011 examinations]

Examination room: “Inform the candidates that once they have entered the examination room they are subject to the IB’s regulations governing the conduct of examinations. Admit candidates to the examination room at least ten minutes before the examination is due to begin. They must enter Stephen Keegan the room in a quiet and orderly manner.

School Services Manager Although it is not mandated that all candi- Diploma Programme dates will sit in one examination room, it is IB Asia Pacific

strongly recommended. Inevitably, if more than one room is used, then there can External examinations for candibe inconsistencies of room management. dates for the IB diploma are given twice a year, in May and in November.

Calculator checking: “The coordinator [must] have a clear procedure for en- Examination schedules suring that all calculators comply with IB http://www.ibo.org/documentlibrary/examinaregulations for examinations.” It is in- tionschedules/index.cfm tended that the procedure will involve a www.ibo.org

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I B C A R EER- RELAT E D CE RTIFICATE (IBCC) The IB Career-related Certificate (IBCC) is a new qualification that increases access to an IB education and is specifically designed to provide a flexible learning framework tailored by the school to meet the needs of students and the local community as well as the world beyond.

The IBCC enables students to:

Develop a broad range of career-related competencies and to deepen their understanding in general areas of knowledge. Prepare for effective participation in an ever-changing world of work foster the attributes of the learner profile allowing students to become true lifelong learners willing to consider new perspectives.

What is the IB Career-related CertifiEngage in learning that makes a positive difcate (IBCC)?

The IBCC incorporates the educational principles, ference to future lives. Become a self confivision and learner profile of the IB into a unique dent person ready for life in the 21st century. offering that specifically addresses the needs of

students who wish to engage in career-related education. The IBCC encourages these students to benefit from elements of an IB education, through a selection of two or more Diploma Programme courses in addition to a unique IBCC core, comprised of an approaches to learning (ATL) course, a reflective project, and community and service.

This new qualification is designed to provide a “value added� educational offering to schools that already offer the IB Diploma Programme and are also delivering career-related courses to their students.

The IBCC enables schools to widen participation to an IB education. Schools retain the ability to choose the career-related courses that are most suited to local conditions and the needs of their students. Schools gain the added flexibility in direct curriculum development as well as the IBCC core to create an educational pathway that puts a strong focus on individual student needs www.ibo.org

The IBCC framework

The IBCC consists of the study of Diploma Programme courses along with a unique IBCC core.

The core includes community and service, an approaches to learning (ATL) course and a reflective project blended together to enhance individual critical thinking and intercultural understanding. These elements come together to help students develop the communication and personal skills necessary for success. Surrounding the IBCC core is the requirement of a minimum of two IB Diploma Programme courses. The core forms a bridge between the rigorous requirements of the IB Diploma courses and the targeted career-related courses chosen by the student.

In addition to the IBCC core and the IB Diploma courses, students are expected to engage in the value added elements of a language acquisition course and a careerrelated course. visit www.ibo.org/IBCC or email ibid@ibo.org page 6

IB PROFESSIONAL DEVELOPMENT The International BaccalaureateÂŽ offers a wide range of professional development workshops for new and experienced coordinators, teachers and administrators in all of our educational programmes and for the continuum.

For 2011, IB Asia Pacific are offering professional development Arts, Science & Technology Workshops, not to be missed opportunities.

A r t s Wo rkshops Augus t

Date: 20th - 22 August 2011 Venue: Tanglin Trust School, Singapore

S c i e n c e & Te c h n o l o g y Workshops August

Date: 27th - 29th August 2011 Venue: United World College of South East Asia (East Campus) Also in August 2011, IB are offering a series of Science and Technology workshops hosted by UWCSEA and featuring the very best IB science and technology workshop leaders.

The IB Professional Development team is offering Register here>> http://www.ibo.org/ibap/ this unique opportunity of Arts specific workshops hosted by Tanglin Trust School in Singapore. professionaldevelopment/Workshops/sciRegister here>> http://www.ibo.org/ibap/pro- enceaug2011/ fessionaldevelopment/Workshops/artsaug2011/ Early bird discount rate of USD562 before 30th Early bird discount rate of USD562 before June 2011 30th June The 2011 IB Science & Technology workshops will An information pack is available and can be downloaded from http://www.ibo.org/events/dptan- include: glin/documents/RegistrationPack-SGTTS.pdf MYP Category 1 : Science The 2011 IB Arts workshop will include: MYP Category 2 : Science PYP Category 3 : The Role of Arts in PYP MYP Category 1 & 2 : Performing Arts DP Category 1 : Dance, Film, Visual Arts DP Category 2 : Visual Arts DP Category 3 : Music DP Category 1 & 3 : Theatre In co-operation with International Theatre Education (ISTA).

DP Category 1 : Information Technology in a Global Society, Design Technology, Computer Science, Environmental Systems and Societies, World religions, Introduction for Administrators DP Category 1 : Chemistry, Biology, Physics DP Category 2 : Chemistry, Biology, Physics DP Category 3 : Chemistry, Biology, Physics For more information visit the Workshop website

For more information visit the Workshop website

IB Subject Area Managers (SAMs) will be atLunch Time Talk Keynote Speaker: tending these workshop. Their role and Dinos Aristidou participation at these workshops is to lisSpace, Place and the International Learner ten and learn about issues facing schools, Don’t miss this special session that will exand contribute as appropriate. SAMs will be amine how site-specific learning through available to talk to throughout the events. the Arts can engage young people. www.ibo.org

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UNIVERSITY RECOGNITION UPDATES

Updates from Priyamvada Taneja U p d a t e s f r o m G r e g Va l e n t i n e IB University Liaison Officer IB Manager Development India Australasia A recent question asked by a parent made me think about the awareness level of parents and students about admissions to Universities in India.

He asked rhetorically “If students study IB, then the option of studying in Universities in India is not possible”. This made me realize how unaware and misinformed our families are about admission process. The process of applying to Universities in India can be difficult, as the tertiary pathways for the various institutions are often not clear.

Additionally, even if the pathway has been identified, the documentation required is sometimes difficult to obtain in a timely manner. To help College Counsellors and Coordinators ease the process, we have put together a “Guide for University Recognition in India”. The booklet gives you the overview of University recognition in India with statements and website links of universities in India with updated polices.

University Policies have also been updated on the IB website. You can now direct your parents and students to this link for information on University recognition. h t t p : / / w w w. i b o . o r g / c o u n t r y / I N / i n d e x . c f m

The Australian Council of Tertiary Admission Centres has recently released the new conversion table for IB Diploma scores to an ATAR equivalent for all states, with the exception of SA/NT which has developed their own table. As has been the case in past years, representatives from the IB organization have never been able to contribute to the development of the table.

While the SA/NT table has been developed with collaboration and support from the IB organization, we continue to be concerned with the validity of the methodologies used to create the ACTAC conversion table. The IBO has met with TAC’s and ACTAC over the years and expressed a number of concerns. However the time has come to politicize this and take our concerns about discrimination and lack of fairness, equity and transparency to the Federal Minister for Tertiary Education Chris Evans, local MP’s and the Vice-Chancellors and Deputy Vice-Chancellors of the Universities.

This needs to be done Australia-wide with full involvement of all IBDP Schools and coordinated by AAIBS. The IBAP Sydney Office is happy to assist with the coordination of this.

This is the start of a process to make headway For more information on IB university recogfor university recognition in India and with your nition in the Asia Pacific region please visit : continued support we will be able to achieve a lot. http://www.ibo.org/ibap/universityrecognition/

www.ibo.org

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IB EDUCATOR NETWORK UPDATES Collaborating with educators and schools has been a unique strength of the IB since its beginnings. IB educators make an invaluable contribution in the development of IB programmes and supporting the IB community.

IB educators engage with the IB as workshop leaders, site visitors, field representatives, examiners, moderators, consultants, curriculum developers and in a variety of other roles.

With their involvement, IB educators not only support the schools in their IB journey but also receive authentic professional development and gain new perspectives and ideas which benefit their own school communities.

In the Asia Pacific region, there are currently 800 IB educators who contribute in various roles such as workshop leaders, site visitors and field representatives for the three IB programmes.

Recognizing the important role that IB educators and their schools play in supporting the IB community, the IB has established the IB educator network (IBEN) and appointed IBEN managers in the three IB regions. The main objective of the IB educator network is to further enhance the way the IB collaborates with the IB educators by having consistent policies across the three regions, recognizing the contributions the IB educators and their schools make and conscientiously using the time and expertise of our IB educators.

In the last year the IBAP regional office has developed efficient IT systems to manage IBEN related information, IB educators and their school contribution to various IB activities. The Regional office now has an online application system for those interested in becoming a part of the IB educator network.

• Application Reader (PYP, MYP, DP) - Application readers will analyse, evaluate and report to the regional office on documented evidence submitted by schools with the application of candidacy and/or authorization. Preference will be given to educators with prior experience as school visitors or as workshop leaders.

• School Visits Team Member (PYP, MYP, DP) - School visits team members will participate in programme verification and evaluation visits representing the IB. They will be responsible for conducting the visit and contributing to a final report and recommendation for the regional office.

• School Visits Team Leader (PYP, MYP, DP) - Team leaders are responsible for liaising with the regional office and the school prior to and after the visit as well as for leading the visiting team in conducting the visit and preparing the visit report for submission to the regional office.

Professional Development Roles • Workshop Leader (PYP/MYP/DP) - Workshop leaders facilitate professional development for teachers in regional workshops and in schools implementing the IB programmes. Workshop Leaders contribute to the global Quality Assurance Framework of PD provision.

• Programme Field Representatives (PYP/ MYP/DP) - Programme Field Representatives will offer academic support to Workshop leaders on regional workshop events and also feedback observations to regional office IBEN Managers. Programme Field representatives contribute to the global Quality Assurance Framework of PD provision.

The regional office will be organizing a number of training events for those interest- For detailed information on how to become ed. These trainings are intended to devel- a part of the IB educator network, please op participants in the following IBEN roles: visit the IB Asia Pacific IBEN webpage.

School Services Roles

There is no doubt that without the IB educators, the IB would not be in the position it is today. We would like to extend our sincere gratitude to all IB educators for their hard work and all school heads for encouraging and supporting the IB educators as they collaborate with the IB.

• Consultant (PYP, MYP, DP) - Consultants will provide support and mentoring to candidate schools. Each school will be assigned a consultant by the regional office who will conduct the mandatory consultation visit and provide a specified number of hours of distance mentoring in preparation for the verification visit. Prefer- Your continued feedback is very important to ence will be given to educators with prior experi- us so please do send us your ideas, suggesence as school visitors or as workshop leaders. tions and feedback at ashish.trivedi@ibo.org. www.ibo.org

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IB ANNOUNCEMENTS - RESEARCH UPDATES Latest IB Research on Students’ Post-secondary Achievement

Highlights include:

The UK’s Higher Education Statistics Agency The majority of IB Diploma Programme students (HESA) has just provided the IB with a report enrol directly in a “somewhat selective” or “more selective”4-year institution (64% of domestic, on IB students studying at Higher Education Inand 79% of international students) stitutions (HEIs) in the UK. The report identifies characteristics and trends of IB students compared with students holding the more tra- The most popular U.S. destinations for internaditional A level and similar qualifications, and tional students were University of Pennsylvania, provides an overview of IB student character- Colby College, Harvard University and New York University istics and analysis of enrolment patterns at the ‘top’ HEIs, chosen fields of study, achievement and non-continuation rates, as well as activities Graduation rates for both groups were found to approximately six months after leaving HEIs. be generally higher than institutional and national averages Findings indicate that IB students were more likely to: There is a positive association between students’ scores on an IB exam and grades in the first col- be enrolled at a top 20 HEI lege courses in that subject - achieve first class honors and to leave with an award in most subject areas - go onto further study after university - be employed in graduate level jobs and in higher paid occupations

IB Research is also excited to announce the release of three new studies on post-secondary achievement of IB Diploma Programme students in the US. SRI International, and independent, non-profit research institute, looked at the college enrolment, performance and graduation rates of Diploma Programme students from high schools within and outside the US who went on to enrol in US universities, and graduates from Florida high schools who enrolled in the University of Florida. The studies examined enrolment patterns, destination types, and graduation rates for more than 26,000 students. The Florida study examined the IB exam scores and college performance in the same subject. www.ibo.org

These studies are part of a growing body of research on the IB as evidenced in part by the dozen plus papers presented last month at the annual conference of the American Educational Research Association, one of the world’s most influential educational research institutions.

Presentations on the IB were given by individuals from Harvard, University of Chicago, University of Pennsylvania, and NYU among others.

To read more on these studies and others, please visit the IB Research Programme Validation Studies page: http://www.ibo.org/ research/programmevalidation/index.cfm.

For more information on, or questions about IB Research, please contact: research@ibo.org. page 10

IB Heads World Conference 2011 13 - 16 October, Singapore

The IB Heads Conference in Singa- action to affect change. For more than a decade pore in October 2011 promises to of- Chandran has strongly advocated a more susfer something different for participants. tainable approach to development in Asia, advising governments and multinational corporations.

Some of the world’s most inspirational speakers...

...will share their experiences of Leadership over the four days of the conference. Expect to be invigorated, stimulated and challenged by people who are redefining what great leadership might look like in the future.

Call for Presenters...

In addition to the keynotes, workshops and presentations, participants have an opportunity to contribute by choosing a strand on which you would like to participate and would work closely with a group of heads during the conference. Each strand will include a short presentation by a strand member; sharProfessor Sugata Mitra ing and discussion of best practice; drawing conProfessor of Educational Technology at Newcastle clusions and making recommendations for action.

University in the UK, Sugata dug a hole in a wall bordering an urban slum in New Delhi, installed The eight strands are: an internet-connected PC, and left it there (with a Heads as Learners – Continuous Professional hidden camera filming the area). What they saw Learning for IB Heads were kids from the slum playing around with the Developing Student Leadership computer and in the process learning. His work Leadership for Improved Student Achievement inspired the book ‘Slumdog Millionaire’ that went Leadership for Improved Pedagogy on to become the Oscar winning film of 2009. Leadership for Curriculum Development Leadership Based on the IB Learner Profile Dr. Douglas Reeves Leadership and Learning for Global Citizenship Founder of The Leadership and Learning Cent- Leadership in the 21st Century er. The author of more than 20 books and many articles on leadership and organizational ef- June Special Offer... fectiveness, he has twice been named to the The first 50 participants to register in June Harvard University Distinguished Authors Se- and July for the IB Heads World Conferries. Dr. Reeves was named the Brock Interna- ence 2011 will receive a ticket to the Marina tional Laureate for his contributions to educa- Bay Sands Art Science Museum worth S$30!! tion. He also received the Distinguished Service Award from the National Association of Second- Travel & Accommodation ary School Principals and the Parents Choice Enjoy exclusive rates at Marina Bay Sands® Award for his writing for children and parents. Asia’s leading destination for business, leisure and entertainment. Located along the MaChandran Nair rina Bay waterfront, in the heart of Singapore.

Founder of the Global Institute for Tomorrow (GIFT), an independent social venture think tank dedicated Register NOW IB Heads World Conference 2011 to advancing understanding of the impacts of globalisation through thought leadership and positive http://headsconference.com/ www.ibo.org

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W W W. I B O . O RG/IB A P - U P D AT E S What’s new at www.ibo.org/ibap ...

New links, useful documents and resources available directly from the IB Asia Pacific home page.: http://www.ibo.org/ibap

IBAP Conference Archive. Select, view and download the presentations from the breakout sessions at the recent IB Asia Pacific Annual Conference.: http://www. ibo.org/ibap/conference/ archive/2011/index.cfm

IB Asia Pacific Staff. Visit the Management team in the Asia Pacific Global Centre in Singapore.

Who are we.: http://www. ibo.org/ibap/aboutibasi a p a ci fi c/i ba p staffbios

IB Asia Pacific School Services. The latest information from Schools Services and the individual programmes, PYP, MYP, DP.: http://www.ibo. org/ibap/schoolservices/

IB Asia Pacific Regional Council. Updated to represent the current Regional Council. Visit to see who sits on the Council.: http://www. ibo.org/ibap/aboutibasiapacific/regionalcouncil/

University Recognition. Latest guides, brochures, updates, information, FAQs and more.: http://www.ibo.org/ibap/ universityrecognition/

IB Asia Pacific Video Library: If you missed the IB Asia Pacific Professional Development. Visit great Keynote presenthe featured workshops, tations from the recent the complete programme IBAP Annual Conference, by programme workshop watch them here at the calendars for 2011, deIBAP video Library.: http:// tails on choosing the right www.ibo.org/ibap/aboutiworkshop and much more.: basiapacific/videolibrary/ http://www.ibo.org/ibap/ professionaldevelopment/

www.ibo.org

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