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Photography by Campbell Drohan, , 2013 WSC student leader at UBC, Vancouver, Canada

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2014 IB World Student Conferences

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Contents 2

About the Conference

3

Thursday

24

The IB Learner Profile

3

Friday

25

Welcome Message

6

Saturday

27

Regional Staff

8

About International Baccalaureate (IB), Asia Pacific

12

Schedule

14

Speaker Profiles Keynote Speaker Prof. Marcus du Sautoy, OBE

18

Keynote Speaker Mr. Richard Gerver

20

ONSHIPS SChOOL Keynote Speaker Prof. Lawrence M. Krauss

University of Queensland

Brisbane, Australia

20–26 July

McGill University

Montréal, Canada

27 July–2 Aug.

University of Bath

Bath, UK

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Breakout Sessions Session One

30

Session Two

38

Session Three

46

Session Four

54

Session Five

61

Session Six

67

Session Seven

73

Session Eight

79

Presenter Bios

86

Exhibitors

115

Venue Map

124

WORLD-REN

6–12 July

Information and registration at www.ibo.org/wsc

Overview

Our IB Mission

1

About the Conference International Baccalaureate速 Asia Pacific Annual Conference, 2014 Each year the International Baccalaureate速, Asia Pacific (Singapore Branch) presents the IB Asia Pacific Annual Conference. The Annual Conference provides an excellent opportunity for educational leaders and decision makers in schools, universities and governments to come together to share best practices around cultivating the way we are educating students and creating an education system that nurtures their abilities.

The IB Asia Pacific Annual Conference presents renowned speakers in the areas of education, society, environment, science and creativity, challenging and inspiring participants to rethink our current school systems and the way education is being taught.

Attracting over 1,000 educators, policy makers and IB practitioners from around the world, representing 29 countries from over 600 schools throughout the Asia Pacific and Australasian region, delegates will hear from three distinguished keynote speakers and break out into smaller sessions led by over 100 education experts from around the IB World.

The IB Asia Pacific Annual Conference is the largest gathering of IB educators and the education industry in Asia Pacific.

The three day conference provides an opportunity for the members of the IB regional and global community to come together; challenge and examine their ideas and assumptions; become better informed about changes and developments within the IB and international education practices; and allow participants to engage in meaningful conversations with colleagues and IB staff. The conference provides a platform for delegates to share experiences and solve common issues. It is also a key networking opportunity for corporations that supply and assist the education industry.

The IB Asia Pacific Annual Conference Network with new colleagues, catch up with old friends, forge new alliances.

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Welcome to Singapore…

Dear Members of the IB community, It gives me great pleasure to welcome you to the 28th International Baccalaureate (IB) Asia Pacific Annual Regional Conference in Singapore.

We have built a programme around three world renowned, informative and inspirational keynote speakers and selected breakout sessions that are organised to ensure something for everyone in our growing community of IB leaders and educators. With such a strong field, I am sure that your constant dilemma will be selecting which great session to go to.

2013 - 14 has been an incredible period for the IB in Asia Pacific. The year was

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marked by two important milestones.

The authorisation of the 600th IB world school and the attendance of over twenty thousand educators at professional development workshops in Asia Pacific.

We continue to expand the diversity of the IB community with state schools from Sabah to Sapporo engaging for the first time with the IB. We acknowledge that it is the community of IB World Schools that contribute their time, expertise and commitment to ensure the initiatives are carried out. This peer-topeer model of development and sharing of practices ensures that we continue to provide up-to-date and relevant approaches.

This conference marks the first time that the new optional eAssesments for MYP will be demonstrated to the wider community. MYP eAssesments have been designed to focus on conceptual understanding and the ability to apply knowledge in complex, unfamiliar situations.

With a focus on change, development and ongoing inquiry in the IB and at IB World Schools ‘ways of knowing’ are continually challenged, learning and adapting. We look forward to sharing ideas and perspectives of how we can all work towards the indefinable and make the world a better place.

Our new Director General, Dr. Siva Kumari, who took office as of January 1, 2014, is focusing on the IB’s strategy going forward and we are seeking your valued input in this area as well as the review of the IB Mission statement. As she creates her priorities for the year ahead, she will be most appreciative of your views. We are hopeful that these sessions will lead the IB to be as forward looking now as it was 45 years ago when it was founded.

We appreciate the time and investment you have made to come to the conference and I’m sure you will find a great deal to take back to your schools.

I look forward to reconnecting with many of you over the coming days.

Ian Chambers,

Director, IB Asia Pacific

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Regional Staff

Ian Chambers

Marcia Behrenbruch

Rosalyn Goh

Monita Sen

Regional Director Asia Pacific

Regional Head of School Services, Asia Pacific

Regional Events Manager Asia Pacific

Regional School Services Manager Primary Years Programme

Over the past 12 years Ian has forged a successful career in education leadership and teaching. Before joining the International Baccalaureate Ian was Regional Manager, Asia Pacific for an international provider of international qualifications for 14–19 year olds where he also held the position of Regional Manager, South Asia based in New Delhi, India.

Previously, Ian was a Curriculum Leader for Business and Enterprise in the UK and a teacher of Economics and Business Studies. During his career Ian has developed institutional partnerships with Central and State Governments as well as the British Council and regional boards.

Stefanie Leong Head of Development, Asia Pacific Stefanie has over 11 years of experience in education management. She was previously the Senior School Development Manager, East Asia for a provider of International qualifications for 5-19 year olds where she developed excellent relationships with government, schools and universities from Singapore to Japan. Stefanie also worked in an Australian University prior to that.

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Marcia Behrenbruch has over 25 years of experience as a teacher and school administrator living and working in Canada, Australia, the Netherlands, Vietnam and Singapore. Her research interests are inquiry learning, facilitating change in classroom practice and identifying factors that contribute to effective professional development.

After three years as head of professional development for the PYP, she is now head of school services for Asia Pacific.

Stuart Jones Head of Professional Development, Asia Pacific Stuart worked in international education for 17 years prior to joining the IB. During his teaching career Stuart has gained experience in a variety of educational systems and administrative roles. As an administrator and DP coordinator in an IB school he helped to oversee the implementation and development of the programme, and subsequently took on a number of IB Educator roles in the Asia Pacific region. Before moving to his current role in the IB, Stuart worked for several years with the School Services team (Diploma) supporting schools in the authorization and evaluation processes.

Rosalyn is a seasoned events marketing professional with over 10 years’ experience working with international management consulting and marketing organizations.

Rosalyn combines strong event planning, event execution and client servicing skills to ensure the delivery of top caliber events. Having worked in various business environments in the US, Australia and New Zealand, Rosalyn possess strong client relationship management, partnerships, negotiation and communication skills. Rosalyn holds a Masters in communications with a specialization in events management.

Steven Wishart PYP Associate Manager Steven brings with him 19 years of educational experience, having worked in Australia, Vietnam, Hong Kong and Singapore. Steven began his PYP journey more than ten years ago and has worked in a variety of roles including teaching, curriculum coordination and as a workshop leader. He designed the IB Learning Environment workshop and has presented throughout the Asia Pacific Region, Europe and the United States.

Monita has over 12 years experience working with the PYP in a variety of roles including primary teacher, drama teacher, PYP coordinator, head of school, PYP workshop leader, school visitor, educational consultant, teacher-trainer and workshop developer.

Monita holds a Masters degree in Education and English Literature. Contact Monita regarding anything to do with the PYP authorization or evaluation process or if you have general questions regarding the Primary Years Programme.

Ashish Trivedi Regional School Services Manager Middle Years Programme Ashish joined the International Baccalaureate organization as MYP Associate Regional Manager in August 2008. For the past 14 years he has taught in national and international schools in India, Indonesia and Japan as Head of Technology, MYP and Diploma Coordinator.

Ashish has been an MYP workshop leader and school visitor since 2004. He holds a Bachelors degree in Science and Masters degrees in Computer Education and Educational Leadership from universities in India and Australia.

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Regional Staff

Avalokita Nanda

Gillian Presland

Bradley Shrimpton

Sebastien Barnard

DP School Services Associate Manager

IB Educator Network Manager, Asia Pacific

Research Manager

Regional Communications & Marketing Manager APAC

Avalokita Nanda has a Bachelors degree in Education; and a Masters degree in Sociology specializing in Education and Women’s studies from the University of Pune in India. Over the 14 years she spent in schools, she has taught in all three IB programmes, putting into practice much she learnt from the early “Making the PYP happen”. Her previous educator roles with the IB include senior moderator and workshop leader for the MYP; and examiner, five year review Panel member and visiting team leader for the Diploma Programme.

Melissa Fahlman Professional Development Manager, Asia Pacific Melissa joined the International Baccalaureate as the Professional Development Manager at the end of August 2013. Prior to joining the IB, Melissa held various positions as an independent consultant, program manager for the public service in British Columbia, facilitator, and IB and public school teacher.

She holds a Masters degree in Business Administration (MBA), as well as Bachelor of Education and Bachelor of Arts (English and History) degrees.

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Gill Presland joins the IBAP Regional Office, bringing over 20 years of educational experience. Gill began her teaching career as a secondary school teacher in Australia. She soon joined IB schools teaching throughout the PYP and MYP. Gill is an experienced MYP coordinator, a MYP curriculum developer and has designed professional development workshops for the IB. She is also an MYP Workshop Leader.

Bradley Shrimpton joined the International Baccalaureate as the Global Research Manager (AP) in 2012. Prior to commencing with the IB, Brad was as an academic coordinator and lecturer at the University of Melbourne where, over a 12 year period, he worked on a wide range of research and evaluation projects.

Bradley has received two national awards for his evaluation studies - the 2005 Australasian Evaluation Society ‘Community Development Award’, and 2007 Australasian Evaluation Society ‘Emerging New Talent Award’. He has been the author and coauthor of over 40 referred articles, book chapters and major reports.

Sebastien has over 15 years experience as a marketing communications, public relations and brand reputation management professional. Sebastien’s experience includes B2B, B2C and Public Sector marketing; understanding and working with the marketing and communication needs of leading MNCs’ and Government organisations. An IB Diploma graduate from UWCSEA and Bachelor of Arts (Hons) in Politics and Philosophy from The University of York, UK, Sebastien formally held communication and marketing roles with the British Chamber of Commerce in Singapore and various multinational corporations working throughout the Asia Pacific region.

Tan Ming Kee Schools Division Operations Manager Ming Kee joined the International Baccalaureate in 2009 and has been in her current role since July 2011. Current responsibilities include managing all administration processes and systems related to authorization, evaluation and withdrawals of schools within the IB Asia Pacific regions.

Prior to joining the IB, Ming Kee worked in DELL Global GV as software development manager and project manager with Infocomm Development Authority of Singapore (IDA).

Ming Kee has 12 years of experience in project management and business analysis.

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About International Baccalaureate (IB), Asia Pacific Founded in 1968, the International Baccalaureate (IB) is a not-for profit foundation, which offers four high quality and challenging education programmes for a worldwide community of schools. For more than 45 years, the IB programmes have gained a reputation for rigour and high academic standards, for preparing students for life in a globalized 21st century and for helping to develop citizens who will create a better, more peaceful world. Currently, more than one million IB students attend over 3,700 schools in 147 countries.

In the Asia Pacific region the International Baccalaureate (IB) supports over 600 schools offering more than 840 programmes in 29 countries and territories.

You will find IB World Schools in: Australia Bangladesh Brunei Darussalam Cambodia China Fiji Guam Hong Kong India Indonesia Japan Korea, Republic of Lao Peoples Democratic Republic Macao

Malaysia M ongolia Myanmar Nepal New Zealand Pakistan Papua New Guinea Philippines Singapore Solomon Islands Sri Lanka Taiwan Thailand

Timor-Leste Vietnam

The largest concentration of IB World Schools can be found in Australia with over 150 schools, China/Hong Kong with over 120 schools and India where there are over 100 IB World Schools offering one or more IB programmes.

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The IB in Asia Pacific has seen consistently high growth in the past ten years from just over 100 schools in 1999, to over 200 schools in 2004. That figure doubled to over 400 schools in 2009. By the close of 2013 the region boasted over 600 IB World Schools.

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. In the Asia Pacific region, there are currently over 1,000 IB educators who contribute in various roles such as workshop leaders, site visitors and field representatives for the three IB programmes.

In Asia Pacific we continue to be committed to supporting the ongoing development of a worldwide professional learning community in the form of regional face-to-face workshops and resource-rich online environments for IB teachers. We strive to offer schools flexibility and responsiveness to their professional development needs, tailored to school requirements. The IB Asia Pacific regional team trained over 20,000 IB teachers in 2013.

IB World Schools are critical in making the mission and values of the IB come alive in classrooms and communities. The IB Asia Pacific Global Centre provides ongoing support to IB World Schools in the Asia Pacific region in curriculum development, student assessment and pedagogical leadership.

Regular, ongoing and rigorous evaluations of authorized IB schools are part of the IB’s and IB Asia Pacific’s commitment to keeping high quality, consistent academic standards around the world.

For more information please visit

www.ibo.org/ibap

Contact International Baccalaureate (Singapore Branch) 600 North Bridge Road, Park View Square, 21-01 Singapore 188778 Phone: +65 6579 5000 Email: ibid@ibo.org 13

Schedule

March 20th

Schedule

March 21st

Welcome Address: Dr. Siva Kumari, IB Director General; Performance by Tanglin Trust School; Student Keynote Introduction 08:45-09:00 | GRAND BALLROOM, LEVEL 4

General Conference Registration 12:00-17:30 | FOYER, LEVEL 2 Registration for Leadership Symposium and 4-in-1 Sessions 07:45-09:00 | FOYER, LEVEL 2

Keynote 2: Mr. Richard Gerver 09:00-10:30 | GRAND BALLROOM, LEVEL 4

Leadership Symposium: Shaping Alternative Futures in Education 08:30-15:15 | RIVERFRONT BALLROOM 2 & 3; LEVEL 2

Morning Tea / Exhibition 10:30-11:10 | FOYER, LEVEL 2

4-in-1 Sessions 08:30-15:15 | PARDISO, LEVEL 3

Session one 11:10-12:10 Lunch / Exhibition 1210-1400 | FOYER, LEVEL 2

Coordinators Round Table: PYP, MYP, DP DP Coordinators Meeting (Experienced): Room Lyrebird DP Coordinators Meeting (New): Room Cardinal MYP Coordinators Meeting (Experienced): Room Galleria 3 MYP Coordinators Meeting (New): Room Falcon PYP Coordinators Meeting (Experienced): Room Galleria 1 & 2 PYP Coordinators Meeting (New): Room Swallow 13:00-15:00

Session TWO 14:00-15:00 Session Three 15:10-16:10 Afternoon Tea / Exhibition 16:10-16:45 | FOYER, LEVEL 2

Opening Performance; Presentation by UWC Students on World Student Conference Welcome Address - Ian Chambers, Regional Director IB Asia Pacific Conference Overview - Stefanie Leong, Head of Regional Development Student Keynote Introduction 15:30-16:30 | GRAND BALLROOM, LEVEL 4

Session FOUR 16:50-17:50

Keynote 1: Professor Marcus du Sautoy, OBE 16:30-17:30 | GRAND BALLROOM, LEVEL 4

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KEY

Welcome Cocktail 18:00-20:00 | FOYER, LEVEL 2

ROOM

PYP MYP

DP IBCC

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Schedule

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Morning Tea / Exhibition 09:4510-10:10 | FOYER, LEVEL 2

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Session SIX 10:15-11:15 Session SEVEN 11:20-12:20 Lunch/Exhibition 12:20-13:30 | FOYER, LEVEL 2 Session EIGHT 13:30-14:30 Afternoon Tea / Exhibition 14:30-15:00 | FOYER, LEVEL 4 Performance by School of the Arts (SOTA); Student Keynote Introduction 15:30-15:45 | GRAND BALLROOM, LEVEL 4 Keynote 3: Prof. Lawrence M. Krauss 15:45-16:45 | GRAND BALLROOM, LEVEL 4 Closing Address 16:45-17:00 | GRAND BALLROOM, LEVEL 4

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Conference Dinner (pre-dinner drinks at 1900hours) 19:00-22:30 | RAFFLES HOTEL, Bar & Billiard Room / East India Room

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Keynote Speaker Prof. Marcus du Sautoy, OBE Thursday 20th March

Introducing Prof. Marcus du Sautoy, OBE...

Prof. Marcus du Sautoy, OBE is the Charles Simonyi Professor for the Public Understanding of Science and Professor of Mathematics at the University of Oxford and a Fellow of New College. In 2004 Esquire Magazine chose him as one of the 100 most influential people under 40 in Britain and in 2009 he was awarded the Royal Society’s Faraday Prize, the UK’s premier award for excellence in communicating science. He received an OBE for services to science in the 2010 New Year’s Honours List.

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Marcus du Sautoy is author of “The Music of the Primes” (Fourth Estate, 2003), “Finding Moonshine: a mathematician’s journey through symmetry” (Fourth Estate, 2008), and The Num8er My5teries (Fourth Estate, 2010). He has also written for The Times, Daily Telegraph, Independent and the Guardian, and regularly appears on television - most recently as presenter of The Beauty of Diagrams (BBC 4, 2011), and landmark 3-part series The Code (BBC2, 2011).

Keynote Abstract Teaching The Shakespeare of Mathematics Governments across the world recognize that a mathematically literate work-force is more likely to capitalize on the ever increasing technological changes that are sweeping through society. The power of Google to hunt out the page you want, the ability of cameras to cram more detailed pictures into tinier memories, the sophisticated games and animations we watch all depend on clever mathematics.

To innovate further you need to understand the mathematical language that underpins these technologies.

But for me this emphasis on utility misses a key point. What turned me on to the subject was being shown what mathematics is really about. Real mathematics. It was being exposed to the big stories, the Shakespeare of mathematics that inspired me. It is my belief that more children should be given the key to this secret garden. Why can’t we include the Shakespeare of maths in the curriculum? We are not frightened to teach Richard III to 13 year olds. Let’s be more brave and throw Riemann at them too!

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Keynote Speaker Mr. Richard Gerver Friday 21st March

Introducing Mr. Richard Gerver...

Richard Gerver, author of Creating Tomorrow’s Schools Today, is a former school principal and advisor to the UK Government. In 2001 when Gerver was only 32, he was appointed the new principal of The Grange School, one of the worst performing schools in all of Great Britain. Suffering from low morale, an acute aversion to risk, lack of creativity, poor channels of communication and low levels of engagement, Gerver led dramatic change. In less than two years, the Grange School was a model of transformation and innovation. By 2003, Gerver was working with Tony Blair’s government as an advisor on education

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policy and his work was celebrated at the UNESCO World Arts Education Conference. He’s won a National Teaching Award among many honors and is profiled in Sir Ken Robinson’s book The Element: How Finding Your Passion Changes Everything as the exemplar of Sir Ken’s work on talent and human potential. With his trademark humor and insight, Gerver shares his experience on cultural and organizational transformation, human development and management with groups around the world. In his latest book, Change: Learn to Love It, Learn to Lead, Gerver shares how the world is dealing with the challenge of unleashing human potential and leading change.

Keynote Abstract The New Education Age: It’s More About the Future and Less About the Past The mass education system that the vast majority of us experience was created for a different time and place. For generations it worked reasonably efficiently; people knew what routes led to what kind of lives; professional, blue or white collar.

Times have changed; economic shifts, social and environmental upheaval and most importantly the rise and exponential development of new technologies have left society breathless and ill prepared for the challenges that face our local, national and global futures.

Education defines the success of a society’s ability to control and manage change yet education has changed little since the extraordinary shift in the way life is led in the 21st century. As a result we are caught in a world where people are scared and

often paralysed by the prospect of change, we are being overwhelmed by crises of global proportions around the economy, the environment and socio ethnic cohesion.

The world has created the most sophisticated generation of consumers we have ever seen. To them, much of what the formal education system offers is outdated and irrelevant.

If we are to prepare our children for their futures, education needs to radically rethink its purpose, its approach and its values. In his keynote presentation, Richard Gerver will explore the challenges we face, the questions we need to ask and the routes we need to take if our legacy for our young is to be one of success and empowerment.for our young is to be one of success and empowerment.

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Keynote Speaker Lawrence Krauss Saturday 22nd March

Introducing Prof. Lawrence M. Krauss...

Prof. Lawrence Krauss is a theoretical physicist and Director of the Origins Project at Arizona State University and is the author of several bestselling books, including The Physics of Star Trek and most recently A Universe from Nothing.

He starred in and produced a new full length feature film documentary called The Unbelievers, which discusses science and reason. He is the winner of numerous international awards, and is the only physicist to have received major awards from all three US physics societies, the American Physical Society, the American Institute of Physics, and the American Association of Physics Teachers. In addition, he serves as co-chair of the

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Board of Sponsors of the Bulletin of the Atomic Scientists, and on the Board of Directors of the Federation of American Scientists.

Lawrence Krauss writes regularly for newspapers and magazines, including The New York Times, the Guardian, and Scientific American. In 2012 he was awarded the National Science Board’s Public Welfare Medal, its highest national award, for his efforts to communicate and educate the public on science and engineering.

Keynote Abstract The Greatest Story Ever Told... So far The real story of the Universe is much more interesting and exciting than the myths pervaded by the ancients. I will take the audience on a remarkable scientific journey from Plato to the discovery of the Higgs Boson, and in so doing describe the greatest intellectual edifice ever created by humans. It is a tale ripe with drama and surprise. And allows us to explore the hallmarks of what makes up good science and good scientific discoveries, by opening our

minds to the evidence of nature. I will conclude by discussing the implications of these discoveries for our fundamental understanding of space and time, and for our understanding of our origins, and our future.

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Thursday

Overview

Friday

WELCOME ADDRESS, DR. SIVA KUMARI, IB DIRECTOR GENERAL; PERFORMANCE BY TANGLIN TRUST SCHOOL; STUDENT KEYNOTE INTRODUCTION 08:45-09:00 | GRAND BALLROOM, LEVEL 4

GENERAL CONFERENCE REGISTRATION 12:00-17:30 | FOYER, LEVEL 2

REGISTRATION FOR LEADERSHIP SYMPOSIUM AND 4-IN-1 SESSIONS 07:45-09:00 | FOYER, LEVEL 2

KEYNOTE 2: MR. RICHARD GERVER 09:00-10:30 | GRAND BALLROOM, LEVEL 4

LEADERSHIP SYMPOSIUM: SHAPING ALTERNATIVE FUTURES IN EDUCATION 08:30-15:15 | RIVERFRONT BALLROOM 2 & 3; LEVEL 2

School Governance: Catalysing Teacher Learning

HEADS

Falcon

Matt Harris

The Chinese National Curriculum and the PYP: mapping and synergies

IB and Liberal Learning in the Indian Context

Amanda McLean

He Shi

HEADS

CANARY

LAM, Tung Fei

CARDINAL

Mindedness and the Practice of Material Adaptation in IBDP Mandarin B from Chinese Teacher’s Perspective

Ways of Knowing - What it is to be internationally minded

Jonathan Gil Harris and Madhavi Menon

HEADS

ORIOLE

LYREBIRD

Robert Harrison

Implementing the IB Diploma Programme within a Singaporean senior school context: Transitional experiences, challenges and enablers

Turning Classrooms Inside Out

New Support Services for IB schools in 2014

David Leadbetter

Andrew Atkinson

HEADS

CANARY

Shift Happens - 21-st Century Teaching and Learning Data rich performance monitoring for the IB Diploma

The future of 3D Design and Printing and its role in interdisciplinary learning and teaching

Mary E Condon

Neil Hodgson

Bob Simpson

Understanding learning spaces and ways of learning: A critical analysis of IB PYP in India Prof. Karanam Pushpanadham

HEADS

Darren Bryant

CARDINAL

The International Baccalaureate Continuum: Student, Teacher and School Outcomes

Gareth Hegarty

PARADISO

Mary Collins

Innovative MYP eAssessments: a report from the 2013 trials and an update on developments

SWALLOW

Ways of Knowing: Students’ Learning Experiences

ORIOLE

Richard Ford

Falcon DP IBCC

Learning with the World

LYREBIRD

GALLERIA BR1 RIVERFRONT BR2 RIVERFRONT BR1

LUNCH / EXHIBITION 1210-1400 | FOYER, LEVEL 2

SESSION 2 14:00-15:00

PYP MYP

MYP 2014 and beyond

Dr. Jennifer Pei-Ling TAN

WELCOME COCKTAIL 18:00-20:00 | FOYER, LEVEL 2

KEY

Michael Bell

Dr Siva Kumari, IB Director General

Suchitra Sarda

KEYNOTE 1: PROFESSOR MARCUS DU SAUTOY, OBE 16:30-17:30 | GRAND BALLROOM, LEVEL 4

ROOM

Internationally Minded Leadership: the dynamics at work

Managing Change in an International School

OPENING PERFORMANCE; PRESENTATION BY UWC STUDENTS ON WORLD STUDENT CONFERENCE WELCOME ADDRESS - IAN CHAMBERS, REGIONAL DIRECTOR IB ASIA PACIFIC CONFERENCE OVERVIEW - STEFANIE LEONG, HEAD OF REGIONAL DEVELOPMENT STUDENT KEYNOTE INTRODUCTION 15:30-16:30 | GRAND BALLROOM, LEVEL 4

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Dianne McKenzie

PARADISO

COORDINATORS ROUND TABLE: PYP, MYP, DP DP COORDINATORS MEETING (EXPERIENCED): ROOM LYREBIRD DP COORDINATORS MEETING (NEW): ROOM CARDINAL MYP COORDINATORS MEETING (EXPERIENCED): ROOM GALLERIA 3 MYP COORDINATORS MEETING (NEW): ROOM FALCON PYP COORDINATORS MEETING (EXPERIENCED): ROOM GALLERIA 1 & 2 PYP COORDINATORS MEETING (NEW): ROOM SWALLOW 13:00-15:00

The School Librarian - every IB educators trusty sidekick

SWALLOW

4-IN-1 SESSIONS 08:30-15:15 | PARDISO, LEVEL 3

SESSION 1 11:10-12:10

GALLERIA BR1 RIVERFRONT BR2 RIVERFRONT BR1

MORNING TEA / EXHIBITION 10:30-11:10 | FOYER, LEVEL 2

HEADS

Overview

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HEADS

IBEN Updates

HEADS

CANARY CARDINAL PARADISO

Craig Frehlich

Facing the facts: Opportunities and challenges of online learning Edward Lawless Rebecca Paterson

Southern knowledge

Gareth Hegarty

Global politics - the new kid on the DP block for 2015 Becoming an IB School - Candidacy to Authorization

DP: The Student Experience

Liina Baardsen

HEADS

Innovative MYP eAssessments: a report from the 2013 trials and an update on developments

HEADS

CANARY

Creating RSA Animate Style Videos-A New Approach to Learning (ATL)

The Story of Inquiry Falcon

Academic Honesty in the Digital Age

Steve Jacobi

Monita Sen

David Morgan

Robin Julian

Michael Purcell

Gill Presland

Teaching with ATL in Mind Lance King

School Supported Self-taught Languages: Moving from “lip service” to an authentic, student centred, language-based program

HEADS

Kelvin Williams

James Macdonald Anne Fowles

How honourable is academic honesty?

CARDINAL

PARADISO

Heads to Heads Session

Manju Nair

GALLERIA BR1 RIVERFRONT BR2 RIVERFRONT BR1

CANARY CARDINAL

Bilingual PYP: The creation and maintenance of an effective dual language programme

Jo Fahey

LYREBIRD

Diploma Programme Development - Updates

Ian Chambers

MORNING TEA / EXHIBITION 09:4510-10:10 | FOYER, LEVEL 2

Laurie Kraiijeveld

KEY

Br. George Van Grieken FSC, PhD

Updates from Around the World

Ruth Adams

Catherine Vogel

SWALLOW

Faith-based Education in a Multi-cultural, Multireligious Context

HEADS

Richard Farmer

SWALLOW

Matt James

Learning for Learning - Reconceptualising Professional Development: One school’s narrative

Dr Ben-nan Zhang

Ways of inquiring

Dr Mark Shiu-kee SHUM

Evidence-rich ways of knowing - An inquiry based approach to whole school data management

ORIOLE

HEADS

RIVERFRONT BR2 RIVERFRONT BR1

When IB Learner Profile meets Eastern Confucian Tradition: From the perspective of Chinese Language teachers

Networks working successfully

ORIOLE

RIVERFRONT BR1 RIVERFRONT BR2 GALLERIA BR1 Falcon

Developing international-mindedness in a ‘local’ Hong Kong school

LYREBIRD

SESSION 4 16:50-17:50

Professional Growth of Chinese Language Student-teachers in Teaching Practicum in the IB Certificate of Teaching and Learning Programme

Avalokita Nanda

SESSION 6 10:15-11:15

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Marcia Behrenbruch

Implementing the IBCC in schools

Lisa Coles

AFTERNOON TEA / EXHIBITION 16:10-16:45 | FOYER, LEVEL 2

IB Mission Statement Review

HEADS

Vincent Chian

Stefanie Leong

PARADISO

Anthony Tait

ORIOLE

LYREBIRD

Explore the world of IB professional development

ATLs in practice

Just-in-time rather than just-in-case: Informal and social learning for teachers

Bradley Shrimpton

Ken Sell

Brett Darcy

Information session on the process of Application for Candidacy

SWALLOW

IB Creating Global Citizens in China: A Local Government Approach

Results from IB Asia Pacific Programme Impact Studies

Towards a culture of sustainable collegiality

ORIOLE

Basia Mackenzie

Shelby Brown

HEADS

SWALLOW

Falcon

Inspiring International-mindedness while teaching the Core Curriculum

Rebecca Lennon

Play as a Way of Knowing

HEADS

David Taylor

Introducing PYP - Two Schools – Two Approaches

GALLERIA BR1

Authentic & Powerful IDU development using Model UN practices in the MYP curriculum

Teoh Poh Yew

Saturday

Falcon

Kim Green

Spice up our mathematics with magic tricks and puzzles

Overview

LYREBIRD

Language transforms and shapes thinking and action

Stefanie Leong

CARDINAL

Paul Kidson

Recognition of the IB programmes: What you need to know

HEADS

CANARY

“Theatre” as a Way of Knowing: how theatre traditions and conventions explore how we understand ourselves and our worlds

PARADISO

GALLERIA BR1 RIVERFRONT BR2

Friday

SESSION 5 08:45-09:45

SESSION 3 15:10-16:10

RIVERFRONT BR1

Overview

ROOM

PYP MYP

DP IBCC

27

IB Professional Development: Regional Updates and developments

Erin McVadon Albright

Stuart Jones

Becoming an IB World School offering the MYP

Becoming a DP School: Role of Teachers

Ashish Trivedi

HEADS HEADS

Shelly Luke Wille

Sunny M. Reyes

Saturday

KEYNOTE 3: PROF. LAWRENCE M. KRAUSS 15:45-16:45 | GRAND BALLROOM, LEVEL 4

CLOSING ADDRESS 16:45-17:00 | GRAND BALLROOM, LEVEL 4

HEADS

The future of programme evaluation

Making Collaboration Happen - An Embedded Approach

Carmel Murphy

Overview

PERFORMANCE BY SCHOOL OF THE ARTS (SOTA); STUDENT KEYNOTE INTRODUCTION STUDENT KEYNOTE INTRODUCTION 15:30-15:45 | GRAND BALLROOM, LEVEL 4

Celina Garza

HEADS

Kathryn Munt

CANARY

Innovating MYP Publications

CARDINAL

Julie Robinson

The Melbourne Curriculum: cutting edge design and opportunity

PARADISO

HEADS

Learning for the Future

Academic honesty: principles into practice

SWALLOW

Avalokita Nanda

ORIOLE

HEADS

Candidacy & Authorisation

Falcon

GALLERIA BR1 RIVERFRONT BR2 RIVERFRONT BR1

Saturday

LYREBIRD

SESSION 7 11:20-12:20

Overview

BUS PICKUP TO RAFFLES HOTEL (LOOP SERVICE) 18:30-19:15 | GRAND COPTHORNE WATERFRONT HOTEL LOBBY

CONFERENCE DINNER (PRE-DINNER DRINKS AT 1900HOURS) 19:00-22:30 | RAFFLES HOTEL, BAR & BILLIARD ROOM / EAST INDIA ROOM

Understanding Teaching in Cross-Cultural Contexts: The Developmental Trajectory of Preservice Teachers

HEADS

Jennifer Wathall

CANARY

Inquiry in the DP mathematics classroom

Chun Lai

Gillian Ashworth

Moving from the dance floor to the balcony: Successful strategies for leading an all-through IB school Harry Brown Leading MYP mathematics without fear Rita Bateson

CARDINAL

MYP Next Chapter - Managing the Change

PARADISO

Jeff Van Handel, Ph.D.

ADDITIONAL SESSIONS GALLERIA BALLROOM 3

SESSION 1: MONITA SEN, STEVEN WISHART - PYP CLINIC

Mathematics as a catalyst to enriching understanding in units of inquiry

Australia Networks & Associations Session

SWALLOW

Live global access to the real classroom for every class every day

India Networks & Associations Session

ORIOLE

GALLERIA BR1 RIVERFRONT BR2 Falcon LYREBIRD

SESSION 8 13:30-14:30

RIVERFRONT BR1

LUNCH/EXHIBITION 12:20-13:30 | FOYER, LEVEL 2

China Networks & Association Session

SESSION 2: ASHISH TRIVEDI - MYP CLINIC

Glyn Teape

SESSION 3: AVALOKITA NANDA - DP CLINIC

(AAIBS) Susan Just SESSION 4: APPLE (TAISI) Anuradha Monga

SESSION 5: ASSESSMENT QUESTION AND ANSWER SESSION - GARETH HEGARTY (INTERNATIONAL BACCALAUREATE)

(ACMIBS) Malcolm Pritchard SESSION 6: APPLE

AFTERNOON TEA / EXHIBITION 14:30-15:00 | FOYER, LEVEL 4

KEY

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SESSION 7: THE IB JOURNEY IN MALAYSIA: PROPELLING CLASSROOM CHANGE - DR AZIAN T. S. ABDULLAH (MINISTRY OF EDUCATION MALAYSIA)

ROOM

PYP MYP

DP IBCC

29

Breakout Sessions

Breakout Sessions

Breakout Sessions

1

Internationally Minded Leadership: the dynamics at work

Friday 10:30-11:10

Michael Bell Coordinator Educational Leadership and Management Flinders University

Themes School Leadership

The School Librarian - every International Baccalaureate educators trusty sidekick Dianne McKenzie MYP Teacher Librarian Renaissance College, H.K.

This presentation will explore in practical ways Riverfront BR1 how the school librarian can best implement the mandated role in the curriculum support of the MYP through the new guides. It will address the skills and resources the school librarian has, to support students to be inquiry learners and teachers, to be their most effective across all programmes. Through exploring how the school librarian can align and integrate the Approaches to Learning with the assessment criteria to formulate an effective, supportive and meaningful information literacy programme, it will become apparent how teachers can use and collaborate with their school Librarians’ as an additional source of not only information and resources, but teaching and curriculum expertise to increase their effectiveness in the classroom.

Just like the sidekicks of the superheroes, the International Baccalaureate School Librarian are trusty and useful assets.

The Understanding of International Mindedness and the Practice of Material Adaptation in IBDP Mandarin B from Chinese Teacher’s Perspective Lam Tung Fei Lecturer, Faculty of Education University Hong Kong

Themes Language and Education

30

KEY

Diploma Programme

ROOM

PYP MYP

DP IBCC

While international mindedness, global Riverfront BR2 citizenship and allied notions are central concerns of educators within International Baccalaureate schools, little is known about how these constructs play out in the dynamic of leadership within complex and emerging contexts. Formative research and theorizing have begun to define these terms and the characteristics of individuals who fall within these definitions.

While these characteristics are useful in terms of offering a frame of reference for our study, we seek to understand the dynamic that plays out in leadership where it is infused with international mindedness. This study invited 12 experienced leaders of International Baccalaureate Schools in three distinct regions to share their stories. Through an analysis of narratives describing peak moments of internationally minded leadership this exploratory research offers insights into the living dynamic of leadership. This session will invite participants to consider the research questions we asked, appreciatively examine their own experiences of internationally minded leadership and to build on the emerging understandings. The researchers will share their insights and the implications for the practice of internationally minded leadership and for leadership formation.

This case study aimed to understand the Galleria BR1 interpretation of international mindedness from International Baccalaureate Diploma (IBDP) Chinese teacher’s perspective in Hong Kong, and examine how these perceptions shape the practice of material selection and design in IBDP Mandarin B. The research data came from 3 different groups (expert, experienced teacher and teacher) of IBDP Chinese teachers who were working in different International Baccalaureate schools. The result suggested that IBDP Chinese teachers do not necessarily share similar perception of international mindedness. They had different practices to adapt textbook or/and other sources of materials in fulfilment of the curriculum in school. One of the key challenges is the selection of materials. In order to meet this challenge, the research suggests that the capability of curriculum design for individual teacher plays a significant role.

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Breakout Sessions Managing Change in an International School Matt Harris, Ed.D. Head of Learning Resources German European School Singapore

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme

Breakout Sessions On average, international schools turn over Falcon between 25-35% of their administration and teaching faculty each year. With this great amount of change, schools are faced with two key perpetual tasks: Retaining knowledge of those who are leaving and transferring knowledge to new-comers. Do you invest in knowledge management software? Record interviews with leaving staff? Look at redundancy in roles? Invest in formal training for new people?... and honestly, how do you plug the leaks? In this TEDx style talk, we will review the major change management and knowledge retentions strategies found in government, business, and the military, while highlighting commonalities and application towards international schools.

MYP 2014 and Beyond

Integrating the learning cycle into the school’s Falcon governance can lead to a learning centred school culture and teacher professional growth. Training is a significant cost and takes up a considerable amount of teacher time for most International Baccalaureate schools. Schools feel the need to invest in professional development to meet the pedagogical requirements of the program but are always pressed for time. We faced the same dilemma at Rasbihari International School and decided to address it through school governance. Based on John Dewey’s philosophy that education begins with the curiosity of the learner, we build a spiral path of inquiry into the teacher’s day: A teacher begins the day by asking questions about their own preparedness, investigating solutions during teacher planning time, creates new knowledge by gathering information for the planner, discusses own discoveries and experiences in the collaboration meetings, and reflects on the new-found knowledge. Ask-Investigate-Create-Discuss-Reflect.

Dr. Siva Kumari

Robert Harrison Head of MYP Development International Baccalaureate

Themes The International Baccalaureate Middle Years Programme Middle Years Programme

The International Baccalaureate Career-related Certificate (International BaccalaureateCC)

Join this informal discussion of hopes and dreams Lyrebird for the programme as the MYP next chapter project reaches important milestones this year and next. Meet the new head of programme development, and reflect on the heritage and prospects of the MYP as we look ahead to its 20th anniversary. Participants will consider the challenges of globally, collaboratively designed curriculum; emerging trends in international education for middle level learners; and the nature of educational innovation. Small group conversations will focus on the personal, institutional and world-wide community impact of the International Baccalaureate’s most ambitious programme re-design in its history. Come prepared to help frame the MYP’s most frequently asked questions for 2014, and share ideas for research into the impact of curriculum change.

Professional Development (PD) Approaches to Teaching & Learning School Leadership Policy and Planning

School Governance: Catalysing Teacher Learning Suchitra Sarda Head Of School Rasbihari International School

Themes The International Baccalaureate Primary Years Programme Professional Development (PD) School Leadership Primary Years Programme Principals/Heads of Schools

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KEY

Culture

ROOM

PYP MYP

DP IBCC

IB Director General International Baccalaureate

Dr. Siva Kumari was named the new Director Canary General on Oct. 4, 2013; she assumed her new duties on January 4, 2014. Prior to her selection as the IB Director General, Dr. Kumari served as Chief Operating Officer (COO), Schools Division, which was formed in January 2009 to provide consistency in cost-effective, dependable and quality services to IB World Schools across the world.

Siva joined the IB in April 2009 as regional director of IB AsiaPacific in Singapore, bringing substantial leadership experience and sterling academic credentials. Prior to joining the IB, Siva held the highest leadership position for K-12 education as the inaugural associate provost for K-12 initiatives at Rice University, Texas, USA, where she worked from 1994 onwards. There she provided the strategy for, and oversight of, the university’s 70+ educational outreach programmes for K-12 students, teachers and senior administrators. She received competitive national, state, foundation, corporate and local grants and professional awards for her work at Rice.

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Breakout Sessions

Amanda McLean PYP Coordinator & Assistant Principal Brighton Primary School

Anny Lawrence Principal Brighton Primary School

Themes The International Baccalaureate Learner Profile Primary Years Programme

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A ‘way of knowing’ so we can be internationally Cardinal minded, is by making direct connections with the Australian Curriculum and intercultural understanding. The organising elements for intercultural understanding are: 1. Recognising culture and developing respect. 2. Interacting and empathising with others. 3. Reflecting on intercultural experiences and taking responsibility. The organising elements for intercultural understanding are at the core of the PYP and its constructivist approach to inquiry. In our presentation we will explore our work we have done at Brighton Primary School. Our focus is: 1.how teaching the personal and social capabilities of the Australian Curriculum promote intercultural understanding and provides a context and framework for building students’ understanding and application of the attributes of the learner profile 2.how teaching the personal and social capabilities of the Australian Curriculum has moved the attributes of the learner profile from words on the walls at Brighton Primary School from aspiration to action. Direct connections with intercultural understanding of the Australian Curriculum provided the framework and the content for teachers to teach international mindedness. They make it teachable. Our presentation builds on our 2013 presentation. Like an onion, it adds another layer.

KEY

Ways of Knowing - What it is to be internationally minded

Breakout Sessions

ROOM

PYP MYP

DP IBCC

The Chinese National Curriculum and the PYP: mapping and synergies He Shi PYP coordinator Beijing Huijia International School

Nancy Miao PYP coordinator Shanghai Shangde Exprimental School

Marcia Behrenbruch Head of School Services, Asia Pacific International Baccalaureate

Themes The International Baccalaureate Primary Years Programme Policy and Planning Primary Years Programme Principals/Heads of Schools

In recent years, the International Baccalaureate Paradiso has experienced a significant increase in the numbers of schools in China interested in the International Baccalaureate Primary Years Programme (PYP). The majority of these schools are an international section established within a Chinese National School, admitting Chinese students and using the PYP as a framework over the Chinese National Curriculum (CNC). The International Baccalaureate regional office staff experienced questions and challenges from Chinese teachers and government administrators asking, “Is the PYP compatible with the Chinese values and traditions? Is the mathematics in the PYP compatible with the CNC? How can mathematics coverage required by the CNC and the testing schedules be accommodated within the PYP? How can pictorial language acquisition be supported within the PYP framework? How can the integrated subjects in the CNC be addressed through the PYP? International Baccalaureate staff and educators also wondered if the CNC supported the International Baccalaureate mission and vision, a crucial factor in identifying synergies between the CNC and PYP’s written, taught and assessed curriculum. Comprehensively answering these questions would require a project mandate with significant allocation of resources and time from bilingual educators and International Baccalaureate programme experts. This report from a small group of educators working remotely over a few months, and face-to-face for 4 days, aimed to develop a set of preliminary findings that could inform a larger project. In addition, this group hoped to identify issues and opportunities that could be considered through the 2014 to 2016 PYP review.

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Breakout Sessions IB and Liberal Learning in the Indian Context Jonathan Gil Harris Professor Ashoka University

Madhavi Menon Professor Ashoka University

Breakout Sessions In India, an IB education has customarily Swallow pointed the high-school student toward American universities. This is because the multidisciplinary IB curriculum provides the best training for the broad-based American tertiary education model, in which students are almost universally expected to take required foundation or general education courses across the humanities, social sciences, and pure sciences. By contrast, Indian universities have by and large cleaved to a colonial-era British model of tertiary education, in which students take a course of study in only one subject. In such a context, the multidisciplinarily nature of the IB curriculum is perceived as either a distracting liability or a welcome escape-route to foreign shores.

However, some new universities in India are now embracing a model of liberal, multidisciplinary learning that is much better fitted to the promise of the IB curriculum. A number of these universities are simply importing the American tertiary education model to India. By contrast, Ashoka University is offering an IB-friendly undergraduate programme that is tailored to the Indian context, and that draws explicitly on models of liberal learning that are rooted in Indian traditions of scholarship and education. This paper asks: how can the Ashoka University experiment demonstrate that the “I” of “IB” can stand simultaneously for “International” and “Indian” – that is, for an education that is both globally conscious and locally rooted? The speakers will focus on their own experience as tenured professors in the United States who have returned and/ or moved to India.

Implementing the International Baccalaureate Diploma Programme within a Singaporean senior school context: Transitional experiences, challenges and enablers Dr. Jennifer Pei-Ling Tan Research Scientist, Ph.D. National Institute of Education, Office of Education Research, Singapore

Dr. Ching Leen Chiam National Institute of Education, Office of Education Research, Singapore

Professor David Hung National Institute of Education, Office of Education Research, Singapore

Themes The International Baccalaureate Diploma Programme Inquiry / Concept Based Learning Assessment & Examination Research & Validation Approaches to Teaching & Learning

This paper foregrounds the voices and Oriole experiences of students as they transition from a more conventional content-based, achievementoriented, ‘ability-driven’ Singapore schooling model towards a broad-based, inquiry-oriented international senior school curriculum – the International Baccalaureate Diploma (IBDP). Participants comprise a whole senior school student cohort who graduated a year prior with the GCE’O’ levels after ten years in the Singapore school system, and who recently completed their first year IBDP. Using data generated from self-report questionnaires and focus groups, the authors present empirically-grounded insights into (i) what students consider to be most rewarding and challenging as they undergo this transition of learning cultures, and (ii) their perceptions of the IBDP’s impact on their learning dispositions and identities – or put another way – their ways of knowing. These findings are drawn from a larger case study funded by the National Institute of Education that seeks to document the transition experiences, challenges and enablers encountered by a pioneering cohort of students, teachers and school leaders implementing the IBDP at a whole-school level. A key aim is to identify change enablement principles and practices that can potentially inform other schools aspiring to make similar shifts towards more progressive and process-oriented learning cultures.

Therein lays this study’s significance. It is hoped that the learnings shared in this paper will be informative and relevant to educators and policymakers embarking on a similar journey in Singapore and fellow Asia-Pacific countries, where the dominant education system and practices are uniquely shaped by a blend of Confucian education philosophy, postcolonial and contemporary globalization influences.

Policy and Planning Culture Diploma Programme

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KEY

Principals/Heads of Schools

ROOM

PYP MYP

DP IBCC

37

Breakout Sessions

Breakout Sessions

Breakout Sessions

2

Ways of Knowing: Students’ Learning Experiences

Friday 14:00-15:00

Mary Collins PYP Coordinator, Elementary Principal and Deputy Head of School Bandung International School

Kavita Mathai DP Coordinator Bandung International School

Themes Professional Learning Communities Approaches to Teaching & Learning Curriculum Planning Implementation Diploma Programme and Primary Years Programme

Richard Ford Deputy Head (Learning and Teaching) St Andrew’s Cathedral School

Themes Approaches to Teaching & Learning ICT and Education

38

Over the last five years St Andrew’s Cathedral Riverfront BR1 School has become a school that has a thoroughly global focus. For many years students at the school have had opportunities to see the world, serve the world and meet the world (as people from around the world have visited the school). The school has not only strengthened their commitment to these three strands and introduced the International Baccalaureate; they have also added a fourth strand whereby students in both the Junior and Secondary areas of the school are learning with the world.

Learn how this has developed and how you can lead such a change in your school. Get a glimpse of the global collaborative projects being run with students in different parts of the globe and the video conferencing taking place between students and museum curators and other experts from around the world. This approach to learning is seeing student growing in their cultural awareness, collaborative skills and creativity.

KEY

Learning with the World

ROOM

PYP MYP

DP IBCC

Ensuring that all teachers of a particular class Riverfront BR2 know about students’ learning experiences is an important element of a transdisciplinary programme. Standard C1 Practice 4 ‘Collaborative planning and reflection has to ensure that all teachers have an overview of students’ learning experiences’ - can be achieved through carefully planned collaboration making use of a variety of strategies and tools. Pedagogical leadership teams need to determine the most effective collaboration strategies and tools to provide this overview.

This presentation will consider examples of different types of meetings while emphasizing the importance of determining the purpose and format of each meeting, for example, horizontal planning with all teachers of a particular class deciding on a central idea to which they can all make connections in an authentic way whenever possible, regardless of subject area.

This means focusing on related concepts and deciding on a central idea that is sufficiently broad to encompass different subject areas, using a year plan as a meeting tool. Other types of meetings with single-subject teachers will also be explored, along with tools used to record the results of planning. Use of such meeting strategies and tools can also provide ‘ways of knowing’ for all K-12 teachers. This broad overview of students’ learning experiences can lead to collaboration between grade levels, encouraging students to think more deeply about ‘ways of knowing’ of students from a different age group, and therefore to reflect more thoughtfully on their own ‘ways of knowing’.

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Breakout Sessions

Darren Bryant Assistant Professor The Hong Kong Institute of Education

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme The International Baccalaureate Learner Profile Research & Validation

Turning Classrooms Inside Out David Leadbetter Head of Secondary ESL Utahloy International School, Guangzhou

Themes The International Baccalaureate Middle Years Programme Inquiry / Concept Based Learning Differentiated Learning Approaches to Teaching & Learning Inclusive Education Language and Education Environment / Climate Change Education Middle Years Programme

40

In 2006, the International Baccalaureate Galleria BR1 reconstituted its Primary Years Program (PYP) student profile for application to all International Baccalaureate programs as the learner profile (LP). The 10 attributes of the LP provide a framework to support the articulation of pedagogy, curriculum, and assessment across the three-program continuum, PYP, MYP and DP. The time elapsed since the introduction of the LP has permitted (potentially) one cohort of full-continuum students to graduate with the LP informing their learning experience.

Exploring the impact of the International Baccalaureate continuum is important given the rapid expansion of International Baccalaureate authorized schools internationally, and in Southeast Asia in particular. Many of these schools are international schools with highly mobile student populations.

With limited research in these contexts, this presentation reports on the findings of a mixed methods study that ask three questions: What is the impact of the International Baccalaureate continuum on student outcomes? What is the impact on schools and on teachers of implementing the full International Baccalaureate continuum? Data was collected through a student survey, a teacher survey and case studies.

The survey data was compared to student DP examination results, which were analysed at the school and student levels.

The results have led to the development of a Framework of Leadership in International Baccalaureate schools comprising 11 leadership constructs. The presentation will relate the framework and compare full and partial continuum student and school outcomes, which are informed by qualitative data. Coresearchers: Prof. Allan Walker and Dr. Moosung Le.e The school grounds and its surroundings provide Falcon wonderful opportunities to take learning outside.

Keeping students in classrooms seems to miss vital links with the surrounding environment and culture, as well as stimulating students.

Learning is reinforced by doing and language is reinforced through context and active use. Structured inquiry based learning is a proven way for students to gain knowledge. This talk concentrates on the many different practical ways an MYP ESL teacher has approached the interdisciplinary teaching of Science, Humanities, Community and Service and English to Year 8 students. The objectives of turning the classrooms inside out are manifold. Beyond the learning of language through context and action, these practical lessons have encouraged participation from the students and given them leadership roles. Whatever they have learnt outside the classroom has been able to be applied in the classroom too if necessary. Also there is a general acceptance that many children have become disengaged with nature, so these projects seek to reintroduce the local environment to students in a positive way.

KEY

The International Baccalaureate Continuum: Student, Teacher and School Outcomes

Breakout Sessions

ROOM

PYP MYP

DP IBCC

New Support Services for International Baccalaureate schools in 2014 Andrew Atkinson Director of Global School Services International Baccalaureate

Pamela Bender Head of Pre-Authorisation Services, Global School Services International Baccalaureate

Erin Albright Head of Post-Authorisation Services International Baccalaureate

Themes

This session from our Global School Services team Lyrebird will present the latest designs for new school support services being trialled in 2014. These exciting new optional services around areas such as leadership in schools and groups of schools, curriculum planning and alignment, DP assessment data analysis, action planning and programme change that were identified by International Baccalaureate stakeholders surveyed for the 2013 DSS (Differentiated Services for Schools) report. In the long term these will be offered at multiple tiers from self-service to highly tailored consultancy packages. The session at the conference will unveil the plans for all services and seek feedback and interest from schools wishing to be involved in trials in the International BaccalaureateAP region. Highly experienced heads and educators are also welcome to see how they may become involved in supporting the development and delivery of these services. Come along to this informative session where your views can be shared on this important global initiative.

About the International Baccalaureate速 (International Baccalaureate) organisation The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme School Leadership Curriculum Planning Implementation Primary Years Programme Middle Years Programme Diploma Programme Principals / Heads of Schools

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Breakout Sessions Innovative MYP eAssessments: a report from the 2013 trials and an update on developments.

Breakout Sessions This presentation will review the eAssessments Canary that were produced as part of a trial for the MYP Next Chapter, discuss the findings of the trial and present the progress and plans for the future.

Following the presentation there will be an opportunity to raise questions related to MYP assessment.

Data rich performance monitoring for the International Baccalaureate Diploma Neil Hodgson Vice Principal Sha Tin College (ESF)

Gareth Hegarty Head of MYP Assessment International Baccalaureate

Jamie Scott International Development Centre for Evaluation & Monitoring, Durham University

Robert Harrison Head of MYP Development

Themes

Erin Albright

Middle Years Programme and Diploma Programme

Head of Post-Authorisation Services International Baccalaureate

Themes The International Baccalaureate Diploma Programme Assessment & Examination Diploma Programme Principals/Heads of Schools

Shift Happens – 21-st Century Teaching and Learning Mary E Condon Educational Consultant Milagro Educational Consulting

Themes Professional Development (PD) Inquiry / Concept Based Learning Assessment & Examination Approaches to Teaching & Learning Policy and Planning Curriculum Planning Implementation Primary Years Programme

Shift happens! Most classroom instruction and Cardinal assessment continues to be based on results expected for success in the 20th century.

We are now 14 years into the next century, and many more years than that into the Information Age. We know that the students we see in our classrooms today will be the workforce of the future in jobs not yet invented requiring skills not yet known. With its emphasis on inquiry, the International Baccalaureate offers a great opportunity to prepare our students for success in the 21st century. But have we, as teaching professionals, acknowledged and made the shift required to deliver inquiry-based instruction through concepts and higher-level authentic assessment? This presentation will look at how the evolving International Baccalaureate programmes can facilitate a successful shift in curriculum, instruction and assessment required for successful 21st-century learners.

Middle Years Programme Diploma Programme

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KEY

Principals / Heads of Schools

ROOM

PYP MYP

DP IBCC

The future of 3D Design and Printing and its role in interdisciplinary learning and teaching Bob Simpson Deputy Principal - Curriculum Helena College, Perth, WA

Themes The International Baccalaureate Middle Years Programme Inquiry / Concept Based Learning ICT and Education Curriculum Planning Implementation Middle Years Programme

The Centre for Evaluation & Monitoring (CEM), Paradiso Durham University, UK provides an assessment system for base-lining students’ ability and measuring their progress in the International Baccalaureate diploma. The system is called CEM IBE (also known as ALIS). The data allows students and teachers to set meaningful targets and to track students’ progress compared to expectations. Effective target setting supports schools in monitoring, ensuring assessment is accurate and supporting schools work in guiding students’ with university admissions. It also supports schools with their own selfassessment. Students take an online adaptive test of developed ability at the start of their Diploma course which is used to provide subject-specific predictions and chances in each of their International Baccalaureate subjects. A similar comparison can be made using average (i)GCSE points score as an alternative.

Analysis can also be completed upon publication of schools’ International Baccalaureate Diploma results at the end of each examination session. In this workshop the presenters will summarise the data available for International Baccalaureate students and demonstrate how this can be used to support school improvement by using specific examples from Sha Tin College in Hong Kong. The workshop will be jointly led by CEM and the Vice Principal of the College.

3D printing is poised to be the next ‘game Swallow changing’ technology. It is predicted that most households will own one by 2020 and it will revolutionise how we, the customer, access a wide range of goods. Already, 3D printing is being adopted in healthcare as the benefits are becoming increasingly clear.

3D printing is rapidly gaining a foothold in schools as they become more affordable and more user friendly. But how are they best used in a school environment? In 2013 BP provided a grant ($7000) to Helena College to explore how this could be done. The goal was to create an interdisciplinary unit, drawing from Technology, Science and Humanities. This semester long elective, 90 minutes per week aimed at Year 4 students, was trialled first in 2013 and will run again in each semester in 2014.

The aim is now to fine tune and restructure the course to meet the requirements of the new interdisciplinary guide during 2014 and use it as the basis for creating further interdisciplinary learning opportunities in the school in 2015 and beyond. As we are currently nearing the end of the first trial of this course, the successes have been clear, but so too have the challenges.

The aim of this presentation is to provide an insight into how we planned and delivered this unit, share the resources and, hopefully the excitement that being at the forefront of something so new brings to both staff and students.

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Breakout Sessions

Breakout Sessions Understanding learning spaces and ways of learning: A critical analysis of IB Primary Years Programme in India Professor Karanam Pushpanadham Professor of Educational Administration Faculty of Education and Psychology, The M.S.University of Baroda, Vadodara, India

Dr. K.Viswa Bhushan Associate Professor of Social Work Andhra University

Themes The International Baccalaureate Primary Years Programme Primary Years Programme

This project aimed to examine the impact of Oriole PYP adoption and implementation on learning, teaching and schooling in India. The mixed methods case study research utilized surveys, interviews and observations to explore the salient factors that influence schools in India to embark on the PYP and the success factors and challenges encountered by schools. The study also examined how and to what extent the uptake of PYP contributes to school culture, pedagogical practice and learning outcomes. To achieve these objectives, 11 separate instruments were administered to a sample of 12 PYP schools.

Both qualitative and quantitative data were collected. A total of 16 school leaders (both heads of schools and programme coordinators), 79 teachers, 368 students and 96 parents participated. Findings indicated that trust and respect exists between teachers and school leaders; teaching in PYP schools is generally rated as “good” or “effective”; teachers were generally satisfied with their positions and had high levels of disciplinary self-efficacy, while relatively less so in their ability to enlist community involvement; students indicated high levels of emotional intelligence; and parents felt involved and satisfied with the programme. Reported challenges for the PYP in India included teacher time-management issues due to heavy workload, a lack of teachers trained in international curriculum, and a need for increased recognition of the programme in the country. The project also suggested ways and means through which the PYP can be improved in India.

3

“Theatre” as a Way of Knowing: how theatre traditions and conventions explore how we understand ourselves and our worlds Paul Kidson Principal St Paul’s Grammar School

Themes The International Baccalaureate Middle Years Programme

Friday 15:10-16:10

“Theatre” explores deep questions about what Riverfront BR1 it means to be human. Through various theatre traditions, conventions and “language”, different cultures and different historical periods have explored diverse understandings of human value, purpose and self-understanding. This workshop will examine a series of cultural theatrical traditions and how they can be used to explore “ways of knowing”. It will examine how narrative structure, spatial configuration and elements of production reflect “ways of knowing” about the world and the place of human cultures within it. The workshop is derived from material developed for use with both TOK and DP Theatre classes; it could also be adapted for use within the MYP.

The International Baccalaureate Diploma Programme The International Baccalaureate Learner Profile Middle Years Programme

44

KEY

Diploma Programme

ROOM

PYP MYP

DP IBCC

45

Breakout Sessions

Kim Green Secondary Principal Vientiane International School

Julia Lachet Curriculum Coordinator: Languages Vientiane International School

Themes Language and Education

46

Language transforms and shapes thinking Riverfront BR2 and action: To what extent is the influence of language on knowledge acquisition taken for granted? In an international education “particular attention should be given to the mother tongue as the first language and bearer of the cultural identity” (UNSECO, 1995).

This is supported in an International Baccalaureate context, as it stated in the International Baccalaureate Standards and Practices that ‘The school places importance on language learning, including mother tongue’ (International Baccalaureate, 2010). Though the application of a whole school language philosophy, whole school practices, horizontal and vertical programmes of learning and common assessment schools can ensure the effectiveness, efficiency, relevance and sustainability of quality of Mother Tongue programmes. This presentation will address the challenges faced by one International Baccalaureate World School such as; teacher accessibility, the development of common curriculum understandings, the establishment of a cohesive and collaborative team and the development of shared cultural norms. Based on action research the presentation will demonstrate that through a shared language, inclusion in the school culture, a community approach, professional learning, positive perceptions of school management/administration and the accessibility to resources a school can influence the effectiveness, sustainability and quality of its Mother Tongue language education. The presentation will open discussions of the implications of these findings, including; equality in accessing Mother Tongue learning and the lack of concurrency in learning if sustainability is not achieved through implementation and extent that the influence of language on knowledge acquisition is taken for granted.

KEY

Language transforms and shapes thinking and action

Breakout Sessions

ROOM

PYP MYP

DP IBCC

Authentic & Powerful IDU development using Model UN practices in the MYP curriculum David Taylor Dean of International Relations Overseas Family School, Singapore

Andrew Blackstone MYP Subject Area Leader Humanities Overseas Family School, Singapore

Themes The International Baccalaureate Middle Years Programme Inquiry / Concept Based Learning Approaches to Teaching & Learning Middle Years Programme

Building a powerful yet authentic (vs. contrived) Galleria BR1 Interdisciplinary Unit (IDU) can be challenging.

It can seem impossible to create an IDU that brings all Subject Areas (SAs) together, fits with scope and sequence, links with the AoIs (and the new Global Contexts) and the International Baccalaureate Learner Profile.

For five years such IDUs have been successfully developed and implemented across grades 6, 7 and 8, involving all SAs, linked to AoIs, and the International Baccalaureate Learner Profile.

Using Model UN frameworks has proven to be a powerful tool for trans-disciplinary and experiential skill development. This approach allows curriculum sequencing in SAs to proceed naturally, while over time students build knowledge and skills as they work towards a unifying culminating event. We bring together various academic disciplines to create authentic experiential learning. Students undertake to authentically ‘walk in another’s shoes’, as they look at current world issues through perspectives other than their own, working together to resolve often conflicting points of view, and synthesizing constructive solutions. Students gain first-hand experience of principled compromise, through simulation of United Nations processes to make the world a better place. Students go beyond the mere study of other nations, cultures and situations to research and truly represent them in negotiations. This produces a mindset change that is achieved by middle years children, beyond our original expectations. This paradigm shift will stay with them throughout their lives. This approach has been field tested for five years; it WORKS!

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Breakout Sessions Inspiring Internationalmindedness through Global Contexts Basia Mackenzie Founder, IgnitED

Themes Online Learning Inquiry / Concept Based Learning Approaches to Teaching & Learning

Breakout Sessions Our children are inheriting an increasingly Falcon complex, unstable and interdependent world. Challenges are increasingly global in nature - whether concerning the environment, pandemics, the economy, extreme weather or extremism - and thus require cross-cultural, lateral, multi-disciplinary solutions. If children are to become adults who can find such solutions to our common problems, they will need to approach these challenges creatively, confidently, cooperatively and international-‘mindedly’. Developmentally, school years are a perfect time to introduce ways of thinking globally. Children are keenly aware of justice and not yet cynical about making things better. The International Baccalaureate encourages the nurturing of international mindedness. However this is easier said than done. Teachers are busy. They cannot always devote the time to finding the most current sources of information on pressing global issues - nor do they necessarily have the design or film editing skills to make such inquiries compelling but age appropriate for children. And how do we cover issues such as the Arab Spring, Forced Migration and Labour, and Global Resource Scarcity intelligently and still have our children view the world confidently and positively? Basia is a human rights lawyer, not a teacher. However she would like to talk about her experience during the last four years of applying a three step process to teaching students about global issues, to encourage confident, lateral thinking global citizens.

International Baccalaureate Creating Global Citizens in China: A Local Government Approach Ken Sell Head of School Shen Wai International School

Themes Becoming an International Baccalaureate World School

Explore the world of International Baccalaureate professional development Anthony Tait Director of Global Professional Development International Baccalaureate

Sue Richards Head of Global Professional Development, PYP International Baccalaureate

In China, the Shenzhen Municipality has a Falcon sustainability strategy based on enhancing and expanding the creative and cultural industries in the region. As a government school, Shen Wai International School was built, in part, to support the Municipality’s strategy with an expectation that it leads the way in educational development and practices in the local educational precinct. The school is only 3 years old yet has grown from 38 students to over 700 in that time. This rapid growth underpinned by visionary leadership from the school board provides an exciting yet challenging opportunity. In the book “Catching Up or Leading the Way”, Yong Zhao, in many ways provides some guidance for the development of Chinese government international schools. He argues that replication of educational practices in an era bygone limits a school’s capacity to truly prepare children for a rapidly changing world.

He states schools need to embrace creativity, global empathy, digital citizenship and individual passions as the new focus for 21st century learning. Given the philosophy of international mindedness and creative learning through inquiry it is not surprising that International Baccalaureate curriculum was chosen by the school. This presentation describes the school’s journey so far and it delves into the challenges and exultations that have emerged as a result.

Are you looking for professional development Lyrebird that is innovative, inspiring, and internationally minded? This session gives an overview of the International Baccalaureate’s exciting offerings for face-to-face and online workshops and other multimedia opportunities. It covers new products such as International Baccalaureate educator and leadership certificates, which can enhance your portfolio as an internationally minded educator.

It also looks at how International Baccalaureate educators can become involved in the development and delivery of new PD experiences. Come meet the International Baccalaureate’s global Professional Development team and discuss ideas for cutting-edge ways to promote lifelong learning.

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme

48

KEY

Professional Development (PD) ROOM

PYP MYP

DP IBCC

Online Learning 49

Breakout Sessions Recognition of the International Baccalaureate programmes: What you need to know Stefanie Leong Head of Development and Recognition, AP International Baccalaureate

Paul Sanders Head of Global Recognition

Justin Sanders Global Recognition Manager

Themes

Breakout Sessions The objectives of this interactive session are Canary three fold: providing recognition updates, discussing the IB’s ongoing recognition strategy and garnering feedback from the audience on important recognition issues. We will provide the audience with the latest university and government recognition updates and developments from around the region as well as key higher education markets around the world (i.e. US, UK, Can, Aus). We will present newly available resources and collateral aimed at better informing higher education institutions of the value of an IB education, and point you to where all these resources can be found and best utilized. We will also discuss the current initiatives the IB is undertaking as part of its continued commitment to better understand the postsecondary patterns and pathways of our students and most effectively meet their needs. Time at the end will be allocated for Q&A and discussion around the more pertinent recognition related issues.

Spice up our mathematics lessons with magic tricks and puzzles Teoh Poh Yew Master Trainer Creative Wizard Pte. Ltd.

Themes Upper Primary School or Lower Secondary School Mathematics Educators

About the International Baccalaureate® (International Baccalaureate) organisation The International Baccalaureate Middle Years Programme

Getting students excited about learning is the Cardinal teachers’ constant challenge. The answer lies in incorporating creative techniques into our classroom practice. Spicing up our mathematics lessons with some magic tricks and puzzles could easily help increase attention, understanding and retention significantly.

Appropriate recreational problems stimulate intellectual curiosity, develop problem-solving skills, promote discovery and thinking skills, as well as unleash creativity. These problems appear to be recreational or magical in nature but they are actually based on sound mathematical concepts. In solving these problems, students actively participate in discovering or deciphering the hidden principles underlying each problem and in the process construct their own knowledge of mathematics.

This presentation also stresses the need for excitement to encourage mathematical thinking. Mathematical magic can serve as an effective means of motivation at almost all levels of instruction. The major purpose of its use in the classroom is to enable students to discover that mathematics is easy and interesting, and thus stimulate interest in their further study of mathematics.

The International Baccalaureate Career-related Certificate (International BaccalaureateCC) Higher Education / University pathways and opportunities

Introducing PYP Two Schools – Two Approaches

Middle Years Programme Diploma Programme Principals / Heads of Schools

Rebecca Lennon Head of Primary Moreton Bay College

Nicole Bowers PYP Co-ordinator Moreton Bay College

Themes The International Baccalaureate Primary Years Programme

Introducing an International Baccalaureate Paradiso program into any school is challenging and requires careful planning and forethought at all levels. This workshop will focus on the experience of two educators who have been responsible for introducing and implementing the Primary Years Program into two different schools. The power of hindsight is a wonderful thing and the strategic preparation, implementation process and change management strategies that were undertaken, were quite different in each context. This workshop will explore each of these areas by highlighting the challenges and sharing strategic approaches and a range of strategies which assisted in this process.

School Leadership Policy and Planning Primary Years Programme

50

KEY

Principals / Heads of Schools

ROOM

PYP MYP

DP IBCC

51

Breakout Sessions

Breakout Sessions Results from International Baccalaureate Asia Pacific Programme Impact Studies Bradley Shrimpton IB Global Research Manager International Baccalaureate

Adrian Rudzinski Senior Lecturer Flinders University

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Research & Validation

Over the past 18 months there has been Swallow a significant increase in the number of International Baccalaureate programme impact research projects in the Asia Pacific region and in this two part presentation the International Baccalaureate research department proudly presents results from a crosssection of these studies. In the first part of the presentation Brad Shrimpton, International Baccalaureate Global Research Manager, will share results from research examining PYP outcomes in Australian public primary schools, the impact of the International Baccalaureate continuum on students and teachers in full‐continuum schools in five Southeast Asian countries, and the role of the International Baccalaureate DP on university preparation and performance among students who have completed their diploma studies in China. In the second part of the session Adrian Rudzinski from Flinders University, South Australia, will describe results from a fascinating research project that has sought to identify the social-emotional wellbeing of MYP students, as well as identify key success practices and supports for promoting positive social-emotional development in MYP schools.

4

IB Mission Statement Review Networks working successfully Catherine Vogel Manager: Network Support International Baccalaureate AP

Marcia Behrenbruch Head of School Services:International BaccalaureateAP International Baccalaureate AP

International Baccalaureate Networks Oriole traditionally consist of International Baccalaureate candidate and authorized schools who group together in geographically relevant communities to support each other and share best practice.

The question has arisen...what is best practice for networks themselves? How can Coordinators make the most of these invaluable International Baccalaureate networks? Research has been done amongst the International Baccalaureate networks in the Asia Pacific to identify what makes them work successfully.

Marcia Behrenbruch, EdD Head of School Services, Asia Pacific International Baccalaureate

Friday 16:50-17:50

The IB is in the process of developing its’ Riverfront BR1 next strategic plan. Simultaneously the IB is conducting a review of its mission statement through consultation with a range of stakeholders via an online survey and face-to-face meetings.

Join us for this interactive session for your opportunity to share your thoughts on whether the IB mission statement should change and if so, how? Information gathered from all of our stakeholders will inform the development of a revised mission.

Themes About the International Baccalaureate® (International Baccalaureate) organisation Professional Learning Communities

52

KEY

School Leadership

ROOM

PYP MYP

DP IBCC

53

Breakout Sessions Professional Growth of Chinese Language Student-teachers in Teaching Practicum in the International Baccalaureate Certificate of Teaching and Learning Programme Dr Mark Shiu-kee SHUM Associate Professor, Head of Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Ben-nan Zhang; Dr Chun Lai Assistance Professor, Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Elizabeth Ka-Yee Loh; Mr Tung-fei Lam Assistant Professor and Lecturer, Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Themes Professional Development (PD) Professional Learning Communities Approaches to Teaching & Learning

Breakout Sessions This paper is to explore the professional Riverfront BR2 growth of the Chinese language studentteachers at teaching practicum in the MEd (Teaching Chinese as a Second Language) programme in the University of Hong Kong which obtained International Baccalaureate unconditional recognition such that the graduates of the course can apply for International Baccalaureate Certificate of Teaching and Learning in Chinese.

Teaching practicum is a very important component in teacher education through which student-teachers could have the opportunity to put theories into practices in real classroom situations. There is a world movement for University teacher training institutions to build up strong partnership with schools and cooperate closely so as to enhance professional development of student-teachers during their practicum. In this connection, the University of Hong Kong has built a strong relationship with International Baccalaureate international schools in Hong Kong to secure teaching practice placements to their student-teachers. The focus of the study is to observe the levels of professional growth of student-teachers in the process of learning to teach and to investigate the relationship between their growths and the schools’ support. In this study, we interviewed the student-teachers, the mentoring teachers, the graduates of the course and employers of the graduates to solicit the professional growth of the student-teachers and the support they obtained in the processes. The reflections of student-teachers were also analysed. The results revealed that in learning how to teach, student-teachers have to struggle through painful stages before they obtain any professional growth. It also showed how a supportive teaching environment that partnership schools provide facilitates the processes.

Richard Farmer Vice Principal (Academic Advancement) Creative Secondary School Hong Kong

Cheung Siu Ming Principal Creative Secondary School Hong Kong

Themes The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Inquiry / Concept Based Learning Differentiated Learning School Leadership Inclusive Education Language and Education Policy and Planning Curriculum Planning Implementation Culture Middle Years Programme Diploma Programme

In the recent International Baccalaureate research Galleria BR1 report, ‘21st Century International-mindedness: An exploratory study of its conceptualisation and assessment’, the authors identify five key concepts for the development of 21st century internationalmindedness. This paper will explore how far three of their key concepts (‘pedagogies of intellectual equality’, ‘planetary education’ and ‘bringing forward non-Western knowledge’) apply to a Direct Subsidy Scheme, government-funded school in Hong Kong. The International Baccalaureate is keen to widen its access and establish its programmes in partnership with local, government-funded schools around the world.

Creative Secondary School is one such school. Most students are ethnically Chinese and predominantly have local roots in Hong Kong. But alongside the local curriculum, students learn through MYP and International Baccalaureate Diploma and go on to study around the world including: Canada, America, UK, Australia, Japan and Hong Kong. Within the ‘Confucian cultural circle’, Singapore, Shanghai and Hong Kong occupy top places in the Pisa league tables, suggesting that the ‘local’ education system in these cities is very successful. However a common perception is that ‘international’ means superior to ‘local’. To what extent does this generalisation apply to a ‘local’ school, delivering an international curriculum? Using CSS as a case study we will explore this idea through the International Baccalaureate’s three key concepts of ‘pedagogies of intellectual equality’, ‘planetary education’ and ‘bringing forward nonWestern knowledge’.

Singh, M and Qi J. 2013 ‘21st Century International-mindedness: An exploratory study of its conceptualisation and assessment’, The Hague: International Baccalaureate Organization

Principals / Heads of Schools

KEY

Language and Education

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Developing internationalmindedness in a ‘local’ Hong Kong school

ROOM

PYP MYP

DP IBCC

55

Breakout Sessions Faith-based Education in a Multi-cultural, Multireligious Context Br. George Van Grieken FSC, PhD Brother President / CEO Saint Joseph’s Institution International

Mr. Bradley Roberts Principal Saint Joseph’s Institution International

Themes Culture Environment / Climate Change Education

Breakout Sessions This presentation will address the opportunities Falcon and challenges experienced in developing a faithbased international school in Singapore. Within six years, the school has grown from 104 students to its present size of 1500, expanding each year. The school’s Catholic and Lasallian heritage reaches back in Singapore history to 1852 and currently encompasses five elementary schools, three high schools, and a college. Based on our experience as a uniquely situated Catholic international school in a multi-cultural and multi-religious context, we will share how we have developed, and continue to develop, our school’s ethos and mission. We will also share lessons and pitfalls along the way. The intention of the workshop is to provide a forum to discuss and consider the realisation of faith-based intentionality on the practicalities and demands of a highly-regarded, successful international school. It will be evident that there are parallels to the implementation of any ethos or value system in a school-based environment.

Ways of inquiring Jo Fahey Flinders University

Themes The International Baccalaureate Primary Years Programme Inquiry / Concept Based Learning Approaches to Teaching & Learning Primary Years Programme

Principals / Heads of Schools

Diploma Programme Development - Updates Kelvin Williams Head of Curriculum DP - Individuals and Societies, and The Arts International Baccalaureate

Themes The International Baccalaureate Diploma Programme Approaches to Teaching & Learning Diploma Programme

This session will give participants an opportunity Lyrebird to learn about recent developments in the Diploma Programme, including the approaches to teaching and learning project. Feedback from participants will be encouraged. The DP ATL is of great importance to the International Baccalaureate and is considered an evolutionary development in our pedagogical leadership.

The initiatives related to approaches to teaching and learning have evolved as deliberate strategies, skills and attitudes which demonstrate the International Baccalaureate’s explicit commitment to change the way our students are prepared for assessment, the next stage in their education, and for life.

The International Baccalaureate has a strong commitment to provide multiple collaborative opportunities for all International Baccalaureate educators to participate in the development and trialling of improved teacher resources which will aid them with formative assessment to record student progress.

Bilingual PYP: The creation and maintenance of an effective dual language programme Manju Nair Head of Kindergarten & Primary, PYP Coordinator Chinese International School, Singapore

Sun Wei Chinese Language, Section Coordinator Chinese International School, Singapore

Themes Differentiated Learning

When we think of children and how they interact Canary with the world and the people in it, learning through inquiry seems completely natural. If inquiry is a natural part of how children learn outside school, then what can it look like in a school setting?

Jo Fahey will present a range of different ways of inquiring including inquiring through browsing and viewing, inquiring through play, and inquiring through drama and the arts.

Examples of children’s personal and collaborative inquiry will be shared, demonstrating the effect on their engagement and enthusiasm. Proven strategies will be offered on how to facilitate ways of inquiring, together with practical advice on organization, resourcing and orchestrating the learning environment. A consistent strand throughout this interactive workshop will be how to foster children’s natural inclination towards literacy. Relevant strategies for assessing children’s understanding within these dynamic learning contexts will be outlined to help teachers tune into children’s unique ways of knowing.

The Chinese International School addresses Cardinal the needs of two very disparate sections of the expatriate community in Singapore. The first, Chinese immersion for families that do not have any background in Chinese language and the second, English language immersion for families that do not have a background in English. Between these two extremes there are many combinations of languages and language abilities. Our over arching focus is a dual language PYP curriculum and integration of the eastern and western cultures within the International Baccalaureate framework. The challenges of meeting the needs of all families in our community and arriving at a formula that works for everyone has been an interesting one. Today we have a model that is the result of much iteration. Although still a work in progress, the model is something that is unique and agreeable to all stakeholders. It is this journey of arriving at a curriculum that is not one size fits all, yet sits comfortably with our community, and within the PYP, that we describe and discuss.

Language and Education Primary Years Programme

56

KEY

Principals / Heads of Schools

ROOM

PYP MYP

DP IBCC

57

Breakout Sessions Heads-to-Heads session James Macdonald Head of School NIST International School

Anne Fowles Head of School IGB International School

Breakout Sessions This session is an opportunity for heads of IB Paradiso schools to connect with each other. The first part of the session will be an introduction of members of the Heads Council and Regional Council. After an overview of the roles of these two councils, we will introduce key members of the IB executive. The second part of this session will be a discussion about the desire and possible opportunities for heads to connect with one another to a greater extent.

Through this session, there will also be a chance for heads to provide input into the agendas of the upcoming Head Council and Regional Council meetings.

IBEN: Regional Updates and developments Gill Presland IBEN Manager, Asia Pacific International Baccalaureate

Wahida Wahid IBEN Associate, Asia Pacific International Baccalaureate

Theis IBEN focused presentation with include updates from the last 12 months and recent developments. Come along and have the opportunity to share your ideas using our online forum.

Oriole

Suitable for IBE’s, interested IBE’s, IB Coordinators and Head of Schools.

Themes About the International Baccalaureate® (International Baccalaureate) organisation

Michael Purcell Head of School Edubridge International School

Themes About the International Baccalaureate® (International Baccalaureate) organisation Policy and Planning Culture

58

This paper investigates academic honesty in Swallow the digital age, and offers constructive advice, including tips, skills and policy guidelines, for international educators. Schools must focus on the promotion of academic honesty rather than the punishment of academic dishonesty. Research shows that the single most important factor in promoting a school culture of academic honesty is the attitude of the students. If students value academic integrity then their peers are less likely to cheat or plagiarize. Students must be taught explicitly to value academic honesty and how to practice academic honesty in the digital age. Practical tips are given about how to create a culture of academic honesty in the digital age. Students and teachers should discuss and include academic honesty in their Essential Agreements from a young age. Teachers must learn precisely how to cite, write bibliographies, use the internet effectively, give references within presentations, or acknowledge a work of art. Strategies for integrating academic honesty into the curriculum are presented with examples or vignettes of successful methods, including Academic Honesty in the Primary Years. The best online tools are presented. Practical strategies are suggested for students, teachers, parents, teacher-librarians, and administrators. There are tips about how to write a school’s Academic Honesty policy by involving the school community to reflect the school’s mission. There is a brief discussion of the importance of academic honesty as the bedrock of academic institutions in free societies, and the links between academic honesty, Ways of Knowing, the Learner Profile, and international-mindedness.

KEY

Academic Honesty in the Digital Age

ROOM

PYP MYP

DP IBCC

59

Breakout Sessions

Breakout Sessions

Breakout Sessions Towards a culture of sustainable collegiality

Saturday 08:45-09:45

5

Brett Darcy Principal Rose Park Primary

Themes Professional Learning Communities School Leadership Principals / Heads of Schools

ATL Skills in practice Play as a Way of Knowing Shelby Brown Early Years teacher (4-5 year olds) KIS International School

Themes The International Baccalaureate Primary Years Programme Professional Development (PD) Inquiry / Concept Based Learning Research & Validation Primary Years Programme

Play is how young children know about the Riverfront BR1 world, how they develop relationships and interact with their environment. It is a complex and sophisticated process that evolves as children themselves grow and change. While there is an abundance of research supporting play based curriculum as best practice for young children, the data is often misunderstood or misinterpreted in much of today’s educational policies. Genuine child initiated play is often dismissed or viewed as a luxury instead of the essential way in which young children construct meaning and acquire skills. This session will focus on what current research has to share about the importance of play and how play is intrinsically beneficial for all humans, not just young children. More specifically, the recently published OCC document, ‘Early years in the PYP: Educator’s Perspectives’ will be used to explore play through the lens of the written, taught and assessed curriculum. The aim is to provide a clear understanding of the importance of child initiated play and what it looks like in a PYP environment.

Vincent Chian Diploma Coordinator Fairview International School

John Harvey Assistant MYP Coordinator Fairview International School

Themes The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Professional Development (PD) Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership Primary Years Programme Middle Years Programme Diploma Programme

60

KEY

Principals / Heads of Schools

ROOM

PYP MYP

DP IBCC

Based on a model and article to be published Riverfront BR2 in March in a leadership journal in Australia, this workshop explores for leaders the journey of moving classroom practice from a culture of association to one of collegiality. Using the premise that “culture eats strategy for breakfast”, the workshop outlines how the collegial culture of the school can enable change and innovation. The workshop will explore the concepts behind the de-privatisation of classroom teaching, and lead on to a conversation on contributive leadership - the notion of a collegial school where staff meaningfully contribute to the leadership and direction. Participants will leave the workshop with a stronger sense of where their school culture sits and what actions may be required to ensure the strategies they are implementing in their school get a greater chance of success.

A particular focus will be to differentiate between distributive leadership and contributive, and participants will have time to reflect of past actions and where they sit within these concepts.

With the new ATL Skills documentation Galleria BR1 released, many schools will have to rethink the way they approach teaching and learning.

This presentation aims to share how Fairview International Schools have approached the situation. We started a few years ago, based on the old MYP documents and have revised since. We defined 30 areas of skill development for example “Respecting Cultural differences”. We then identified a well-researched model to assist us in the delivery of the concept and chose the work by Hofstede’s cultural dimensions theory as the base model. We then prepared a lesson pack targeting learners in the MYP, (we worked on the MYP initially). This pack contained a sample lesson plan, student handouts and material to read for some background understanding. The activities chosen were uncomplicated and easy to implement for a variety of age groups between MYP 1 to MYP 5. Later when the new ATL Skills guidelines were published, we invited Mr. Lance King to our school to share with us what he understood the ATL Skills to be and our next phase of development started. We then worked to structure our delivery across the continuum, with different goals emphasized at each stage; Exploration in the PYP, Skill development in the MYP and Skill Mastery/Application in the DP. With this new orientation we have worked (and almost completed) the new ATL Skills programme that still follows the same core principles as outlined above but in a way that differentiates for each of the learning stages to strengthen the continuum.

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Breakout Sessions Just-in-time rather than just-in-case: Informal and social learning for teachers Matt James Head of Online PD International Baccalaureate

Themes About the International Baccalaureate® (International Baccalaureate) organisation The International Baccalaureate Career-related Certificate (International BaccalaureateCC) Professional Development (PD)

Breakout Sessions New approaches to online learning are rapidly Falcon integrating into every modern educational institution, giving teachers and students the opportunity to learn at a time and place that suits them. Alternative forms of Professional Development are now becoming available which perfectly meet your needs and bring additional value to your professional growth. In this session we will introduce you to the array of new online professional development opportunities soon being offered to International Baccalaureate schools. Whether you are an International Baccalaureate teacher, a school coordinator or Head of School, come and share your views about informal and social learning that can complement formal professional development - and help shape the International Baccalaureate’s online PD offer for the future.

Online Learning

Associate Professor, Head of Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Mark Shiu-kee SHUM Associate Professor, Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Chun Lai Assistant Professor, Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Themes The International Baccalaureate Learner Profile Language and Education Culture

62

The International Baccalaureate curriculum holds Lyrebird a philosophical core of international mindedness and has the International Baccalaureate Learner Profile as its focal curriculum ideology (Hill, 2007; IBO, 2008). The International Baccalaureate Learner Profile is expected to guide school operations and classroom practices (Cambridge, 2010; IBO, 2008) and become a seamless part of the curriculum (Gigliotti-Labay, 2010). However, recently more and more scholars are pointing out that the philosophical basis of the International Baccalaureate Learner Profile as largely western liberal humanistic tradition of values (Wells, 2010; Walker, 2010). These scholars are questioning the extent to which the values espoused in the International Baccalaureate Learner Profile represent the attributes in different cultures throughout the world. The western-bias of the philosophical basis of the International Baccalaureate Learner Profile may be challenged in terms of its receptivity and local relevance when the International Baccalaureate programme is implemented in cultures that have a strong Eastern Confucian tradition. How would teachers in cultures with a strong Eastern Confucian tradition respond to the International Baccalaureate Learner Profile? This study examines Chinese language teachers’ reactions to the International Baccalaureate Learner Profile in Chinese language teaching.

In particular, it focuses on the interplay of Chinese traditional values and International Baccalaureate philosophical principles in Chinese language classroom. This study intends to illuminate how Chinese language teachers utilize “regional tradition” (Walker, 2010, p. 9) and fuse western and eastern values in their daily practices to enrich and localize the International Baccalaureate Learner Profile.

KEY

Dr Ben-nan Zhang

Stefanie Leong Head of Development and Recognition, Asia Pacific International Baccalaureate

Pamela Bender Head of Pre-Authorization Services, Global School Services International Baccalaureate

The purpose of this session is to inform Canary schools that are interested to learn more on the Application for Candidacy process.

The session will be lead by the Regional Head of Development Asia Pacific and Global Head of PreAuthorisation. The session will cover areas such as requirements for Application for Candidacy, application timeline, fees, Professional Development, required official documents issued by government and so forth. There will also be opportunities for questions on the entire Authorisation process and an update on forthcoming IB support services for schools.

Themes Becoming an International Baccalaureate World School

Professional Learning Communities

When International Baccalaureate Learner Profile meets Eastern Confucian Tradition: From the perspective of Chinese Language teachers

Information session on the process of Application for Candidacy

ROOM

PYP MYP

DP IBCC

Implementing the IBCC in schools Avalokita Nanda Diploma School Services Associate Manager International Baccalaureate

Themes

This presentation will focus on how the IBCC Cardinal programme can be implemented in schools. The IBCC is becoming a very popular programme around the world and is aimed at the growing number of countries who realize that today’s youth are seeking alternative pathways. The IBCC provides students with career orientated pathways by combining the academic rigor for which the International Baccalaureate is renowned with career-related studies.

The International Baccalaureate Career-related Certificate (IBCC)

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Breakout Sessions

Lisa Coles PYP Coordinator Calvary Christian College

Themes Inquiry / Concept Based Learning Differentiated Learning Assessment & Examination Primary Years Programme Middle Years Programme Principals / Heads of Schools

Learning for Learning – Reconceptualising Professional Development: One school’s narrative Ruth Adams Head of Junior School Tara Anglican School for Girls

Themes Professional Development (PD) Professional Learning Communities Inquiry / Concept Based Learning Differentiated Learning School Leadership

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How do you know? We frequently ask students Paradiso this question. Our challenge to them is to justify what they think and reflect on how they reached their understanding. Do we hold ourselves to the same high standards in our evaluation of student learning? Schools are data-rich. Teachers have a myriad of information available to them from class tests to standardised data, national testing results, anecdotal records, previous reports, formative and summative assessment tasks. Without a whole school approach much of the data remains inert, of minimal influence on teaching and learning. Without building teacher capacity to collaboratively organise, analyse and apply the data, teachers can struggle to respond appropriately. This presentation will focus on how to create a teacher-driven, inquiry-based approach to data and data management within schools. With a focus on building professional teams in an International Baccalaureate context, the value of asking the right questions will be highlighted. Teachers and school administrators will all benefit from examining how best to undertake the process of school improvement, to use data to better inform instruction for all students.

Professional development has undergone a Swallow transformation at Tara in the quest of a flourishing and sustainable professional learning community.

I’ve called this ‘our narrative’ because it’s the story of how we are endeavouring to reconceptualise professional development, so that it becomes about ‘organisational learning’.

That involves developing an understanding and appreciation of our organisation, the roles within it, and how to develop and strengthen it. If we are going to be sustainable and successful we have needed to expose the cultural inconsistencies that may exist between how our school organisational culture actually is and the ideals and elements of our aspirational learning community. Using action plans, (at both an organisational and personal level), goal setting, role audits and behavioural analyses, collaboration, mentoring, lesson observations and team teaching, critical friendships, and the use of technology, teachers are involved in a three-tier approach to professional learning: 1. External workshop or course – this is where professional learning often begins and ends 2. Professional reading – explicit and targeted 3. Peer to peer learning, both within and beyond the gates of Tara – what Fullan calls ‘lateral capacity building’. This approach has excited the learning culture amongst the teaching staff at Tara, opened up parents to participate in the learning community, revealed the energy and expertise amongst our community, and resulted in relevant and significant learning opportunities for our students. It has implications for the leader to facilitate a supportive, shared and visionary climate.

KEY

Evidence-rich ways of knowing – An inquiry based approach to whole school data management

Breakout Sessions

ROOM

PYP MYP

DP IBCC

Updates from Around the World Ian Chambers Regional Director AP International Baccalaureate

During this session Ian Chambers, Director Asia Oriole Pacific, will provide a broad overview of the IB’s strategic initiatives around the world including updates from the IB’s three regions as well as news from a number of global departments. This session will include a brief Q&A.

Themes About the International Baccalaureate® (International Baccalaureate) organisation

Assessment Question and Answer session Gareth Hegarty Head of MYP Assessment International Baccalaureate

This is an open session for participants to raise Galleria BR 3 any assessment issues or concerns they may have or perhaps to just enquire about future developments planned for Diploma and Middle Year’s Programme assessment. With considerable experience in Diploma assessment and now with a leading role in the new MYP assessments Gareth is well placed to answer your questions on most aspects of IB assessment.

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Breakout Sessions

Breakout Sessions

Breakout Sessions

6

Creating RSA Animate Style Videos - A New Approach to Learning (ATL)

Saturday 10:15-11:15

Craig Frehlich MYP Design and Technology Teacher Strathcona Tweedsmuir School

Themes Differentiated Learning Approaches to Teaching & Learning ICT and Education

Dr. Stephen Jacobi IB Co-ordinator and Head of Sixth Form Wellington College International Tianjin

Themes About the International Baccalaureate® (International Baccalaureate) organisation The International Baccalaureate Diploma Programme The International Baccalaureate Learner Profile Inquiry / Concept Based Learning Differentiated Learning Assessment & Examination Research & Validation Approaches to Teaching & Learning ICT and Education Language and Education Policy and Planning Curriculum Planning Implementation Culture Middle Years Programme Diploma Programme

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A commitment to academic honesty policies Riverfront BR1 is a necessary and mandatory aspect of a school’s broad educational aspirations and an IB requirement. Accordingly, an industry has developed around the need to emphasise originality at the expense of intellectual theft, the industry taking pains to root out, unacknowledged, downloaded and copied material, and thence passing it off as one’s own. It is the contention of this presentation that, actually, the issue of academic dishonesty is often ill-served by those tools most frequently used to identify non-original thinking. Furthermore, contemporary technology has changed conventional notions of originality and culpability. Using music, literature and film as ways of illustrating the manner in which borrowing and ‘lifting’ material might be acceptable, even in unacknowledged states, the presentation offers alternative models of ‘integrity’ that might be incompatible with descriptions of ‘honesty’ as they are currently expressed in many schools’ policies.

Facing the facts: Opportunities and challenges of online learning Edward Lawless Principal Pamoja Education

Themes The International Baccalaureate Diploma Programme Online Learning Higher Education / University pathways and opportunities Culture Diploma Programme Principals / Heads of Schools

KEY

How honourable is academic honesty?

ROOM

PYP MYP

DP IBCC

For the last few years, we have been informed Riverfront BR2 and entertained by RSA Animate videos. These hand drawn graphic multimedia presentations emphasize the idea that “a picture is worth a thousand words”. RSA animate style videos enable students to engage in many Approaches to Learning skills (ATL’s). Some of these include: using strategies for organizing complex information, trying new approaches to learning and evaluating their effectiveness, making connections to various sources of information and using lateral and visible thinking techniques.

This informative session will briefly discuss research related to RSA animate style videos and demonstrate a step-by-step process on how to create these videos with students in any grade and subject. Several samples of student created RSA Animate Style Videos will be showcased and more advanced techniques like green screening with RSA Animate videos will be highlighted.

Online learning is here to stay. Over the last Galleria BR1 decade, the development of new technologies has contributed to offering a broader range of online learning options for learners of all ages.

Research released earlier this year by Babson Survey Research Group shows the proportion of students taking at least one class online has continuously grown since 2002 to over 30% in 2011. Universities and employers alike value online learning experience as a way to develop self-management, yet many academic leaders still question its benefits compared to traditional face-to-face teaching. How can schools adapt their pedagogy to equip students with the skills they will need to evolve in a global and fast-moving society? Is integrating online learning into their teaching model the answer? Will it affect the quality of the education the school is committed to provide?

Edward Lawless, Principal at Pamoja Education, the International Baccalaureate approved online DP course provider, will lead an open discussion on the opportunities and challenges online learning presents, joined by a panel of school representatives.

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Breakout Sessions

Rebecca Paterson Teacher / Curriculum Leader Department for Education and Child Development - Ocean View College B-12

Themes The International Baccalaureate Middle Years Programme Inquiry / Concept Based Learning Middle Years Programme

Southern knowledge Robin Julian International Baccalaureate Coordinator Ravenswood School

Themes Culture Diploma Programme

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I will be presenting a Pecha Kucha style voice Falcon narrated film that has a series of animations designed to assist educators to question the way we plan units of inquiry. This story explores how we can weave together the learning areas so that students don’t learn about subjects in isolation but, rather, consolidate their learning through concepts. How do we develop learners that challenge, question and form their own opinions? How do we capitalise on what students already know? What do we use as vehicles for learning so that students develop a deep insight into concepts? How do we get students to incorporate concepts into their everyday lives so that learning is purposeful? How do we get students to understand and create, not merely consume and recite? It’s not only the answers that are important; it’s the questions that we ask! This story animation has been compiled based on the questions I have asked of students, educators, the public and myself because, collectively, we are a community of learners. This presentation won’t have all the answers, but it will inspire your thinking about the ‘what’ and ‘how’ of teaching and learning.

The new TOK Guide rightly highlights the Falcon significant contributions of “indigenous knowledge” to the increasingly globally interconnected sum of human experience. But how much do we really understand about this rich heritage of thinking that we have inherited, and to what extent has our “knowledge” been constructed or interpreted through colonial and neo-colonial frameworks? This presentation explores these and other questions, including the role of sense perception and memory as ways of knowing, understanding of “self”, the impact of beliefs on the pursuit of knowledge, interpretations of “respect”, different ways of thinking, considering the variety of social constructs, and exploring the dynamic nature of culture.

Knowledge and experience from Indigenous Australian, Pacific Islands, Asian, American and Asian societies will be reflected on to illustrate discussion points throughout. Our current era of ever-intensifying physical and virtual global interconnectedness creates wonderful opportunities for interaction of cultures and civilizations and pertinently emphasises the crucial need to nurture international-mindedness in both our students and ourselves. Never before has it been more vital that we understand the “Other”.

KEY

The Story of Inquiry

Breakout Sessions

ROOM

PYP MYP

DP IBCC

Teaching with ATL in Mind Lance King Education Consultant The Art of Learning

Themes The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Professional Development (PD)

Lance has been at the forefront of designing the Lyrebird new ATL curriculum and associated professional development workshops for the last 3 years and has a great depth of understanding of how to make ATL work in an average school at both the MYP and DP levels. This workshop will focus on the design and implementation issues involved in creating an across-school ATL programme and will include many practical examples and exercises to help participants understand the key issues.

Topics: the need for ATL skills, designing a comprehensive ATL programme, mapping skills across the MYP and the DP, how to teach ATL skills – cognitive, affective and metacognitive, selfassessment of ATL skills.

Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership Middle Years Programme Diploma Programme Principals / Heads of Schools

Innovative MYP eAssessments: a report from the 2013 trials and an update on developments

This presentation will review the eAssessments Canary that were produced as part of a trial for the MYP Next Chapter, discuss the findings of the trial and present the progress and plans for the future.

Following the presentation there will be an opportunity to raise questions related to MYP assessment.

Gareth Hegarty Head of MYP Assessment International Baccalaureate

Robert Harrison Head of MYP Development International Baccalaureate

Themes Middle Years Programme and Diploma Programme

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Breakout Sessions Global politics - the new kid on the DP block for 2015 Liina Baardsen DP Curriculum Manager, Global Politics, Economics and Business Management International Baccalaureate

Breakout Sessions Global politics is an exciting addition to the Cardinal Individuals and Societies subject group of the Diploma Programme. After a three-year pilot, global politics will become available as a mainstream subject available to all DP schools in 2015.

Response from pilot schools on this conceptual, contextual course that explores significant political issues of our time is of uniform enthusiasm. Welcome to this interactive session intended to give you more insight into the subject, its objectives and their match with IB philosophy and pedagogy, the global politics curriculum and assessment, and experiences from pilot classrooms.

DP: The Student Experience David Morgan Diploma Coordinator Utahloy International School Guangzhou

Amanda McDonald Head of High School Utahloy International School Guangzhou

Themes The International Baccalaureate Diploma Programme Diploma Programme

Becoming an IB School – Candidacy to Authorization Monita Sen PYP Regional Manager International BaccalaureateAP

This session is aimed at interested and candidate Paradiso schools who are currently interested in becoming an IB school or are already a candidate school. It will look at requirements and timelines as well as offer some guideance on planning and preparing to become and IB school.

Steven Wishart

School Supported Selftaught Languages: Moving from “lip service” to an authentic, student centered, language-based program Laurie Kraiijeveld Head of Languages (OTE)/Selftaught Coordinator UWCSEA East Campus

Dr. Guy Roberts

PYP Associate Manager International BaccalaureateAP

International Baccalaureate DP Coordinator UWCSEA East Campus

Themes About the International Baccalaureate® (International Baccalaureate) organisation

Themes The International Baccalaureate Diploma Programme

The International Baccalaureate Primary Years Programme

Differentiated Learning

What aspects of the students’ DP experience do Swallow we really appreciate as individual teachers? Do the contrasting styles of subjects and teaching help or hinder the students? How much variety of teaching styles actually occurs in a typical school day? How does the stress of the examination impact upon the students’ performance? Why do students always make the same mistakes when taking exams? This year we have tried to stimulate discussion amongst teachers around the “student experience”.

Through simulation exercises and video diaries we attempted to gain a fuller understanding of the issues all our students face when tackling the Diploma Program. Teachers when given a mock examination under exam conditions displayed the same behaviours often seen in the exam room – they also made the same kinds of procedural mistakes as our students. Teachers who shadowed students for a day gained a much deeper understanding of the vast amount of material covered and the huge expectations placed upon our students. However how do these insights help us to better guide our students through the DP? This workshop will give participants the opportunity to reflect upon our findings and discuss ideas and strategies to support all students.

This presentation will explore the challenges Oriole and opportunities linked to offering the School Supported Self-taught Language A: Literature program within an International Baccalaureate school setting. It will highlight practicalities, issues and rewards.

After an introduction by the UWCSEA DP Coordinator and a presentation by the Head of Languages Other Than English, three students from our school-supported self-taught class will share their learning experiences with the audience. This presentation will showcase a model for successfully running mother tongue literacy courses in the Diploma Programme as carried out on the UWCSEA East campus in Singapore.

UWCSEA East currently offers the School Supported Self-taught Language A: Literature program to 29 students studying 20 different languages. The presentation will discuss the administration of the model including guidance, support staffing, and funding while also discussing the pedagogical instructional model as well: literary studies, writing, culture, and authentic language study with different tutorial/tuition models.

Approaches to Teaching & Learning

Becoming an International Baccalaureate World School

Inclusive Education Language and Education

Primary Years Programme

Policy and Planning Culture 70

KEY

Diploma Programme ROOM

PYP MYP

DP IBCC

Principals/Heads of Schools

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Breakout Sessions

Breakout Sessions

Breakout Sessions

7

Learning for the Future

Saturday 11:20-12:20

Julie Robinson Curriculum Director John Paul College

Peter Foster Headmaster John Paul College

Julie-Anne Skelton International Baccalaureate Director John Paul College

Themes Professional Development (PD) School Leadership Policy and Planning Culture Middle Years Programme Principals / Heads of Schools

Becoming an IB School – Candidacy to Authorization Avalokita Nanda Diploma School Services Associate Manager International Baccalaureate

The session will focus on the process of authorisation in the Diploma programme from the time the school becomes a candidate school until it is authorised.

How do you position teachers, students and Riverfront BR2 parents for the changing landscape of learning?

What will the learning opportunities look like through the lens of our global citizens?

How will we shape the learning spaces of the future? Are we ready for the opportunities that are heading our way?

These are the questions that are driving our Academic Future Directions Committee as we prepare our students for active participation in the world of tomorrow. This session will focus on the journey we are undertaking in relation to changing the educational landscape for our teachers and students. In this session we will share: the importance of refocusing the vision; strategies to alter the paradigm; facing the challenges through problem solving; and, the importance of partnerships, as we continually reflect on our practice and we modify our learning environments in order for learning spaces to provide maximum flexibility. We don’t have the solution. We do have processes that encourage us to reflect upon our practices which influence student learning. We recognise that today’s learners engage with knowledge, therefore our pedagogy and learning environments need to be responsive to the requirements of today’s learners.

Riverfront BR1

It will provide information regarding all stages of the authorisation process with particular focus on the consultancy stage. It will provide information on the IB Standards and Practices documents are central to and embedded within the process of authorisation. The session is designed to shed light on the practices that need to be in place for successful school authorisation. The responsibilities of the school, the consultant and the IB Regional office during the candidacy period will also be discussed.

Innovating MYP Publications Kathryn Munt Head of International Baccalaureate Publishing International Baccalaureate

Robert Harrison

This session will give participants an overview Galleria BR1 of the multimedia publications and resources that the International Baccalaureate is planning to release in 2014 and 2015 to accompany curriculum innovations in the MYP. We will include a Q&A, inviting participants to share their impressions about these resources, and a discussion on the needs for digital learning resources in the MYP classroom and beyond.

Head of MYP Development International Baccalaureate

Themes The International Baccalaureate Middle Years Programme

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KEY

Middle Years Programme

ROOM

PYP MYP

DP IBCC

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Breakout Sessions The future of programme evaluation Erin McVadon Albright Head of Post-authorization services International Baccalaureate

Themes About the International Baccalaureate® (International Baccalaureate) organisation

Breakout Sessions Programme evaluation is a critical moment in the Falcon life of a school and can serve as a source of new dynamism and momentum for your International Baccalaureate programme. Global School Services staff will present some short-term improvements in programme evaluations that are being developed, such as multi-programme evaluation, synchronized CIS/International Baccalaureate visits and the pilot of a continuum standard as well as new services to support schools between evaluations.

Beyond that, how should programme evaluation evolve? The GSS team will summarise current research in the area of school effectiveness and improvement that will shape revisions to programme evaluation. Come share your thoughts on the innovations under consideration. Should all schools be evaluated in the same way on the same timetable? How should we use new tools and virtual environments to collect evidence and respond to schools? We look forward to hearing your ideas as we invent the next generation process.

Academic honesty: principles into practice Celina Garza International Baccalaureate Academic Honesty Manager International Baccalaureate Assessment Centre

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme The International Baccalaureate Career-related Certificate (International BaccalaureateCC) Assessment & Examination Approaches to Teaching & Learning

International Baccalaureate Professional Development: Regional updates and developments

This interactive session with the IBAP Professional Lyrebird Development team will provide an overview of the regional professional development events and projects aimed at meeting the diverse regional needs of IBAP schools, as well as a discussion on existing and proposed new initiatives. We are looking forward to your input!

Stuart Jones Head of Professional Development, Asia Pacific International Baccalaureate

Carmel Murphy Executive Director Office of Admissions and Director, International University of Melbourne

Melissa Fahlman Professional Development Manager, Asia Pacific International Baccalaureate

Themes

Themes

About the International Baccalaureate® (International Baccalaureate) organisation

Professional Development (PD)

KEY

Professional Learning Communities

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The Melbourne Curriculum: cutting edge design and opportunity

ROOM

PYP MYP

DP IBCC

The principle of academic honesty is fundamental Canary to all International Baccalaureate programmes.

Despite numerous publications providing explanations on the importance of upholding academic honesty and guidance on avoiding misconduct, the International Baccalaureate continues to see an increase in the number of misconduct cases session after session.

This trend raises the question: do our stakeholders really understand what it means to uphold the principle of academic honesty? International Baccalaureate students are expected to understand the significance of “good academic practice” and how this connects to the International Baccalaureate learner profile. Honesty/integrity must be viewed as a positive attribute to assessment and learning and as essential skill for further education and life. However, students cannot achieve this alone – they need guidance from their teachers. All International Baccalaureate World Schools are required to have an academic honesty policy but this need to be “embodied” in the classroom; skills and values around academic honesty must be cultured and this can only be achieved with an “integrated” approach.

Promoting academic honesty should be an endeavour that includes the whole school community, with all members understanding their “shared responsibility”; the principle of academic honesty must be followed because is the right thing to do and not to avoid an accusation by the International Baccalaureate or any other awarding body. Presentation aim: After analyzing an academic misconduct case, participants are invited to openly discuss thoughts and ideas on how to provide proper and effective guidance to students and create an effective academic honesty policy.

The IB program works to develop intellectual, Cardinal personal, emotional and social skills for students that live, learn and work in a rapidly changing world. The Melbourne Curriculum provides higher education opportunities to enable students to be given the best opportunities to position themselves personally, professionally and globally. A great match! The Melbourne curriculum delivers depth and breadth of knowledge that facilitates changes in study interests, direction and career, now and in the future, including: Depth of specialisation, Breadth of learning requirement, Research-infused teaching and knowledge exchange. This session will explore the growth in interest in this cutting edge curriculum design and the opportunity it is providing to IB students from around the world.

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Breakout Sessions Making Collaboration Happen – An Embedded Approach Shelly Luke Wille Principal Chadwick International

Jacqui Cameron Vice Principal/PYP Coordinator Chadwick International

Themes Professional Development (PD) Professional Learning Communities Approaches to Teaching & Learning

Breakout Sessions Collaboration is an essential part of creating Paradiso a great school. Making the time, providing structure, guidance and setting the expectations are essential elements toward building an authentic culture of collaboration. Many schools see it as a goal, but often the practice is difficult to embed. A faculty can only truly shine if all members feel engaged and connected to share goals. Collaboration can provide this connection. Learn, discuss and experience models of collaboration and wrestle with the big questions of time, schedules, expectations, goals and reflection. Our planning process allows space for a collaborative process to unfold among members of our entire teaching and learning community. The process encompasses all subjects, looking at units as works in progress where there is space for all teachers to find opportunities for learning engagements, assessment and reflection.

School Leadership

Becoming a DP School: Role of Teachers Sunny M. Reyes Vice Principal (Business Management and TOK Coordinator) Mentari International School Bintaro

Themes The International Baccalaureate Diploma Programme Becoming an International Baccalaureate World School School Leadership Policy and Planning Curriculum Planning Implementation Teachers / Administrators of Candidate Schools / Schools who are interested to be a DP school

Principals / Heads of Schools

The main objective of this presentation is to Oriole assess the level of preparedness of the teacherparticipants to the world of DP and to help them help their school in the accreditation process. The presentation will be given in the SWOT (Strengths, Weaknesses, Opportunities and Threats) Paradigm of becoming a DP World School. It will focus on the role of the teachers in the accreditation process and the session aims to give ideas on how teachers may help the school become a successful DP School.

A Development Model using KRAs (Key Result Areas) in the DP Guide will be given out as a workshop. (Philosophy-MissionVision, Instruction, Faculty, Laboratories, Physical Plants, Library, School and Community, and Administration). The last part of the session is about the general overview of the DP program, using the Ways of Knowing Perspective. The session will evolve with the different ways of knowing (TOK based) the DP Program. In conclusion, the teacher-participants will be asked to accomplish a checklist about the level of their preparedness to be part of the challenging, yet wonderful world of the Diploma Program.

Diploma Programme Principals / Heads of Schools

Becoming an IB World School offering the MYP Ashish Trivedi MYP School Services Manager, Asia Pacific International Baccalaureate Organization

Themes The International Baccalaureate Middle Years Programme Middle Years Programme

The authorization process is both a challenging Swallow and rewarding journey for schools. Successful completion of the authorization process not only gives schools a sense of achievement but also equips them with a plan to sustain their success. This session will engage teachers, coordinators and administrators from interested and candidate MYP schools in a dialogue on how to make this journey meaningful, relevant and worthwhile for their school communities. The main focus of this session will be on the MYP authorization process and requirements. Participants will also have the opportunity to form interest groups to share and learn from each other.

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KEY

Principals / Heads of Schools

ROOM

PYP MYP

DP IBCC

The IB journey in Malaysia: Propelling classroom change Dr Azian T. S. Abdullah Deputy Director, Curriculum Development Division Ministry of Education Malaysia

This paper describes the Ministry of Education Galleria BR3 Malaysia efforts to transform the Malaysian education system with the hope that our aspiration for students, stipulated in the Malaysian Education Blueprint 2013-2025, will be achieved and bring the education system at par with international standard.

The IB 10 Learner Profile matched our aspiration for the students, and became the crucial point of interest for MOE to attempt implementing the Middle Years Programme in several of our secondary schools. This effort has its unique challenges and requires creative and innovative solutions. Nevertheless, MOE firmly believes, this is the way forward for Malaysia young minds.

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Breakout Sessions

Breakout Sessions

Breakout Sessions

8

Live global access to the real classroom for every class every day

Saturday 13:30-14:30

Jeff Van Handel, Ph.D. Chief Executive Officer Cambridge Preparatory Academy

Allison Atkins Chief Operating Officer Cambridge Preparatory Academy

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Online Learning Approaches to Teaching & Learning Culture

Inquiry in the DP mathematics classroom Jennifer Wathall Head of Mathematics Island School, Hong Kong

Christopher Binge Principal Island School, Hong Kong

Themes The International Baccalaureate Diploma Programme

In classrooms across the world the traditional Riverfront BR1 mathematics lesson utilizes a textbook driven curriculum which is normally delivered didactically. Teachers do not have time to plan and incorporate inquiry into their DP mathematics classrooms.

This workshop will look at the overwhelming research conducted concerning the success of the inquiry based approach in the mathematics classroom and how learning can be more efficient, effective and can even take less time compared with lecture style approaches. The workshop will also look at strategies to engage students utilizing the inquiry based learning approach in Mathematical Studies SL, Mathematics Standard level and Mathematics higher level courses.

Imagine a classroom that is a hub of instruction Riverfront BR2 for students and teachers located anywhere in the world; an optimization of learning where technology facilitates an environment in which students move at their pace. All materials for the class are in digital form, stored in the cloud and available to students prior, during and after class. The teacher’s classroom instruction is available live to the world while a video copy is automatically saved and available for reference. All accomplished with top quality free software from Google and Apple. Every handout, instructional material, digital reference, and teaching moment live to the world then virtually preserved to the cloud for every class every day. This school with these classrooms exists and your school could easily accomplish the same.

Via a virtual connection with the school in the United States session participants will be able to experience the program by interacting live with students and teachers at the school. The first paragraph of the International Baccalaureate mission reads “The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This session presents how this school is sharing their classrooms with the world, how other schools may use these virtual classes, and invites these schools to develop and share their classrooms providing another conduit for intercultural understanding and respect. This presentation will provide participants a great foundation to build and share our Ways of Knowing.

Professional Development (PD) Inquiry / Concept Based Learning Differentiated Learning DP IB Mathematics educators

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KEY

Diploma Programme

ROOM

PYP MYP

DP IBCC

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Breakout Sessions MYP Next Chapter – Managing the Change Gillian Ashworth Head of High School Elect / MYP Coordinator Keystone Academy, Beijing

Themes The International Baccalaureate Middle Years Programme School Leadership Middle Years Programme

Moving from the dance floor to the balcony: Successful strategies for leading an allthrough International Baccalaureate school Harry Brown Principal Renaissance College Hong Kong

Themes The International Baccalaureate Primary Years Programme The International Baccalaureate Middle Years Programme The International Baccalaureate Diploma Programme Becoming an International Baccalaureate World School School Leadership

Breakout Sessions Deepak Chopra once said that “All great changes Galleria BR1 are preceded by chaos,” a statement which may fill MYP Coordinators and school leadership with some trepidation as ‘Next Chapter’ becomes ‘This Chapter’, and the time approaches actually to implement it.

Where to begin? And how might we avoid ‘chaos’ and get our teachers on board? Gillian Ashworth will lead a session looking at practicalities of implementing ‘Next Chapter’ – setting priorities, creating an action plan, and looking at how to engage with the variety of responses which might be expected within an MYP faculty towards the introduction of the ‘Next Chapter’ changes. The session will consider some key aspects of change management theory, and how these might inform our planning and approaches; with some time given also to considering how an effective action plan might be developed, and how ‘road blocks’ might be anticipated and addressed within individual school contexts. ‘Next Chapter’ represents an exciting new era in learning for our students, but schools need to engage in careful planning to ensure this is implemented and delivered as effectively as possible. This session aims to provide some practical guidance and advice on how to manage the change, based on theoretical considerations as to how organizations might look to do so successfully.

The leadership of an “all-through” International Falcon Baccalaureate school presents a host of opportunities and challenges which aren’t necessarily found in settings that cater to either primary or secondary students. Most leaders began their teaching careers, whether they are year level or department chairs, vice principals or heads, in either a primary or secondary venue and therefore bring that lens to the leadership of an all-through school. While that experience is essential, it can be limited in the context of an all-through school culture where primary and secondary trained faculty come together under one roof, often with different expectations for teacher decision-making, extracurricular responsibilities and curriculum planning. However, there is also the potential to harness the various learning styles and backgrounds of an all-through faculty to create a vibrant community of life-long learners capable of creating a nearly seamless transition for students from PYP-MYP-DP. This session will focus on strategies that have proven successful to develop teams of parents, teachers and administrators to bridge the needs of learners of all ages in a large, urban international school in its eighth year of service.

Leading MYP mathematics without fear Rita Bateson Curriculum and Assessment Manager for MYP Maths & Sciences International Baccalaureate

Alan Smith Head of Post-authorization services IB MYP Coordinator, Immanuel College, South Australia

Themes The International Baccalaureate Middle Years Programme Approaches to Teaching & Learning

MYP mathematics in your school: Is it really Lyrebird happening? How can you evaluate good practice if you’re ‘not a maths person’? How does MYP mathematics differ from other approaches to teaching that develop the numeracy students need to be successful in the age of Big Data? Mathematics can be inspiring and beautiful... but sometimes inaccessible or obscure for those who might be just a little math-averse! This session aims to help school leaders and administrators develop deeper understanding of how MYP mathematics works so that they can supervise curriculum development with confidence. In a workshop format, we will review strategies for leading MYP maths for people who are not maths subject matter experts. We will address potential reluctance to engage with mathematical pedagogy, consider ways to reliably inform your knowledge base, and develop practical competencies for leading MYP mathematics without fear.

School Leadership Curriculum Planning Middle Years Programme

Understanding Teaching in CrossCultural Contexts: The Developmental Trajectory of Pre-service Teachers Chun Lai Assistant Professor The University of Hong Kong

Themes Professional Development (PD) Principals/Heads of Schools

The international nature of a large proportion Canary of International Baccalaureate schools has made cross-culture teaching a common phenomenon most International Baccalaureate teachers need to face. Teaching in cross-cultural contexts carries a lot of challenges due to different culturally-shaped perception of teaching and learning among teachers and learners (Gay, 2010; Hofstede, 2007). This study reports on the development trajectory of a group of novice International Baccalaureate Chinese teachers from their experience at the teacher preparation program at the university to their first-year experience teaching at International Baccalaureate schools to understand their experience when encounter a different culture of teaching and learning: their induction experience into crosscultural teaching contexts, the morphing of their professional identities, and the evolution of their views towards teaching and learning. Through revealing their development trajectory, the study intends to identify areas of supports universities and schools need to provide to better support the development of novice International Baccalaureate teachers.

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Dailies

Breakout Sessions Mathematics as a catalyst to enriching understanding in units of inquiry Glyn Teape Mathematics Subject Leader John Wollaston Anglican Community School

Melissa Forslun Early Learning Centre Coordinator John Wollaston Anglican Community School

Fiona Currey Assistant Deputy Head & PYP Coordinator John Wollaston Anglican Community School

Themes The International Baccalaureate Primary Years Programme Inquiry / Concept Based Learning Curriculum Planning Implementation Primary Years Programme

With high expectations on teachers and students Cardinal in the area of Mathematics, the pedagogical fear many educators face is that Mathematics learning will be compromised when it is incorporated into units of inquiry. This seminar explores the positive impact of applying true mathematical understanding to the context of units of inquiry. Three highly experienced educators and school leaders from John Wollaston Anglican Community School, Western Australia, will share their pedagogy, based on the application of mathematical concepts within units of inquiry.

This practice has created a rich mathematical experience, deep understanding and a rigorous approach to teaching and learning. Glyn Teape, Mathematics Subject Leader, will lead the session explaining the processes taken to develop teaching and learning of mathematics from planning to practice. He will support this by sharing practical strategies used in teaching to develop deep mathematical understanding. He will be supported by Fiona Currey, PYP Coordinator, who will explain the dynamic interaction between concept and context when applying mathematical principles within units of inquiry.

Melissa Forslun, Early Learning Centre Coordinator, will share the pedagogical approach she developed when participating in a recent action-research project in conjunction with the Association of Independent Schools of Western Australia. This will be supported by examples of young children exploring, investigating and applying mathematical concepts in the context of their units of inquiry. By sharing their knowledge and experiences these educators will demonstrate the importance of developing a rich foundation of Mathematics to enhance understanding of real-life issues.

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Our IB mission IB Professional Development, Asia Pacific Developing Leaders in International Education One of the IB’s primary goals is to evolve and improve services and support to schools. IB Professional Development (PD) contributes to this goal by giving educators opportunities to develop a deeper understanding of what it means to be an internationally minded and effective teacher.

Beyond offering new skills, IB PD encourages educators to develop new insights into pedagogy and their own practices. It develops and draws from a worldwide professional learning community of internationally minded teachers, school leaders and school administrators. High-quality, innovative and cost-effective products and services support new, experienced and expert educators, including school leaders.

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IB PD plays a vital role in understanding, supporting and successfully delivering IB programmes, supporting life-long learning and encouraging best practice in teaching and learning.

IB Professional Development Is Transformative Our IB Asia Pacific Planning Calendar is updated regularly with our workshop events.

To register, please visit our web page: www.ibo.org/ibap/ professionaldevelopment Questions: please email IB Answers ibid@ibo.org (IB Answers email address)

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Breakout Sesssion Presenter Bios Adrian Rudzinski

Amanda McLean

Senior Lecturer Flinders University

PYP Coordinator & Assistant Principal Brighton Primary School

Adrian Rudzinski is Senior Lecturer at the School of Education, Flinders University, South Australia.

He coordinates the Graduate Certificate and Master’s Degree in International Baccalaureate Studies.

He also coordinates various undergraduate curriculum studies topics in the Humanities and Social Sciences K-12. Adrian has been involved with various International Baccalaureate programme impact studies in South Australia. Prior to his commencement at Flinders University, Adrian held various International Baccalaureate leadership and school administrative positions nationally and internationally. He is currently researching international career mobility patterns and their impact on the lives of sojourning teachers.

Amanda McLean PYP coordinator and assistant principal at Brighton Primary School. Amanda McLean has worked in a number of Melbourne schools and had leadership roles with a strong learning and teaching focus. Amanda’s focus is students and enabling them to be the best they can be. She is a skilled teaching coach and works with staff to build their knowledge and understanding of the role of highly effective learning and teaching in the delivery of the PYP. Andrew Atkinson Director of Global School Services International Baccalaureate

Allison Atkins Chief Operating Officer Cambridge Preparatory Academy

Allison Atkins has eleven years of experience in the educational field. Her expertise is in curriculum development and teacher training. Mrs. Atkins holds a master’s degree in Curriculum and Instruction with an emphasis in gifted education. Mrs. Atkins has worked with Northern Arizona University’s Teacher Induction Program to support and advance beginning teacher’s professional practice. She has also worked with the Maricopa County Small Schools Consortium on developing gifted education services, including a scope and sequence for gifted education for small schools.

Last, she has over 5 years of experience designing and delivering courses online for both middleschool and University level students. She firmly believes that all students deserve a rigorous, interdisciplinary educational experience that fosters critical thinking and problem solving to develop citizens of the world that are capable of tolerance and sensitivity to others.

Amanda McDonald Head of High School Utahloy International School Guangzhou

Amanda McDonald was born in the North-East of England which might explain why she is so headstrong and independent! After teaching in the UK for 7 years, Amanda decided that it was time to broaden her horizons. She has since worked in Malaysia, Egypt, Peru and Vietnam. Amanda enjoys creating IT solutions to problems and designing timetables – sad but true! She is currently Head of High School at Utahloy International School, Guangzhou, China.

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Andrew Atkinson, Director of Global School Services, leads a team to design and deliver the highest quality services of International Baccalaureate school authorisation and evaluation as well as new pre and post authorisation services. Andy has been involved in international education for 20 years as a teacher, head of department, head teacher, director and until 2012 headed up the Diploma Programme Development team at the International Baccalaureate in The Hague. He was promoted and transferred to his current Director role in July 2012 based in Bethesda, USA. His international experience has been in Argentina, Italy, Spain, the UK and Holland. As a bilingual Spanish-English speaker he has often been drawn to opportunities and experiences in Spain and Latin America.

Andy taught International Baccalaureate Geography but went on to also teach both International Baccalaureate language acquisition and theatre. His management and leadership experiences came early with a headship of an international school at 33 years of age and he has gone on to further positions of leadership for the last 12 years in schools, a group of schools and now with the International Baccalaureate. Andy is known for his passionate beliefs in an International Baccalaureate education and has experience with all four programmes of the International Baccalaureate.

Andrew Blackstone MYP Subject Area Leader - Humanities Overseas Family School, Singapore

Andrew Blackstone has taught in international schools since 1996, beginning with tertiary skills training for leading Indonesian academics and professionals in the Australian Development Scholarship program, later specialising as a Middle and High School Humanities teacher. Andrew is part of the team that developed and introduced the MUN-IDU at Overseas Family School and is currently Subject Area Leader for Humanities in Middle School.

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Breakout Sesssion Presenter Bios Anthony Tait

Dr Azian T. S. Abdullah

Director of Global Professional Development International Baccalaureate

Deputy Director, Curriculum Development Division Ministry of Education Malaysia

Anthony Tait is the International Baccalaureate Global Professional Development Director. He has had a long association with the International Baccalaureate in the Americas where he performed a variety of roles including Head of Regional PD, Head of School Services and Diploma Manager. He has extensive experience in International Baccalaureate examination and assessment procedures, including senior examiner in International Baccalaureate geography and examination question setter. Anthony also worked part-time in Teacher Education at Flinders University (Adelaide) in the School of Education and the Masters of Gifted Education Program.

Dr Azian T. S. Abdullah has over 30 years’ experience in the field of science education and curriculum development. She is currently the Deputy Director in charge of Policy, Science, and Technology at the Curriculum Development Division, Ministry of Education, Malaysia. She was the former Director of the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and mathematics (SEAMEO RECSAM) from 2004 – 2012. Dr Azian received her Bachelor of Science with Education and Master of Education degrees from the University of Malaya and her doctoral degree from the University of Sheffield, United Kingdom. She was one of the facilitators in the Government Transformation Plan (GTP) 2.0 lab in 2012 looking into Curriculum and Assessment and was also involved in the formulation of the Malaysian Education Blueprint 2013 – 2025. Dr Azian has presented many papers at national and international conferences, seminars and workshops on science and technology education.

Anny Lawrence Principal Brighton Primary School

Anny Lawrence principal of Brighton Primary School. Anny Lawrence began her career in a small country school with seven students and is now at Brighton with over 700 students. Her involvement in education has been about learning and people. She has been a teacher, consultant, facilitator of professional learning and principal. Anny works closely with Amanda McLean in the leadership and delivery of the PYP. Ashish Trivedi MYP School Services Manager, Asia Pacific International Baccalaureate Organization

For the last five years, Ashish has worked with the International Baccalaureate as MYP Associate School Services Manager and IBEN Manager. He is currently the MYP School Services Manager for the Asia Pacific region. Prior to joining the International Baccalaureate, Ashish has taught in national and international schools in India, Indonesia and Japan as Head of Technology, MYP and Diploma Coordinator. He has served the International Baccalaureate community as an MYP workshop leader and school visitor since 2004. He holds a Bachelors degree in Science and Masters degree in Computer Education and Educational Leadership from universities in India and Australia.

Avalokita Nanda Diploma School Services Associate Manager International Baccalaureate

Avalokita Nanda has a Bachelors degree in Education; and a Masters degree in Sociology specializing in Education and Women’s studies from the University of Pune in India. Over the 14 years she spent in schools, she has taught in all three IB programmes, putting into practice much she learnt from the early “Making the PYP happen”. Her previous educator roles with the IB include senior moderator and workshop leader for the MYP; and examiner, five year review Panel member and visiting team leader for the Diploma Programme.

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Basia Mackenzie Founder, IgnitED IgnitED

Basia Mackenzie is a human rights lawyer, previously specializing in refugee and anti-people trafficking issues for the UNHCR and the International Organization for Migration. Four years ago, she founded IgnitED – a non-profit educational programme which helps teachers engage students in global issues by providing high calibre, cutting-edge sessions which teachers can run in class or students can explore individually. The sessions are co-created by human rights lawyers, academics and business experts who update the sessions as global events shift - so they are current, multidisciplinary and strong on content. They are reworked by youth orientated designers so they look cool too. The sessions also provide links to great supporting content produced by documentary makers, game designers and NGOs among others. The sessions develop intelligent, international minded thinking about global issues, using human rights as a starting point. IgnitED also creates opportunities for student involvement in global issues - by engaging kids in designing solutions.

Basia spoke at the International Baccalaureate Inspiring Education Conference in The Hague, 2011 and subsequently was employed by the International Baccalaureate to write “Global Engagement: Teaching and Learning about Rights” (2012). This is a resource for International Baccalaureate World Schools to help teach students about the global challenges we face in creating a better and more peaceful world.

Dr Ben-nan Zhang Associate Professor, Head of Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Mark Shiu-kee SHUM (B.A. London; M.C.I.L. London; P.C.Ed. HK; M.A.Ed. CUHK; Ph.D. Melbourne), Dr Ben-nan ZHANG (M.A. Shandong; M.A. CityU HK; Ph.D. BNU; Ed.D. Leicester) and Dr Chun LAI (B.A. Tianjin, M.A., Illinois at Urbana-Champaign, Ph.D. Michigan State U) are from the Division of Chinese Language and Literature in the Faculty of Education in the University of Hong Kong with Dr SHUM as the Head of the Division. They are experienced Chinese language teacher trainers of the MEd (Teaching Chinese as a Second Language), which is a unique International Baccalaureate recognized programme and the graduates of the course can apply for International Baccalaureate Certificate of Teaching and Learning.

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Breakout Sesssion Presenter Bios Bob Simpson

Brett Darcy

Deputy Principal - Curriculum Helena College, Perth, WA

Principal Rose Park Primary

Bob Simpson has been involved in education for almost 30 years, teaching across Europe and, for the last 15 years, Australia. He is an Associate of the Guildhall School of Music, London, holds a BA from the Open University and post graduate in teaching from Jordanhill, Glasgow. He is currently Deputy Principal – curriculum at Helena College and has been International Baccalaureate coordinator there since the school sought candidacy in 2006. Helena is an MYP World School and has also recently become a candidate PYP school. Bob’s background is in humanities and music, but 3D design and printing have also become a passion in the last 18 months. He is now using 3D design and printing in school and students and staff alike have been sharing the excitement this new technology is bringing with it. (When not at school cycling is the number one passion and the latest goal is to 3D print a bicycle!)

Brett Darcy Dip. T, B. Ed, is the Principal at Rose Park Primary, a PYP school in South Australia with over 500 students. He has been in International Baccalaureate schools since 2001, with both PYP and MYP programmes. He previously chaired the Mitcham Hills College which at the time was the largest cluster of International Baccalaureate schools in the world. As a Principal with over 25 years experience, and since his role working with the large cluster of schools, he has focused his work on the action research agenda for staff, leading to deep conversations around collegiality and contributive leadership. Recent significant professional learning includes 2 weeks in Edmonton, Canada, for the SA government, leading work around job alike research, and as a presenter in Bangkok for 150 Thai teachers on the area of inquiry pedagogy.

Carmel Murphy

Bradley Roberts Principal Saint Joseph’s Institution International

Bradley Robert is an experienced international school leader, having taught in schools in Southern Africa, Japan, Switzerland, Qatar and Singapore. A Physics, Chemistry and Science Teacher by training, he also has experience with different curriculum models from South African, British, International Baccalaureate and American. Being highly involved in leading the growth of new schools, he has significant experience in leading change, policy formulation and vision consolidation. Bradley is currently Principal of SJI International (a Catholic and Lasallian school in Singapore).

Bradley Shrimpton IB Global Research Manager International Baccalaureate

Bradley Shrimpton joined the International Baccalaureate as the Global Research Manager in 2012.

Prior to commencing with the International Baccalaureate, Brad was as an academic coordinator and lecturer at the University of Melbourne where, over a 12 year period, he worked on a wide range of research and evaluation projects. Bradley has received two national awards for his evaluation studies - the 2005 Australasian Evaluation Society ‘Community Development Award’, and 2007 Australasian Evaluation Society ‘Emerging New Talent Award’. He has been the author and co-author of over 45 referred articles, book chapters and major reports. Bradley currently manages International Baccalaureate programme impact studies being conducted in over a dozen countries.

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Executive Director Office of Admissions and Director, International University of Melbourne

As a member of the Senior Executive of the University, Carmel Murphy is accountable for leading and supporting the student recruitment, student mobility and admissions programs both on and offshore, in order to achieve student enrolment targets and broader International strategic objectives.

Catherine Vogel Manager: Network Support International Baccalaureate AP

Catherine Vogel has worked for the International Baccalaureate for the past three years in the areas of Professional Development and Networks. She has a Master of Arts in History of Art and has worked in Marketing and the Media for many years before joining the International Baccalaureate.

She has been the Chair of an Australian pre-school and on the Board of Zurich International School (International Baccalaureate school) where she headed the Education Committee.

Celina Garza International Baccalaureate Academic Honesty Manager International Baccalaureate - Assessment Centre

Celina Garza is the Manager for Academic Honesty and is based at the International Baccalaureate Assessment Centre in Cardiff. Celina holds a bachelor’s in Biology and a doctorate in Agricultural Sciences. For over 20 years, Celina worked as professor/research scientist at university level and has experienced all aspects of academia from lecturing and mentoring to supervising and conducting research. Prior to joining the International Baccalaureate in August 2010, Celina was the Diploma Programme Coordinator at an International Baccalaureate World School in Mexico. Consequently, Celina has valuable knowledge and understanding of International Baccalaureate programs. Thanks to her education in Europe, experience in Latin America and the US, Celina has an awareness of international educational issues. To date, she has held presentations at the International Baccalaureate Annual Regional Conferences, conducted International Baccalaureate workshops and produced academic honesty promotional materials for schools. More recently, Celina is supporting a working group responsible for the production of the new academic honesty publication which will include information and guidance for all four International Baccalaureate programmes.

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Breakout Sesssion Presenter Bios Christopher Binge

David Morgan

Principal Island School, Hong Kong

Diploma Coordinator Utahloy International School Guangzhou

Chris Binge is currently Principal of Island School in Hong Kong. He has been involved with IB World Schools as teacher and administrator in Singapore (UWCSEA), Switzerland (IS Geneva) and now in Hong Kong (Island School) for 30 years. In addition he served as chair of the IB Diploma Programme Committee at IBCA for four years. He has taught IB Mathematics at all levels and Theory of Knowledge. He has presented at several IB conferences and other events, most recently the Asian leadership forum in Shanghai (2013). He is the author of the Maths TOK play “It ain’t what you prove, it’s the way that you prove it.” Chris was brought up in England and graduated from Cambridge University with an MA in Mathematics.

David Morgan is the Diploma Program coordinator at Utahloy International School in Guangzhou.

He recently moved to Asia with his family after many years at one of the largest international schools in Europe. David has spent much of his time in education teaching DP Chemistry although has developed a passion for Theory of Knowledge.

Chun Lai

David Taylor has worked in education for nineteen years following a career in private industry.

Earning a BA in Canada and teacher qualifications in the USA, David has taught in Canada, Ecuador, Colombia, Egypt, Lebanon and Singapore. David has been with MUN for fourteen years and is currently Dean of International Relations at Overseas Family School, Singapore with responsibilities for embedding Model UN skills and practices into the school curriculum across the primary, middle and secondary programmes; community outreach; professional development workshops; and conference organization.

Assistant Professor The University of Hong Kong

Dr. Chun Lai is an Assistant Professor in the Faculty of Education at the University of Hong Kong.

She is a researcher and teacher educator. She has been engaged in International Baccalaureate preservice and in-service teacher training. Her research area includes teacher training, international education, and second language teaching pedagogy.

David Taylor Dean of International Relations Overseas Family School, Singapore

David Leadbetter Craig Frehlich MYP Design and Technology Teacher Strathcona Tweedsmuir School

Craig Frehlich is a former Vice Principal and MYP coordinator. He received his Master of Education degree from the University of Lethbridge. He is currently an MYP Design and Technology workshop leader and consultant for International Baccalaureate Americas and teaches Design to grade eight and nine students at Strathcona Tweedsmuir School, an International Baccalaureate World School.

Craig has also taught the MYP overseas at the Canadian International School in Singapore where he was a Lead Teacher. Craig has been teaching in the middle school for over 20 years and is constantly looking for new ways to integrate technology into his classroom to transform student learning. He recently presented at 2013 the International Baccalaureate Americas Conference in New Orleans.

His session titled, “Creating RSA Animate Style Videos-A New Approach to Learning (ATL)” was very well received by participants. Craig is a reflective teacher who enjoys sharing and dialoging with other educators through his blog, http://cfrehlichteach.blogspot.ca/ and twitter, @cfrehlichteach.

Darren Bryant Assistant Professor The Hong Kong Institute of Education

Darren Bryant (presenter and co-investigator) is Assistant Professor in the Department of Educational Policy and Leadership at the Hong Kong Institute of Education. He serves as Programme Coordinator of the International Executive Master of Arts in Leadership and Change.

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Head of Secondary ESL Utahloy International School, Guangzhou

David Leadbetter has worked in education in Asia for 18 years. He has a degree in Environmental Health, a Masters in Education and is currently in his third year of his Masters in Zoology. Principally he is an ESL teacher and builds relationships and arenas of learning with students through the use of music, sport and nature. David is also an artist and has used this to produce wildlife guides for the schools which have been a launch pad for many different outdoor inquiry based activities.

David Leadbetter believes that students need to reengage with nature and in so doing can learn language and the local culture. David’s previous countries of work have been Oman, Japan, Thailand and he is currently in Guangzhou, China.

Edward Lawless Principal Pamoja Education

Edward Lawless graduated with a BA in English Literature from LeMoyne College, Syracuse, New York in 1982, followed by an MA at the University of Rochester, NY in 1985. He started his career as Head of English at the American International School of the Côte d’Azur in Nice, France in 1987, and held many other senior roles in education, including at the International Baccalaureate as Regional Head of Professional Development, Asia Pacific, before becoming Pamoja Education Principal in July 2010.

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Breakout Sesssion Presenter Bios Erin McVadon Albright

Gillian Ashworth

Head of Post-authorization services International Baccalaureate

Head of High School Elect / MYP Coordinator Keystone Academy, Beijing

Erin McVadon Albright, has worked for the International Baccalaureate since 2010. She currently leads the Post-Authorization Services team in the Global School Services department responsible for the design of the programme evaluation process and the development of new services to support schools. Prior to joining the International Baccalaureate, Erin served as Diploma Programme coordinator and taught Theory of Knowledge, social anthropology and history in two schools implementing large, inclusive International Baccalaureate programmes. She filled a number of International Baccalaureate Educator roles including assistant examiner, school site visitor, workshop leader, and consultant to in a wide range of International Baccalaureate schools.

She earned her bachelor’s degree from St. John’s College, Maryland, and her master’s degree from Brown University.

Gillian Ashworth is currently the Head of High School Elect and MYP Coordinator at Keystone Academy in Beijing, China, having previously held roles including Head of Secondary and MYP Coordinator in International Baccalaureate World. She is an International Baccalaureate workshop leader for both MYP and DP, and as an online facilitator also for MYP led workshop leaders in the up skilling training for the ‘Next Chapter’. She has also taken part in aspects of MYP curriculum, eAssessment and workshop development as part of the ‘Next Chapter’ project. Gillian is in addition an MYP consultant, MYP school visits’ team leader for authorization and evaluation visits, senior moderator for MYP and examiner/moderator for DP. She has additionally authored the chapters ‘The DP in India: context and challenges’, in Taking the DP Forward (2011), and ‘Articulating the Gap: the International Baccalaureate MYP and DP’, in Exploring Issues of Continuity: the International Baccalaureate in a wider context (2013).

Fiona Currey Assistant Deputy Head & PYP Coordinator John Wollaston Anglican Community School

Fiona Currey has a BA (HDE Primary) from the University of Cape Town. She has many years experience working in a variety of primary schools across the globe. An accomplished presenter and curriculum leader, she first began her PYP journey in Botswana in 2001.

Gareth Hegarty Head of MYP Assessment International Baccalaureate

Gareth Hegarty is the newly appointed Head of MYP Assessment at the Assessment Centre in Cardiff. He has 9 years experience in Diploma assessment and before joining the IB was an IB teacher in Russia and The Netherlands.

Br. George Van Grieken FSC, PhD Brother President / CEO Saint Joseph’s Institution International

Bro. George Van Grieken, FSC, PhD, is a De La Salle Brother who is currently the Brother President/ CEO of SJI International in Singapore. With degrees in Liberal Arts and Theology, he received his doctorate in Religious education from Boston College in 1995. His books and articles centre on spiritual topics and on the development of the educational movement begun by St. John Baptist de La Salle, the Patron Saint of Teachers in the Catholic Church, which led to the worldwide community of Lasallian schools. He remains active in giving workshops and retreats on education, spirituality, and the vocation of teaching.

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Gillian Presland IBEN Manager, Asia Pacific International Baccalaureate

Gillian Presland, IB Educator Network Manager, Asia Pacific joins the IBAP Regional Office, bringing over 20 years of educational experience. Gill began her teaching career as a secondary school teacher in Australia. She soon joined IB schools teaching throughout the PYP and MYP. Gill is an experienced MYP coordinator, a MYP curriculum developer and has designed professional development workshops for the IB. She is also an MYP Workshop Leader.

Glyn Teape Mathematics Subject Leader John Wollaston Anglican Community School

Glyn Teape has a Bachelor of Education and several years experience teaching the PYP at John Wollaston. Working with a Numeracy Consultant he has led the development of a variety of wholeschool Mathematics policies and scope & sequence documents. He has drawn on many hours of professional learning and several International Baccalaureate workshops to ensure the best mathematical practices are utilized.

Dr. Guy Roberts International Baccalaureate DP Coordinator UWCSEA East Campus

Dr. Guy Roberts has been an International Baccalaureate educator since 1993. He is currently the International Baccalaureate Diploma Programme Coordinator at UWCSEA East Campus. Prior to joining UWCSEA, he was the International Baccalaureate MYP Coordinator at UWC Maastricht, the MYP/DP Coordinator at Mira Loma High School in the USA and worked in the professional development department for International Baccalaureate in the Asia-Pacific Regional Office.

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Breakout Sesssion Presenter Bios Harry Brown

Jamie Scott

Principal Renaissance College Hong Kong

International Development Centre for Evaluation & Monitoring, Durham University

Dr. Brown was first introduced to the International Baccalaureate in 1987 when he was hired to teach Theory of Knowledge at one of the first Diploma programmes in Florida, USA. Since then, his passion for teaching has included International Baccalaureate psychology as well as graduate courses in Educational Leadership at the University of South Florida. He’s also served as a Level 1 and Level 2 Workshop Leader for administrators new to the International Baccalaureate. In 1995, Dr. Brown “moved from the dance floor to the balcony” and has since enjoyed such positions as assistant principal, DP coordinator, high school principal and deputy superintendent. He’s served as the principal of Renaissance College Hong Kong, an all-through International Baccalaureate school of 2050 students, since June 2009.

Jamie Scott is responsible for supporting international schools at CEM, Durham University and works with education authorities, schools and school groups around the world to help them inform and enhance education provision through the assessment and monitoring of student ability, potential and progress.

He Shi PYP coordinator Beijing Huijia International School

He, Shi is a workshop leader and PYP coordinator at Beijing Huijia Private School. She is involved with the school’s curriculum changes, the pedagogical shift, and the implementation of the PYP program.

Her experiences studying aboard in the US has left her open-minded and willing to learn from different people and cultures, but always with a passion for China and the change in Chinese national education.

Ian Chambers Regional Director AP International Baccalaureate

Ian Chambers , Director, IB Asia Pacific, has forged a successful career over the past 12 years in education leadership and teaching. Before joining the International Baccalaureate Ian was Regional Manager, Asia Pacific for a provider of international qualifications for 14–19 year olds where he also held the position of Regional Manager, South Asia based in New Delhi, India. Previously, Ian was a Curriculum Leader for Business and Enterprise in the UK and a teacher of Economics and Business Studies. During his career Ian has developed institutional partnerships with Central and State Governments as well as the British Council and regional boards.

Jacqui Cameron Vice Principal/PYP Coordinator Chadwick International

Jacqui Cameron is currently the Village School Vice Principal and PYP Coordinator at Chadwick International School in Songdo, South Korea. Prior to her time in South Korea, Jacqui has been a teacher at six different international schools around the world. She has worked with a variety of educational curriculums and has taught an array of students and grade levels. Jacqui has a passion for curriculum development. She has been part of Chadwick International since it first opened its doors to students in September of 2010. Jacqui has been an instrumental force in helping the school develop its PYP program. Chadwick International was authorized last year and the process was a great opportunity to focus on best practices in education.

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Jeff Van Handel, Ph.D. Chief Executive Officer Cambridge Preparatory Academy

Jeff Van Handel, Ph.D. has a doctorate in educational administration. He has two decades of administrative experience in private sector and in school districts ranging in size from 500 students to 11,000 students serving as an assistant superintendent, superintendent, chief operating officer and chief executive officer. Current role is serving as the chief executive officer of an initiative seeking to replace the dominate agricultural school year and industrial classroom grade model with an extended year round model, mastery based approach, utilizing International Baccalaureate trans-disciplinary curriculum in a technologically integrated classroom. An additional outcome of this project is a philanthropic endeavour that will be an open source resource using the created iTunesU courses offering a comprehensive K-12 collection of classes permitting any individual student or classroom access to a high quality education. International Baccalaureate experience includes development of International Baccalaureate transition supervision, Arizona International Baccalaureate Association meetings, and attending the International Baccalaureate Conference of Americas.

Dr. Jennifer Pei-Ling Tan Research Scientist, Ph.D. National Institute of Education, Office of Education Research, Singapore

Dr. Tan is a Research Scientist at the Office of Education Research in the National Institute of Education, Singapore. She has more than 14 years of experience in education research in both academia and the private sector in Singapore and Australia, where she worked with schools, governments and industry partners to implement, evaluate and improve teaching and learning processes and outcomes in schools. Dr. Tan specializes in pedagogical and curriculum innovation aimed at promoting 21st century knowledge economy skills and dispositions in learners, particularly creativity and collaborative problem-solving. Dr. Tan holds a doctorate and two master degrees in Philosophy, Education and Business.

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Breakout Sesssion Presenter Bios Jennifer Wathall

Julia Lachet

Head of Mathematics Island School, Hong Kong

Curriculum Coordinator: Languages Vientiane International School

Jennifer Wathall has been a teacher of mathematics for over 20 years. She graduated from the University of Sydney, BSC majoring in Mathematics and completed postgraduate studies at The University of Hong Kong. She has worked in several international schools including South Island School, Hong Kong, The United Nations International School (UNIS, one of the original International Baccalaureate schools), New York and she is currently working at Island School, Hong Kong as Head of Mathematics. In the international arena she has presented workshops such as “How to Effectively Integrate Multimedia into the Classroom” at the 21st Century Conference in Hong Kong and Shanghai and The Asian Technology Conference in Mathematics, Bangkok and Beijing. She has also given talks around Asia about how to effectively integrate a 1:1 programme into the mathematics classroom. Jennifer has delivered numerous International Baccalaureate Mathematics workshops in the Asia Pacific region and she also is a field representative for the International Baccalaureate Asia Pacific. She has consulted on International Baccalaureate Mathematics textbooks and has developed an International Baccalaureate category 3 International Baccalaureate workshop on The Use of the Casio GDC in International Baccalaureate mathematics.

Julia Lachet is the Languages Curriculum Coordinator at Vientiane International School. Julia has 17 years of teaching experience that includes working with French, AP and International Baccalaureate curriculum. She is also an International Baccalaureate Moderator and currently teaches International Baccalaureate MYP French and International Baccalaureate DP SSST Literature.

As Curriculum Coordinator for Languages Julia has led the development of a strong Mother Tongue programme and an inclusive sheltered emersion EAL programme across the school (EY-12).

She works closely with the Mother Tongue teachers within the VIS community to provide them with professional learning opportunities to ensure that our learners are challenged, inspired and prepared for life. Evidence of the strength of the Mother Tongue and EAL programmes developed are seen in the schools International Baccalaureate DP results with 80% of our learners achieving International Baccalaureate Bilingual Diplomas.

Jo Fahey Flinders University

Dr Jo Fahey has over thirty years experience as a teacher, researcher, university mentor and workshop leader, as well as providing professional development for teachers in schools around the world. She has been a classroom teacher in international schools and more recently in Australia. In 2012 the International Baccalaureate published Jo’s book: ‘Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding’ and Dr Kathy Short, from the University of Arizona wrote: “Jo Fahey vividly depicts inquiry with young children and challenges educators to imagine a new range of what is possible in early childhood classrooms centred on learning through inquiry”. Jo was involved with the design and development of the PYP when teaching in Europe in the 90’s and has worked with the programme ever since. Her doctoral research was an in-depth investigation of the implementation of the PYP in two schools.

John Harvey Assistant MYP Coordinator Fairview International School

Julie Robinson Curriculum Director John Paul College

Julie Robinson B. Ed. B. A. is currently the Curriculum Director (K-12) at John Paul College, an independent school based in Australia. Working closely with the International Baccalaureate Director and Director of Teaching Practice, and with the support of the Headmaster, she is working to transform the educational landscape of the College.

Justin Sanders Global Recognition Manager International BaccalaureateO

Justin Sanders, Global Recognition Manager, joined the IB Global Recognition department in May 2013 after several years as a research specialist in the IB Global Research department. Prior to the IB, he was engaged in leadership development for community college boards of trustees and CEOs, and served as an education volunteer with the US Peace Corps in Azerbaijan. Justin holds an MA in International Education from the George Washington University and a BA in Communication from the University of Arizona.

John Harvey is currently the Assistant MYP Coordinator and the MYP ATL Skills Leader with Fairview International School Subang, Malaysia. Previously a Law Graduate from the UK, John has been an IB teacher for five years, and teaches Humanities. John passionately believes in the philosophy mission and vision of the IBO and is looking forward to implementing the ATL Skills inline with the MYP The Next Chapter. John is currently researching the challenges students encounter in becoming selfregulated learners through developing their affective skills for his Master of Arts (Education) with University College Fairview International, in partnership with Sheffield Hallam University (UK).

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Breakout Sesssion Presenter Bios Professor Karanam Pushpanadham

Kelvin Williams

Professor of Educational Administration Faculty of Education and Psychology, The M.S.University of Baroda, Vadodara, India

Head of Curriculum DP - Individuals and Societies, and The Arts International Baccalaureate

Professor in the Department of Educational Administration. Awarded Master of Philosophy in Education in 1996 and Doctor of Philosophy in Education by the M.S.University of Baroda for the research work in the area of Decentralization of Educational Management. Worked as a Dean of Students at the Faculty of Education and Psychology, the M.S.University of Baroda, Gujarat, India during 2007-2010. Visiting Professor (2007-2008) at the Institute of International Education, Stockholm University, Sweden on Swedish Institute’s Guest Scholarship for Advanced Research in Educational Leadership and Development focusing on the Head Teachers Management Training in Sweden. Worked as a Director, Education E-Learning Programmes and Assistant Dean for International Affairs at the Assumption International University of Thailand during 2005-2006.

Working in the area of Educational Administration and Management. Acted as a resource person for the Commonwealth Secretariat`s Head teachers Training and Resource Material Development project for Asia-Pacific Regions (1997). Research experience in National Projects on Education and has been developing self-learning instructional materials for training the personnel in the field of Educational Management.

Kelvin Williams is Head of Curriculum for both the Individuals and Societies, and The Arts for the Diploma Programme (DP) programme based in the International Baccalaureate Global Centre in The Hague, Netherlands. He works with a team of curriculum managers, alongside other divisions of the organisation and International Baccalaureate educators in leading the review and development of a number of DP subjects. He feels privileged to hold the geography portfolio himself. Kelvin is a member of the DP ATL project team and has been involved in discussions with external consultants and colleagues on various aspects of approaches to teaching and learning for both the DP and the International Baccalaureate Continuum of learning.

Kathryn Munt Head of International Baccalaureate Publishing International Baccalaureate

Kathryn Munt, Head of IB Publishing is responsible for the resources and materials which support the International Baccalaureate learning programmes for Primary Years, Middle Years and Diploma programmes. Prior to the International Baccalaureate, Kathryn worked for more than 20 years in the area of English language teaching + learning. She taught English in Spain and held several publishing posts which focused specifically on language acquisition for Primary and Secondary level students. Kathryn holds a BA honours degree in Philosophy and Politics from the University of Southampton and an MBA from the Open University, UK. Kavita Mathai DP Coordinator Bandung International School

KAVITA MATHAI is the DP Coordinator at Bandung International School. She completed an M.Phil on postcolonial literature from Hong Kong University. She has previously been Head of English in IB schools in Jakarta, Melbourne and Hong Kong and a DP examiner and IB Educator. Coming from a pre-internet generation she reads widely (both digital and print media) to stay current with new ideas in education. A life long learner herself, she is excited by new technologies that enhance teaching and learning and has a personal commitment to learn at least one new skill every year.

She is also interested in the ways in which schools today must prepare young people for a rapidly changing international world while valuing local academic, cultural, and social needs.

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Ken Sell Head of School Shen Wai International School

Ken Sell has been an educator for over 30 years. Presently he is the Head of School at Shen Wai International School in China and holds an adjunct position with the Southern Cross University in Australia. Previously he was the Head of an International Baccalaureate school in Trondheim, Norway where he led the PYP and MYP evaluations. Ken has publications related to school accountability in the international context, student diversity and inclusion and student behaviour.

He has presented at international conferences including the International Baccalaureate Heads of School conference held in Singapore in 2011. Ken is an engaging speaker able to provoke thinking and discussion around practical issues that impact on teachers and school leaders.

Kim Green Secondary Principal Vientiane International School

Kim Green is the Secondary Principal of Vientiane International School. She holds Masters in Educational Leadership (UK), Bachelor Degrees in both Education and Social Science (NZ) and Diploma’s in both Teaching (NZ) and Management (Aust.). Kim has 17 years of teaching experience that includes working with New Zealand, Nevada- USA and International Baccalaureate curriculum.

She is currently teaching International Baccalaureate DP-ToK. As Principal and an International Baccalaureate Coordinator Kim has provided leadership through the VIS journey to become a three programme International Baccalaureate World School and gain CIS/WASC re-accreditation. She has held roles as a moderator, workshop leader and national curriculum writer in New Zealand.

She is currently an International Baccalaureate Workshop Leader and International Baccalaureate and CIS School Team Visit Member. Kim is committed to building capacity of teachers and leaders as demonstrated at VIS and as the facilitator of a New Zealand National project for excellence in teaching.

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Breakout Sesssion Presenter Bios Lam Tung Fei

Lisa Coles

Lecturer, Faculty of Education University Hong Kong

PYP Coordinator Calvary Christian College

Lam Tung Fei is a lecturer at the Faculty of Education at the University of Hong Kong. His research interests are teacher training, material design, task-based learning, assessment and reporting, and co-teaching model. He was the Head of Chinese in three different international schools for last ten years. He has taught different Chinese levels in International Baccalaureate MYP and International Baccalaureate DP. He has also led and coordinated the school-based curriculum development of respective programs. Lam Tung Fei graduated with a BA (Chinese) from the University of Hong Kong. He was also awarded Master of Chinese and Master of Arts in Linguistics in the University of Melbourne and the City University of Hong Kong.

Lisa Coles has a twenty year career as a paediatric physiotherapist and classroom teacher. She has taught in both public and private settings as a special education, learning support and classroom teacher. She has also been head of support services, assistant head of teaching and learning, and is currently PYP coordinator of a candidate school in Brisbane Australia. She has a Master’s Degree of Educational Studies from the University of Queensland and is working towards her PhD in differentiated learning. Lisa has presented at many national and international conferences including Learning Difficulties Australia Conference and the Spina Bifida International Conference. She is passionate about seeing all students succeed. Lisa believes that perhaps her greatest strength is in encouraging and supporting collaborative work in educational teams and nowhere is this more important than in gathering and using data with a whole school approach.

Lance King Education Consultant The Art of Learning

Lance is an internationally recognized author, teacher and workshop facilitator from New Zealand who, in the last 19 years, has worked with over 160,000 students worldwide. He is the creator of the Art of Learning programme taught in over 200 schools in twelve countries and is a specialist in the direct teaching of ‘learning skills’. Within the International Baccalaureate Organisation he has been instrumental in the development of the Approaches to Learning (ATL) curriculum for both the new MYP and the Diploma programmes and he currently works with many International Baccalaureate schools helping with the implementation of these new initiatives.

Laurie Kraiijeveld Head of Languages (OTE)/Self-taught Coordinator UWCSEA East Campus

Ms. Laurie Kraaijeveld has been running the school-supported self-taught programme at UWCSEA East Campus since August 2012. Prior to joining UWCSEA, she was Head of Languages at UWC Maastricht, the Netherlands, where she ran a self-taught programme for 60 DP students studying 30 different languages, and also set up a mother tongue programme for MYP students.

Liina Baardsen DP Curriculum Manager, Global Politics, Economics and Business Management International Baccalaureate

Liina Baardsen works as Curriculum Manager in the Diploma Programme development team of the IB in the Hague. She leads the curriculum review of IBDP subjects global politics, economics and business management. Before joining the IBO, Liina worked as DP Coordinator and economics and theory of knowledge teacher in Norway. Her prior work experiences include strategy work in media and management consulting. Liina holds an MA in Philosophy from Victoria University, Wellington and a BA (Hons.) in Philosophy, Politics and Economics from Oxford University. She hails from Finland.

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Manju Nair Head of Kindergarten & Primary, PYP Coordinator Chinese International School, Singapore

Ms. Manju Nair has a Masters Degree in Early Childhood Education from Wheelock College, Boston, USA. She has been in the field of Early Childhood Education for 17 years. She has worked as a kindergarten homeroom teacher and her prior experience in progressive and constructivist educational methodologies such as Montessori and Reggio approach has added richly to the PYP inquiry driven curriculum. Manju is also a teacher trainer and has been involved with both the Diploma in Teaching and BSc in Teaching programmes in the field of Early Childhood Education.

She brings her teacher training experience to her current role as Head of PYP, and PYP coordinator.

Marcia Behrenbruch, EdD Head of School Services, Asia Pacific International Baccalaureate

Marcia Behrenbruch is an educator with over 30 years experience teaching from 3 to 19 year olds. She has lived and worked in Canada, The Netherlands, Vietnam, Perth and Melbourne in Australia. For the last five years she has worked for the IB in Singapore, first as global head of professional development for the PYP and now as head of school services for Asia Pacific. Marcia is the IB Ambassador in the Singapore office – an interesting role aimed at developing understanding of the mission statement and the philosophy of the IB in the various departments that interface with schools.

Dr. Mark Shiu-kee SHUM Associate Professor, Head of Division of Chinese Lang. and Lit. University of Hong Kong, Faculty of Education

Dr Mark Shiu-kee SHUM (B.A. London; M.C.I.L. London; P.C.Ed. HK; M.A.Ed. CUHK; Ph.D. Melbourne), Dr Ben-nan ZHANG (M.A. Shandong; M.A. CityU HK; Ph.D. BNU; Ed.D. Leicester), Dr Chun LAI (B.A. Tianjin, M.A., Illinois at Urbana-Champaign, Ph.D. Michigan State U), Dr Elizabeth Ka-yee Loh (B. S. W. CityU; Dip. Psy. CityU; MPhil CUHK; MEd HK; PCEd HKU; Ph.D. HKU) and Mr Tung-fei Lam (BA HKU; MA Melb; MA CityU; PCEd HKU) are from the Division of Chinese Language and Literature in the Faculty of Education in the University of Hong Kong with Dr Mark SHUM as the Head of the Division. They are experienced Chinese language teacher trainers of the MEd (Teaching Chinese as a Second Language), which is a unique International Baccalaureate recognized programme. Graduates of the course can apply for International Baccalaureate Certificate of Teaching and Learning.

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Breakout Sesssion Presenter Bios Matt Harris, Ed.D.

Melissa Forslun

Head of Learning Resources German European School Singapore

Early Learning Centre Coordinator John Wollaston Anglican Community School

Dr. Matt Harris is the Head of Learning Resources at the German European School Singapore. At GESS, Dr. Harris is responsible for creating policy and strategy for the school’s diverse curricular programs – including its three programme International Baccalaureate World School – while accounting for an expanding school population of students situated across two campuses. Dr. Harris leads a team of educators and specialists that works to improve teaching and learning through ICT, Libraries, and other educational resources. He came to Singapore after working as a senior administrator at two independent schools in the United States. Dr. Harris holds a Master’s degree in Education and an Educational Doctorate in Educational Leadership. He currently serves on the Board of Directors for the International Society for Technology in Education. His research interests lie in education resource administration, specifically the design and implementation of programs that focus on improving student learning. In his career as an educator, Dr. Harris has taught all grades from pre-school through graduate school.

Melissa Forslun has a Bachelor of Education and has worked for many years developing her playbased approach to the PYP in the Early Years . She was selected to participate in an action research project with AISWA. She has presented her work in a number of settings including the 2013 Western Australian Early Childhood Education and Care Conference.

Matt James Head of Online PD International Baccalaureate

Matt James has been at the leading edge of online professional development for the last 18 years.

In senior roles at Cambridge International Examinations and the National College for School Leadership in the UK, he innovated in the use of web conferencing technology for learning as well as developing facilitator-led online courses and managing a professional online network of over 100K school leaders. He also has extensive experience as an examiner, moderator and producer of teacher support materials. Matt has been Head of Online Professional Development at the International Baccalaureate since 2011, where he is keen to bring new approaches to the online professional development of International Baccalaureate educators worldwide.

Melissa Fahlman Professional Development Manager, Asia Pacific International Baccalaureate

Melissa joined the International Baccalaureate as the Professional Development Manager at the end of August 2013. Prior to joining the IB, Melissa held various positions as an independent consultant, program manager for the public service in British Columbia, facilitator, and IB and public school teacher. She holds a Masters degree in Business Administration (MBA), as well as Bachelor of Education and Bachelor of Arts (English and History) degrees.

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Michael Bell Coordinator Educational Leadership and Management Flinders University

Dr Michael Bell is the coordinater of Educational Leadership and Management programs at Flinders University. He has a background in Educational Leadership in international contexts (primary, middle and tertiary) and has consulted in Indonesia, Singapore and Malaysia. His work is focused on strengths based understandings of leadership formation and he is particularly interested in the emerging areas of relational leadership as a means of personal and cultural transformation.

Michael Purcell Head of School Edubridge International School

Michael Purcell is Head of School at Edubridge International School in Mumbai, India. He comes from the United States where he earned a B.A. in Engineering Physics from West Virginia Wesleyan and then an M.A. in Physics from the University of Texas at Austin. He is International Baccalaureate trained in Physics, Mathematics, History, Coordination, Pedagogical Leadership, and Governance across three International Baccalaureate Programmes (PYP, MYP, and DP). He taught in the MYP for 10 years and has taught International Baccalaureate Diploma courses in Groups 3, 4, and 5, as well as Theory of Knowledge. He has previously been head of Mathematics at Mahindra UWC and ToK Coordinator at NIST in Thailand. He has presented about technology, social media, academic honesty and classroom teaching at various conferences, including the TAISI Librarians’ Conference, ASB Unplugged the International Baccalaureate Asia Pacific Conference in Kuala Lumpur.

Monita Sen PYP Regional Manager International BaccalaureateAP

Monita Sen is currently the Regional School Services Manager for the Primary Years Programme Monita has over 13 years experience working with the PYP in a variety of roles including primary teacher, drama teacher, PYP coordinator, head of school, PYP workshop leader, school visitor, educational consultant, teacher-trainer and workshop developer. Monita holds a Masters degree in Education and English Literature.

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Breakout Sesssion Presenter Bios Nancy Miao

Paul Sanders

PYP coordinator Shanghai Shangde Exprimental School

Head of Global Recognition International Baccalaureate

Nancy Miao, is a PYP teacher who has over ten years of teaching experience. She has also been a PYP Coordinator for 6 years, and the PYP workshop leader for 4 years. She is currently working as PYP Coordinator in the International Department of Shanghai Shangde Experimental School, and she has made a commitment to enabling the integration of the PYP and the Chinese national curriculum.

Paul Sanders, Global Head of Recognition. Prior to joining the IB as Global Head of Recognition in May 2011, Paul served as the Executive Director of the Center for College Readiness at Rice University from 2009 to 2011. Prior to that, he was a Senior Educational Manager with the College Board (1999 – 2009). Paul has comprehensive experience working with school districts, universities and government officials to address issues of equity and access in advanced academics. He holds a BA in political science from Texas A&M University and an MA in United States history from St Edward’s University.

Neil Hodgson Vice Principal Sha Tin College (ESF)

Neil Hodgson has 27 years of teaching experience and is a highly experienced International Baccalaureate practitioner having taught International Baccalaureate Physics since 2001. He has taught at Sha Tin College, Hong Kong since 1997, having been Head of Science and is currently Vice Principal and International Baccalaureate Coordinator. He is known for trialling new pedagogies at International Baccalaureate level and co-presented on flip teaching at the International Baccalaureate Asia Pacific conference in 2012.

Nicole Bowers PYP Co-ordinator Moreton Bay College

Nicole Bowers B.T; B.Ed.St (Learning Support); M.Ed.St (Gifted Education); ARAD, has been involved in education for the last 23 years. She has worked in many roles including classroom teacher, learning support specialist, gifted education specialist and curriculum development. For the last five years, Nicole has been in curriculum leadership roles. At her previous school as PYP Co-ordinator, Nicole was involved with Authorisation and preparation towards Evaluation. She is currently the PYP Co-ordinator at Moreton Bay College and has been involved in introducing and implementing the Primary Years Program with Rebecca in the Primary School. In her role, she has worked very closely with all staff, carefully supporting and guiding the change management process. Nicole has a particular interest in differentiation and assessment and the important connection between these areas and student learning within the teaching and learning cycle.

Paul Kidson

Rebecca Lennon Head of Primary Moreton Bay College

Rebecca Lennon DipT (E.C.) B.Ed M.A.C.E, is an experienced educator in an Independent all girls Uniting Church P-12 College. She has been in education for 25 years and in school leadership for the last 8 years. With a passion for learning, Rebecca has been a PYP coordinator in her last school and is currently the Head of Primary at Moreton Bay College in Brisbane, Queensland. Change management has been a focus for Rebecca as a leader over the last 8 years, taking two schools from the introduction to PYP through to authorisation/verification. Rebecca has worked over several years with Independent Schools Queensland on project based tasks in curriculum development and leading presentations to other Primary Heads groups. Rebecca leads and plans the professional development for the Independent Primary School Heads Association of Queensland (IPSHA).

Rebecca Paterson Teacher/Curriculum Leader Department for Education and Child Development - Ocean View College B-12

Rebecca Paterson is a teacher of Years 1 & 2 students of the International Baccalaureate MYP at Ocean View College B-12 in Taperoo, South Australia. She is also an R-7 Curriculum Coordinator working with both the Australian Curriculum and MYP. Her classroom teaching is unique to the MYP because it involves her teaching a cohort of students across all discipline areas, rather than as a subject specific expert. She has experience in teaching Years 1 – 5 students of the MYP and has 5 years’ experience teaching at an International Baccalaureate MYP school.

Principal St Paul’s Grammar School

Paul Kidson studied theatre, film and literature and has been teaching theatre in schools for over 20 years, the last 3 within an International Baccalaureate school. Since then, he has taught both at MYP and DP levels as well as supervised Extended Essays in Theatre. He has also presented on theatre to TOK classes. He has directed and produced over 20 school productions, his most recent being his own rock-opera inspired adaptation of the medieval tales, Faust and Everyman. He is currently Principal of St Paul’s Grammar School in Sydney, Australia.

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Breakout Sesssion Presenter Bios Richard Farmer

Robert Harrison

Vice Principal (Academic Advancement) Creative Secondary School Hong Kong

Head of MYP Development International Baccalaureate

Richard Farmer is Vice Principal of Creative Secondary School, Hong Kong. After graduating in English at Leeds University, he taught in Bristol before returning to Leeds University to gain a MA in English Literature. He then taught at United World College of S.E.A. in Singapore. Richard has also worked at Haberdashers’ Aske’s School and Solihull School before becoming Head of Secondary School at Dulwich College, Shanghai, prior to joining CSS in 2009. Mr. Cheung Siu Ming is the founding Principal of Creative Secondary School. After graduating from University of Bristol he taught in UK secondary schools and served as an adviser in Lambeth Education Department. In 1994 he returned to Hong Kong, joining the English Schools Foundation, first as Deputy Principal of West Island School, then as Principal of Phoenix International School.

Robert Harrison was appointed head of MYP development in April 2013. Before joining the International Baccalaureate as part of the Continuum Development team, Robert served in many International Baccalaureate educator roles and was a teacher and coordinator in the International Baccalaureate Americas region since 2001. By training a history teacher and special educator, Robert holds his PH.D. in ancient Near Eastern languages and literature and is adjunct faculty in international education at George Mason University, He is also co-editor-in-chief for the International Baccalaureate Journal of Teaching Practice.

Richard Ford Deputy Head (Learning and Teaching) St Andrew’s Cathedral School

Richard Ford is currently Deputy Head (Learning and Teaching) at St Andrew’s Cathedral School, an International Baccalaureate School in Sydney, Australia where he teaches the International Baccalaureate Diploma. He has also taught in the School of Education at the University of New South Wales and is a PhD candidate at the University of Melbourne. Richard has a Master of Leadership and Management in Education, a Bachelor of Arts (History Honours) and a Graduate Diploma in Education. Richard is regularly asked to speak to educators throughout Australia. He has also authored journal articles, an online teacher training course for university students across Australia, and an Australian Curriculum History text. In 2012 he was made a Fellow of the Australian College of Educators for outstanding educational leadership in the professional learning and leadership development of teachers and for providing outstanding quality education to students.

Rita Bateson Curriculum and Assessment Manager for MYP Maths & Sciences International Baccalaureate

Rita Bateson is Curriculum & Assessment Manager for the MYP Curriculum Development team, based in the Hague. She is responsible for the mathematics and sciences subject groups. A native of Ireland, Rita studied applied physics and German, followed by science and mathematics education in Dublin. Her international teaching experience includes International Baccalaureate schools in Switzerland, Bermuda and GCSE schools in the UK. She is experienced in MYP and DP programmes, having been a DP Maths examiner for several years and recently joining the school visiting team.

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Robin Julian International Baccalaureate Coordinator Ravenswood School

Robin Julian has been an International Baccalaureate Coordinator for more than 10 years, incorporating the role of CAS Coordinator for the past 4 years. He teaches Social & Cultural Anthropology and is currently a member of the Curriculum Review Committee and an examiner for this DP subject. Robin also teaches and examines Theory of Knowledge and is co-author of a book entitled “Society and Culture”. His qualifications include a Bachelor of Education with a major in Sociology, a Graduate Diploma in Asian Studies, and in June this year he will complete studies in a Master of Applied Anthropology. Robin is an active committee member of the Society and Culture Association, which supports the needs of both teachers and students in this field.

Ruth Adams Head of Junior School Tara Anglican School for Girls

Ruth Adams has been involved in the PYP since 1998 when she started her teaching career at the Violenschool in The Netherlands. Since then she has worked as a classroom teacher, specialist teacher (ICT), PYP Coordinator and now Head of School. As an International Baccalaureate educator in single-and three-programme schools, and as an International Baccalaureate parent, she has a good understanding of the International Baccalaureate continuum from PYP through to DP. She is an International Baccalaureate workshop leader and school visit leader. She is particularly interested in the responsibility of leaders to facilitate a thriving culture of learning, with high expectations accompanied by high care. Ruth appreciates the role of International Baccalaureate programmes as a unifying, relevant and engaging vehicle for bringing about such a change in a school. Ruth is currently undertaking the world’s longest Masters degree in educational leadership, with a special interest in organisational learning, mentoring and research-backed practice.

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Breakout Sesssion Presenter Bios Shelby Brown

Stefanie Leong

Early Years teacher (4-5 year olds) KIS International School

Head of Development and Recognition, Asia Pacific International Baccalaureate

Shelby Brown is passionate about play in early year’s education and is inspired by the Reggio Emilia approach. She holds a B. Sc. (honours) in Speech and Language Pathology from Ohio University and a Teaching Certificate in Education (3-8 year olds). Shelby has been a PYP teacher for 7 years, working in New York, London and Bangkok.

Stefanie Leong has over 11 years of experience in education management. She was previously the Senior School Development Manager, East Asia for a provider of International qualifications for 5-19 years old where she developed excellent relationships with government, schools and universities from Singapore to Japan. Stefanie also worked in an Australian University prior to that. Pamela Bender joined the International Baccalaureate in September 2012 as Head of Preauthorization Services on the Global School Services team. She was previously the Executive Vice President for Partner and Community Engagement at America’s Promise Alliance, a multi-sector partnership organization where she was responsible for strategic planning and leadership. She is also a member of the Board of Directors for the New Orleans Kids Project (a community collaborative focused on improving outcomes for young people).

Shelly Luke Wille Principal Chadwick International

Shelly Luke Wille, is currently the Village Principal at Chadwick International School in Songdo, South Korea. Prior to her time in South Korea, Shelly was in a similar role at Hillbrook School in Los Gatos, CA. At Hillbrook she was instrumental in technology development for over 10 years and served as the director of technology in addition to her educational leadership role. Formerly a technology consultant specializing in search engine optimization, search strategies, technology integration, thin client computing and design and marketing technology tools for education. She has served as the Director, Educational Technology and Media Services for San Mateo Office of Education, serving 24 school districts and over 90,000 students. Shelly is a founding member of Virtual Explorers, a non-profit company committed to bringing real science to classrooms while providing science and technology role models for girls. She has taught students from kindergarten to graduate school in a variety of educational environments and currently teaches a marble maze exploratory for first and second grade students for fun. Chadwick International is an International Baccalaureate PYP authorized school.

Dr. Stephen Jacobi IB Co-ordinator and Head of Sixth Form Wellington College International Tianjin

Stephen Jacobi was educated at Cambridge, Edinburgh and London. His degree was in English Literature, though he also has an M.A. in Screenwriting and a PhD on the later novels of Angus Wilson. He has taught, with breaks for writing fiction, non-fiction and drama, for 30 years, mostly abroad or in London. For two years he was the Royal Literary Fellow at Warwick University. He has been a Head of Department, Director of Studies, International Baccalaureate-Coordinator and Head of Sixth Form. He has introduced and implemented the International Baccalaureate in two schools and teaches Film as well as English at International Baccalaureate Diploma level.

Stuart Jones

Dr. Siva Kumari IB Director General International Baccalaureate

Dr. Siva Kumari was named the new Director General on Oct. 4, 2013; she assumed her new duties on January 4, 2014. Prior to her selection as the IB Director General, Dr. Kumari served as Chief Operating Officer (COO), Schools Division, which was formed in January 2009 to provide consistency in cost-effective, dependable and quality services to IB World Schools across the world.

Siva joined the IB in April 2009 as regional director of IB Asia-Pacific in Singapore, bringing substantial leadership experience and sterling academic credentials. Prior to joining the IB, Siva held the highest leadership position for K-12 education as the inaugural associate provost for K-12 initiatives at Rice University, Texas, USA, where she worked from 1994 onwards. There she provided the strategy for, and oversight of, the university’s 70+ educational outreach programmes for K-12 students, teachers and senior administrators. She received competitive national, state, foundation, corporate and local grants and professional awards for her work at Rice.

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Head of Professional Development, Asia Pacific International Baccalaureate

Stuart worked in international education for 17 years prior to joining the IB. During his teaching career Stuart has gained experience in a variety of educational systems and administrative roles. As an administrator and DP coordinator in an IB school he helped to oversee the implementation and development of the programme, and subsequently took on a number of IB Educator roles in the Asia Pacific region. Before moving to his current role in the IB, Stuart worked for several years with the School Services team (Diploma) supporting schools in the authorization and evaluation processes.

Suchitra Sarda Head Of School Rasbihari International School

Ms. Suchitra Sarda is the Trustee and Head of Rasbihari International School, a low cost PYP School in Nashik, India. She completed her Post graduation in Business Studies from the London School of Economics and went on to do certificate courses in Educational Leadership at the University of Bath after having started her own English language Institute. She has played different roles at Rasbihari since 2001, from being an ESL teacher, homeroom teacher, PYP Coordinator, to a head. Suchitra feels the need to give back to society and has served in state schools. It is here that she first felt the need to build low cost schools offering world class programs like the PYP. Rasbihari is one such model.

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Breakout Sesssion Presenter Bios Sue Richards

Teoh Poh Yew

Head of Global Professional Development, PYP International Baccalaureate

Master Trainer Creative Wizard Pte. Ltd.

Sue Richards is the IB Global Head of Professional Development for the PYP. She has provided strategic leadership in teacher education and professional development for school leaders and teachers in the school and higher education sectors. For the past 20 years she has been at the forefront of the international education industry in curriculum development, recruitment and international partnership building. She developed the IB’s leadership framework and is now focusing on early and primary years’ teacher and leader learning development.

Teoh Poh Yew is a dynamic and creative Mathematics educator who firmly believes that everyone can learn and enjoy this “dreaded” subject. She taught Secondary school Mathematics for 11 years and now she is an independent teacher trainer. Always innovative and enthusiastic, Poh Yew helps people develop their creativity potential through the most unlikely but captivating method: Mathematical. Her major interest is to transform Mathematics into a tool to develop creativity, enhance mathematical thinking and sharpen problem solving abilities. She conducts creativity workshops for corporate leaders, teachers, trainers, parents and students in 15 countries. She has authored 3 books on mathematical magic, founded “Creative Maths” and appears regularly on TV and radio to share her experiences on creativity, maths education and parenting.

Sun Wei Chinese Language, Section Coordinator Chinese International School, Singapore

Ms. Sun Wei is from Beijing China. She has a Bachelors Degree in Education from Tianjin Normal University, China. She has worked as a teacher for 20 years in various capacities such as Primary Chinese Coordinator, Primary Bilingual Mathematics Teacher, The Head of the ESL Department etc in Chinese International School, Singapore and prior to that Beijing Huijia Private (International Baccalaureate) School. She has attended the following International Baccalaureate WorkShop: International Baccalaureate PYP In-School Workshop Making PYP Happen, International Baccalaureate PYP Assessment Workshop, International Baccalaureate PYP In- School workshop Transdisciplinary Teaching and Learning in the PYP, PYP The Role of Language Category 3 in English, PYP The Learning Environment to support inquiry Category 3 in English. Her work responsibilities in CNIS include, creating and updating Primary Chinese Curriculum, and Primary Bilingual Mathematics Curriculum. In 2011, led to take part in International School Chinese Competition and won the First Prize.

Sunny M. Reyes Vice Principal (Business Management and TOK Coordinator) Mentari International School Bintaro

Sunny Mamaril Reyes is from Las Pinas City, Philippines. He obtained his Bachelor’s Degree in Secondary Education Major in the Social Sciences and Teaching Reading from the Philippine Normal University, the National Center for Teacher Education. He also completed the academic requirements in MA in Education from the same University and the University of Perpetual Help System DALTA. He started his vocation as a Volunteer Teacher at Las Pinas National High School. Prior to his appointment as a School Administrator in St. Paul College-Island Park, he worked as a History teacher at St. Scholastica’s College – Manila. He served as Economics and Business Management teacher, Chair of Social Sciences and Head of Faculty at the University of Perpetual Help System DALTA. Currently, he is the Vice Principal for International Programs at Mentari International School Bintaro in South Tangerang, Jakarta, Indonesia. There, he was actively involved as a member of the Pedagogical Leadership Team (PLT) at the time the school was a Candidate School and up to the present. He attended several International Baccalaureate trainings in the fields of Business Management and TOK in Hong Kong and Kuala Lumpur, respectively. He is also an active member of the IB Dunia, a national organization of International Baccalaureate Schools in Indonesia.

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Vincent Chian Diploma Coordinator Fairview International School

Dr Vincent Chian is currently the DPC of Fairview International School in Kuala Lumpur, Malaysia.

Previously a Psychiatry Registrar in the UK, he returned to Malaysia and has taught in the MYP, CIE and International Baccalaureate Diploma programmes. An active promoter of the International Baccalaureate programmes in Malaysia, he has been invited to hold several talks at conferences including the STAR education fair and the Private and Higher education conference. He has been featured in many newspapers including the STAR, New Straits times, Utama, Bernama, TV2 and in magazines like Esquire, sharing his views on education in Malaysia and beyond.

Wahida Wahid IBEN Associate, Asia Pacific International Baccalaureate

Wahida Wahid, IBEN Associate, is responsible for assisting Gillian in sending out surveys and placing workshop leaders in appropriate workshops. Wahida has worked with the IB for over 3 years.

Pioneering IB Answers since its inception in 2011 allowed Wahida to develop indepth knowledge and experience in areas such as IB curriculum in the 3 programmes including the IBCC, Assessment, Professional Development, School Authorization process, University recognitions and IBEN to name a few. She handled both IB internal and external stakeholders queries.

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Exhibitors Professional Development from a

Global Viewpoint

2014 IB WORKSHOPS Atlanta, GA

www.casieonline.org

AVer, founded in January 2008, is a major global provider of business and education solutions, including its AVerVision line of visualizers (document cameras), charge carts, security surveillance products and video conferencing products. AVer prides itself on developing cutting-edge products that innovatively integrate video technology, electronics, optics, wireless technology, software applications and industrial design capabilities.

The Center for the Advancement and Study of International Education (CASIE), is a nonprofit organization that works to promote international understanding through programs, research, discussion, policy planning, and professional development workshops. We partner with like-minded organizations such as the International Baccalaureate, Harvard Graduate School of Education’s Project Zero, and TeachUNICEF to promote international education, language learning, cultural understanding, and the ability to examine situations from a range of perspectives.

www.casieonline.org Lick-Wilmerding High School | San Francisco, CA | October 10-12, 2014

making, thinking, understanding

Project Zero Perspectives:

contact projectzero@casieonline.org call 114 1.404.848.9044 visit www.casieonline.org

Featuring Howard Gardner and David Perkins

Cambridge University Press is a leading educational publisher, publishing high-quality, curriculum-based books, software and digital resources for international, primary and secondary schools worldwide.

The Centre for Evaluation & Monitoring (CEM), Durham University, UK provides assessment and monitoring systems for base-lining students’ ability and measuring their progress, ages 3-19. CEM’s suite of assessments includes a system for the IB diploma. The system is called CEM IBE (also known as ALIS).

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Exhibitors

Utilized by more than 1,400 schools and education associations across more than 60 countries, Finalsite’s online website, communications and learning platform is accessed by as many as 1 million unique users per day around the world. The platform facilitates the distribution of digital content across school communities and in classrooms from both desktops and mobile devices.

Finalsite’s software enables customers to engage dynamically with a wide range of third party data providers including student information systems, learning systems and social media applications. For more information, please visit http://www.finalsite. com.

GVI, Global Vision International, offer tailormade, award winning youth development programs across the globe which include service learning projects, study abroad programs, leadership programs, internships and cultural immersion programs.

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Exhibitors

Haese Mathematics, formerly Haese & Harris Publications, is a small, familyowned publishing company specialising in Mathematics textbooks and accompanying software for schools and students.

Faria Systems is the leading provider of turnkey systems to help the world’s leading schools implement and manage their IB programmes efficiently. It was founded at the University of Pennsylvania in 2006 by three former IB students. Eight years later, Faria Systems has developed an integrated school management suite: * ManageBac for Planning, Assessment & Reporting for the IB Continuum

Hodder Education are a leading service provider to IB schools across the world, providing resources for the PYP and Diploma that unlock independent and globalised learning. Our services include the online Dynamic Learning platform and the brand new IB Review, a magazine for your curious and inquiring Diploma students.

e-future is an innovative and adaptive educational publisher specializing in language and literacy development. We research, develop and design our products with the learner in mind. Our materials have been proven by teachers and students alike and incorporate both modern teaching methodologies and technology to better support learners academically, emotionally and creatively.

* OpenApply for Paperless admissions & enrollment * iSIS as an international school information system.

Since our inception in 2006, IB Source has been a one-stop-shop for quality resources that support the International Baccalaureate Curriculum. As the preferred textbook supplier for more than 1,500 IB World Schools, we believe that finding the ideal resources for your IB classrooms should be simple. To this end, we’re committed to providing upto-date product information and excellent customer service to IB World Schools across the globe. With warehouses in Chicago, London and Hong Kong, IB Source is able to supply materials quickly and efficiently to all IB Schools worldwide.

Serving the community of IB schools has been our core focus.

Write that Essay is a 21st Century crosscurricular, cloud-based writing system that works on virtually any device (Mac, PC, tablets, smart phones, etc.). With over 90 learning modules for students and scaffolded essaywriting tools, students stay engaged and focused on academic writing across all subject areas (history, science, humanities, math, etc.).

Suitable for any level of high school, and ideal for English Language Learners, Write that Essay has reporting features for teachers and administrators that help target instruction and the development of academic writing skills.

IBID PRESS was founded in the 1990s by three practising teachers. IBID PRESS produces quality educational resource material for the IB programmes. Between them, the principals have around 90 years’ experience of teaching both national and international courses, including the IB, in primary, secondary and tertiary institutions.

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Exhibitors

John Catt Educational is a leading publisher for international education. Our publications include ‘Taking the PYP Forward’, ‘Taking the MYP Forward’ and ‘Taking the DP Forward’.

To this series, we have also recently added Exploring Issues of Continuity: the IB in a wider context. Our range of school directories includes the IB World Schools Yearbook.

Lanterna Online is an online learning tool for the IB Diploma Programme, developed by the International School of Geneva and Lanterna Education. Lanterna Online is designed to help students learn more efficiently through texts, videos, graphics and interactive exercises, and to save teachers’ time by automating parts of formative assessment.

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Exhibitors

Montpelier Wealth Management, Malaysia has more than 20 years’ experience working alongside overseas teachers. Montpelier Malaysia has a unique understanding of overseas teachers’ needs and circumstances.

We are proud affiliate members of FOBISSEA and supporters of international schools and sport clubs. We operate globally from our HQ in Kuala Lumpur and visiting our clients on a regular basis.

National Geographic Learning brings together National Geographic School Publishing and Heinle, a part of Cengage Learning, to provide customers with a portfolio of quality materials for PreK-12, adult, and academic instructional solutions for English language learning, language arts, reading, writing, science, social studies, and much, much more.

From the classroom to the world – we honour the mission and tradition of the National Geographic Society – to inspire people to care about our planet.

Established in 1997, North Star was the first provider of outdoor education in the Middle East. Since our inception, we have brought more than 80 schools to destinations around the globe. In 2012, we expanded to cater to schools within the Asian Region and are now a leading global provider of educational, cultural, sport, CAS and adventurous activities for young people.

One World Cover Limited (or “OWC”) is an insurance brokerage firm, incorporated in 2008, with offices in Shanghai and Hong Kong.

We are the leading broker of international school medical insurance plans in the China market, and handle the insurance interests of more than 80 international schools across Asia. One World Cover has a strong tradition and reputation for building successful, longterm partnerships with our clients. Shanghai Business Review magazine named One World Cover “Best International Brokerage in China 2012”.

Oxford Study Courses is a Social Enterprise specialising exclusively in the IB Diploma Programme. In their 23 years OSC has taught over 20,000 students, worked with teachers from over 250 IB schools, and published over 70 IB titles. OSC offers support for the IB community in the form of residential courses for students and teachers, IB publications and online resources. At this conference OSC are delighted to launch their latest online IB resource, Smartbacc.

Oxford is committed to supporting IB educators. We are the only publisher to develop resources directly with the IB – this means your learners benefit from comprehensive and accurate resources that are created hand-in-hand with the IB and deeply integrate critical thinking, international awareness and the learner profile. Our resources also uniquely include assessment support directly from the IB, giving your students unrivalled exam preparation tools and insight.

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Exhibitors

Pamoja Education is a social enterprise working in cooperation with the International Baccalaureate to provide online Diploma Programme courses. The online courses, taught by highly qualified and experienced IB teachers, support the IB initiative to increase global access to the Diploma Programme.

Pamoja Education is fully accredited by The Schools Commission of the Western Association of Schools and Colleges (WASC) as a Supplementary Education Program/Centre.

Profits benefit the McCall MacBain Foundation, supporting health and education.

Pearson is the world’s leading education company. From pre-school to high school, early learning to professional certification, our curriculum materials, multimedia learning tools and testing programmes help to educate millions of people worldwide - more than any other private enterprise.

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The Pronin International Group have been supplying schools around the world since 1991 and, for most of this time, IB Books have been a speciality of our service. PRONIN IB is the largest supplier of IB material to 120 countries worldwide and represents all IB Publishers worldwide that produce Textbooks and Resources specifically written for the IB DP, MYP and PYP Syllabus.

Rubicon International proudly partners with IB World Schools throughout the Asia-Pacific region and around the world to support their collaborative curriculum planning and review processes using Rubicon Atlas. The Atlas system is a customizable online platform designed to electronically encompass the entire process of curriculum enhancement in support of faculty, administrators and the greater school community. Atlas allows schools to align their curriculum to school initiatives as well as school adopted or national standards while meeting IB requirements.

Rubicon’s robust professional development offers schools and teachers multiple ways to refine their unique curriculum processes to focus on collaborative reflection, programme evaluation, and student advancement.

S P Jain School of Global Management (S P Jain), one of Asia’s top-ranked global business schools, is driven by its mission of crafting 21st century global business leaders. With campuses in the cities of Dubai, Singapore and Sydney, S P Jain provides its students a learning experience that is truly global and one-of-a-kind. Despite being a young business school, S P Jain has established itself strongly as one of the world’s best.

Timetabling Solutions is the leading provider of everything you need to timetable your school, since 1984. We provide a suite of professional services and specialised software products including: ‘The Timetabler’, the most powerful and flexible school timetabling software. ‘Web Preferences’ a fully hosted web application for collecting student subject selections. ‘Web Choices’ a fully hosted web application for changing student courses.

Teamie creates private social learning networks that transform learning, collaboration, and student engagement. Teamie’s social & mobile learning platform provides learning management tools for schools to create online media-rich content & assessments, and manage their curriculum on a single platform.

True Teaching, established in 2013 as a result of bringing together best practice from vast experience in both School and HR management.

21st recruitment practices from a fully automated, interactive website that offers a range of recruitment services. Being fully automated ensures we have time for important communication with schools and educators.

We are also able to pass on reduced costs to our client schools.For the new school year True Teaching will add an international educator substitute service in response to demand bringing fully screened, experienced and reliable substitute educators to schools in emergency situations. We have set very high standards for ourselves and educator files on our database contain all relevant personal and professional information in addition to copies of university transcripts, confidential references and the capacity for video upload. You can request a classroom demonstration if need be. A True Teaching director interviews all educators on our database. Registration both for schools and educators is free.

For over 30 years, the GL Education Group has provided rigorous and high-quality assessments for children’s education, mental health and wellbeing. To support the wider needs of schools we also provide stakeholder surveys, self-evaluation systems and professional development services.

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Exhibitors

International projects are a Virco® specialty!

While many people recognize us as North America’s school furniture and equipment leader, we’re equally proud that Virco products have been purchased in 80 plus countries worldwide. Virco’s state-of-the-art U.S. factories give you an exceptional range of products to meet your curriculum needs, teaching styles and budgetary requirements.

Exhibitors

World Challenge is the world’s leading schools expedition company focused on the personal development and education of young people.

Founded in 1987, we offer an unrivalled range of unforgettable overseas educational experiences to school groups from across the world. Whether it’s trekking, service, cultural immersion or a mix of all three, we’ve got a range of 7 – 28 day expeditions to suit everyone.

Advance Materials Ltd.

National Geographic Learning

AVer Information Inc.

North Star

Billed under Stefanie Leong:

One World Cover Ltd

Cambridge University Press

OXFORD STUDY COURSES

CEM

Oxford University Press

Center for the Advancement and Study of International Education (CASIE)

Pamoja Education Limited

DRAGONFLY e-future Faria Systems Finalsite GVI, Global Vision International

Student led Expeditions with World Challenge

Haese Mathematics Hodder Education c/o APD Singapore Pte Ltd

Pearson Education Pronin IB Rubicon International S P Jain School of Global Management Smart Teachers Synergyst Pte Ltd Teamie The GL Education Group

Hunter Publishing

The University of Melbourne

IB Source

Timetabling Solutions

• 1 week - 28 days

IBID PRESS

True Teaching

• Adventure and volunteer project work • International curriculum integrated

John Catt Educational

Univariety

Kids Dailies Ltd

Virco, Inc.

Knowledge Universe Singapore Pte Ltd

Wenger Corporation

Lanterna Education

World Challenge

• Over 55 destinations

MONTPELIER MALAYSIA

For more information visit: www.worldchallengeinternational.com 122 fi ndoutmore@world-challenge.hk

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Venue Map

Level 2

Venue Map

Level 3

Galleria Ballroom

Falcon

Lyrebird Escalators

Swallow Cardinal Paradiso

( III )

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Venue Map

Bluebird

Level 4

Explore the exciting 2014 IB Workshops and Resources Catalogue!

Discover fresh inspiration and new knowledge to light your world

Canary II Canary I Oriole

Sharma Restrooms Smoking Terrace

Guest Lifts Te

Telephone Booth Restrooms

Grand Ballroom I Grand Ballroom II

Click for Catalogue Launch and Workshop Registration:

http://www.ibo.org/events/index.cfm

IB PROFESSIONAL DEVELOPMENT DEVELOPING LEADERS IN INTERNATIONAL EDUCATION

126 Š International Baccalaureate Organization 2013

International BaccalaureateŠ Asia Pacific Singapore Branch 600 North Beach Road Parkview Square 21-01 Singapore 188778 Tel: +65 6579 5000 Fax: +65 65795003 Email: ibid@ibo.org

Become an IB World School Volunteer or work for the IB

Become an IB Student Teach at an IB World School IB Asia-Pacific

IB Americas

IB Africa, Europe & Middle East

www.ibo.org/ibap

www.ibo.org/iba

www.ibo.org/ibaem

Š International Baccalaureate Organization 2014