Neuroscience points to the benefits of learning-by-making (constructionism), but teachers and school leaders sometimes struggle with incorporating this method in their learning environments. Most of us simply aren’t trained in these kinds of learning approaches. Handily, the ‘Follow/Tinker/Make/Share’ framework (FTMS) is designed to ease this process, giving you a practical approach for successfully incorporating project-based learning, service learning, or maker learning in your school — regardless of whether you’re meeting in-person or remotely. And you can use this framework regardless of the discipline you teach or the demographic of your learners — you can even use it for professional development.
These are unprecedented times. As we move deeper into the “chronic” and hopefully the “recovery” phase of the global pandemic, there is even more importance on how leaders can stay strong and resilient through tough times. While there are many ideas and suggestions available, there is a good social science that can be used for guidance for what helps leaders do their best during prolonged crises. In this presentation, we will discuss researched, progressive practices for educational leaders to draw upon amid uncertainty that promote their own welfare and the success of the schools they lead.
Embracing Change is about how to not only get your people to embrace change but actually lead and drive that change. In this talk, I will share why change is so difficult for organizations to create and why change that does occur so frequently becomes "Flavor of the Month".
Almost universally, international schools are moving into marketing and identity building in a more professional sense. However, schools less understand or practice marketing or identity as a part of a definitive and whole of school wide approach to reputation. All too often we see in international schools that deliberate management focus on reputation only comes formally onto the radar when a crisis occurs (like Covid)! What could be more important in these times to a school than a comprehensive and planned approach to building a compelling future reputation?
Psychological Safety is increasingly talked about and researched the subject, both overall and in international education. It appears to underpin issues of Diversity/Equity/Inclusion and is highly predictive of team effectiveness. Broadly, it is the shared belief held by members of a team that the team is safe for interpersonal risk-taking.
Leadership Series #1 - Watch the video click here
Reminder: Password will be given to those registered participants only.
As educator leaders, we are carrying so much as we lead in the context of pandemic and amidst amplified calls to create inclusive schools where all students thrive. In this session, we will explore how to cultivate and actively design a school that LEARNS.
This panel will focus on the needs of educators working with differently abled children, to including physical, intellectual, learning and neuro divergent abilities. Mitigation of risks related intimate care, communication challenges, social boundaries, and missing children will be addressed.
Culture influences the way we view the world, make sense of ourselves, and find meaning in the interaction between the two. As far as the East is from the West, there are fundamental differences in cultural norms and values between them that can create cultural misunderstanding and confusion. This session is for Western educators who teach students of Asian descent and work with their families in international schools. This session will answer the following questions: 1. What are the main cultural differences between the East and West? 2. How do these differences manifest in daily interactions? and 3. How can teachers promote both success and well-being of students os Asian Third Culture Kids?
Powerpoint presentation slide will be posted soon!
Every breathing individual harbours unconscious biases that prevent us from making equitable and inclusive decisions. Our brains heavily rely on past cultural and socialisation experiences by default to provide data that fills in the blanks between the things we see and things we don’t see. That’s why implicit racial bias has been called “the new diversity paradigm,” recognising the significant role it plays in day-to-day functioning. It permeates all aspects of an educator’s life, from the ways in which we teach and discipline to the ways we evaluate and set expectations. This session will define implicit bias, demonstrate how unconscious bias works, and foster dialogue on how we can work to migrate it.
Having inherited deficit budgets in two schools, Dr. Gregory Hedger was successful in bringing them back to healthy reserves. He also established a positive cash flow in a new school start up within two years. Working in partnership with Cameron Janzen at three schools, the pair have identified procedures to ensure a level of success with financial management in international schools, with a particular focus on smaller schools.
Some boards want more engagement in operations than ever before. These requests/directions are motivated generally by board members who want to help heads and school leadership during the COVID-19 crisis, but it also reflects a disturbing trend that is a challenge to good governance and the principles of best practice.
While heads and chairs may try to make some reasonable accommodations for board members wanting a greater "voice," it also potentially opens a Pandora's box of risks. What are some recent examples of this? How do you spot the trend early and nip it in the bud? What do boards and heads do about this if they are already struggling?
For this webinar, exclusive to EARCOS schools, we have invited three leading recruitment organisations (ISS/Schrole, Search Associates, and Teacher Horizons) to share their analysis of how international school recruitment is changing —and rapidly so. Our panel will discuss a range of challenges facing schools and teachers and how we can prepare for and manage them. Topics will include the impact of Covid-19, technology and online solutions, diversity, how HR depts can respond more effectively to today’s candidate, the importance of building your brand as a school and the longer-term outlook for recruitment.
The Truman Group is a highly recognized global consortium of practicing clinical psychologists with significant experience with expatriate individuals and families. Dr. Sean Truman, President of the Truman Group, grew up overseas and attended an international school in Africa. Recognizing the increasingly widespread effects of the Covid-19 pandemic on our international schools community, Dr. Truman’s webinar will offer an overview of the alarming increase in mental health challenges that has arisen over the past 9 months. Dr. Truman will share information about the developing crisis in mental health, with a special focus on what school leaders need to recognize and do to support wellbeing across their schools. He will also introduce an innovative project between EARCOS and the Truman Group designed to support the emotional wellbeing of school counselors.
The Truman Group is a highly recognized global consortium of practicing clinical psychologists who have significant experience with expatriate individuals and families. Dr. Sean Truman, President of the Truman Group, grew up overseas and attended an international school in Africa. Recognizing the increasingly widespread social and emotional effects of the Covid-19 pandemic on our international schools community, Dr. Truman’s webinar will offer an overview of the alarming increase in mental health challenges our school counselors face today. Dr. Truman shared the information about the developing crisis in mental health, particularly as it impacts international school students, parents, leaders and faculty, with a special focus on the increasingly challenging role played by school counselors. Importantly, he shared theinformation on an innovative new project being launched by EARCOS and the Truman Group designed to support the emotional wellbeing of school counselors.
This session will look at a variety of specific school situations today (at the start of 2020-21) compared with where they were in June (the end of 2019-20). Each panelist highlighted one or two particular actions they have taken to make this new school year feel different from last school year. Many of our colleagues have highlighted a shared concern that as the COVID-19 crisis has continued to develop there is a danger that school will transition from June to August/September as if there had been no break. The panelists will address this and a variety of other critical topics.
Panelist: Patrick Hurworth (International School Beijing), Jim Hardin (American School in Japan), Catriona Moran (Saigon South International School, Steve Dare (Hong Kong Academy)
Title: Supporting Community Well-being for School Year 2020-21
This session will look at the panelist’s schools’ approach to community wellness/well-being for the new school year. Each Head will highlight one or two specific plans/actions they have taken to help the community, or a segment of the community, (students, parents, faculty and/or staff) to cope well with the realities of a new school year. Many of our colleagues have highlighted the challenges in terms of the emotional and general wellness, or lack thereof, during the earlier phase of the pandemic. Lessons learned and actions taken can help all of our EARCOS schools focus on a healthy 2020-21 school year.
Panelists: Tarek Razik (Jakarta Intercultural School), Craig Coutts (Yokohama International School), Jane McGee (UNIS-Hanoi), Andy Davies, (International School Bangkok), Ben Ploeger, (Kaohsiung American School)
Click here to watch the recording
Note: Passcode: t9T5XEE!
In this pandemic, school leaders have been inundated with dilemmas, questions, decisions and endless amounts of advice. In their presentation, Drs. Evans and Thompson will discuss the five essential approaches leaders should use to help their communities remain strong in the face of fear and uncertainty.
Michael Thompson and Rob Evans are both psychologists, authors, and consultants to schools in the U.S. and internationally. They have each worked in hundreds of schools, including many schools facing serious crises of all kinds. They have each written many articles. Michael has published nine books, Rob three. They are currently at work on a book for schools about dealing with difficult parents. Both are highly respected voices across the world of international schools.
The session promises to offer a powerful opportunity to sort through the challenges and to share solutions as our schools continue to move positively through this time of uncertainty. Join three Chief Operating Officers from the region as they discuss their challenges and the steps they are taking to help manage the financial resources of their schools.
Download Presentation Slides
EARCOS Dwight School Seoul webinar from closure to e-Learning a journey with Dwight School Seoul and the preparation of the return to School. The differences and challenges of reopening schools in times of COVID-19.
School campuses, which have now been empty for months, are inching closer to reopening, presenting another set of emerging challenges. Schools need to properly plan for and manage new risks when students, faculty and staff return to campus. Health and safety concerns top the list, but the risks extend beyond those, and missteps can quickly spiral into incidents that threaten both operations and reputation.
Don’t miss @fireflyteam upcoming webinar: Hear from Vice-President of International GEMS Penang on their challenges & successes of distance learning for younger learners during #schoolclosures. They share techniques for improving parental & student engagement.