Vol. 44 No. 123 SPRING 2017 InterED (Print) InterED (Online) ISSN 2158-0618 ISSN 2158-0626 InterED The Journal of the Association for the Advancement of International Education

International Schools: Some Issues for the Future IN THIS ISSUE mobility of families following professional By Mary Hayden Executive Director's Message---- 2 parents’ employment and a growing need and Jeff Thompson for appropriate schooling, they would be President's Message------3 accompanied by two other major factors Growth in the International Editor's Desk------9 School Sector that have changed the nature of the inter- national school sector overall; a growing as- Insites------10 hat exactly is meant by the pirational “middle class” in many countries term “international school” with ambitions for their children to develop FEATURES seems to be changing by a competitive edge by attending a school The Future of the week. The term has offering an English-medium education and International Schools not been well-defined in the past, and the curriculum different from that of the na- lack of definition appears to be growing tional education system, and the identifica- Educating for Global W tion of English-medium education offering rather than diminishing as the 21st cen- Citizenship------13 tury progresses. In writing some 20 years internationally recognised curriculum and ago about international schools and inter- examinations as a commodity ripe for de- ISS's Strategic Plan: Making a national education (Hayden & Thompson, velopment on a commercial basis. World of Difference------18 1995), we had no inkling of the remark- able way in which the international school While what we have elsewhere termed “tra- Intercultural Learning sector would grow and change in the fol- ditional” or “Type A” international schools and Questions of Identity----- 22 lowing two decades; though growth could catering largely for globally-mobile children certainly be anticipated, the nature of that (Hayden & Thompson, 2013) have con- Leading Change and Innovation: growth was not predicted by ourselves or tinued in recent years to grow in number. The SAS R&D Story------24 other authors either then or in subsequent Their growth has been accompanied both years. Our predictions, and those of others, by an enormous growth in international The Future of International schools largely catering for “host country were until recently based on an assumption Schools: Fostering Global of growth being “more of the same”; larger nationals” and the associated appearance of numbers of multinational corporations, “groups” of international schools established Competence------29 greater numbers of employees relocating on a commercial basis, sometimes located in globally for work and expecting to take one specific region and sometimes with a SPECIAL REPORTS more global spread. The previous “typical” families with them, increased numbers of The Refugee Crisis Project: expatriate children in the new location for model of international school, established whom for a variety of reasons the national in response to a local need and, usually, not- An Athens Journey------32 for-profit, has been overtaken by groups schooling system would be inappropriate, Global Education Leadership: and thus growing numbers of international of schools established on a for-profit ba- schools being established to respond to the sis (what we have previously described as Connection, Creativity and the need for an alternative form of education. “Type C” international schools) that are, Capacity to Lead------35 What was not predicted, either by ourselves in many cases, effectively in competition or by others, was that while the forces of with the local education system (Hayden GIN News & Reports------37-44 globalisation would indeed lead to increased continued, page 4  executive director’s message

Association for the Advancement of CONNECT • SHARE • LEAD International Education InterEDInterED CONNECT • SHARE • LEAD ear Colleagues, the information with InterED (Print) InterED (Online) ISSN 2158-0618 ISSN 2158-0626 At the recent 51st AAIE members of your lead- ership team and a vol. 44 no. 123 spring 2017 Conference: Future Leaders – Future Schools, we explored the few of your emerging leadership and learning needed to best serve leadership superstars. AAIE BOARD OFFICERS Additional information and registration President, Mr. Kevin Glass USA Dtomorrow’s learners today. That theme con- President Elect, Dr. Jeff Paulson Switzerland tinues in this edition of InterED and will for all sessions below are available at www. Treasurer, Dr. Ronald Marino USA no doubt echo in conversations and prac- aaie.org Association for AAIE BOARD OF TRUSTEES the Advancement of CONNECT • SHARE • LEAD tice within our global community well into AAIE Leadership Transition International Education Ms. Christine Brown A/OS ex-officio Dr. Lee Fertig Belgium the future. I would like to thank our mem- Retreat: 7-8 July 2017 CONNECT • SHARE • LEAD Dr. Gregory Hedger Myanmar bers for working together so beautifully Washington, DC Dr. Anna McFadden USA to make the 51st a truly memorable and Facilitated by Lee Fertig and Barry Dr. Beverly Shaklee USA meaningful global homecoming. The high Dequanne, this highly interactive retreat Ms. Kathy Stetson CEESA Croatia quality sessions, dynamic panels, engaging Dr. Oli Tooher-Hancock India will provide the opportunity to work with deep dives and inspiring keynotes were the AAIE ADVISORY COUNCIL experienced leaders while collaborating Association for collaborative fruit of so many AAIE com- the AdvancementMr. Frank Anderson of USA with other leaders transitioning into a new International Education munity member’s hard work and willing- Dr. Peter Bateman AISA Kenya role to craft an individualized and com- CONNECTDr. Robert • SHARE Bartoletti • LEAD USA ness to share. Thank you! Ms. Jennifer Beckwith Kuwait prehensive transition plan. All heads of Mr. David Chojnacki NESA Greece From Brasilia to Kathmandu, you stepped school, principals, curriculum directors or Dr. Linda Duevel Norway up and opened your hearts, questions and other senior leadership team members are Mr. Barry Dequane Brasil stories to each other while taking the time welcome. AssociationMs. Teresa for Dupre USA the AdvancementDr. Edward E. Greene of Netherlands to challenge, discuss, reflect on and discover AAIE International Child InternationalMs. Madeleine Education Maceda Heide Ecuador new understandings on the future of inter- Protection Leadership Team CONNECTDr. Larry• SHARE Hobdell • LEAD A/OS S.East Asia national education and our role as leaders. Mr. Warren Jaferian USA Training & Level 1 Certificate Mr. Craig Johnson India Equally important to the learning that took Program: 26-29 June 2017 Ms. Sonia Keller Tri-Assoc.Nicaragua place were the many new and rekindled Fort Lauderdale, FL Dr. Clark Kirkpatrick USA relationships and connections made with Facilitated by Dr. Jordan Greenbaum, Tim Dr. Richard Krajczar EARCOS Malaysia other members from around the world. Ms. Reina O’Hale MAIS Spain Gerrish, Susie March & Dr. Scott Poland, May those connections nurture your soul Ms. Beth Kempler Pfannl Italy this informative and practical workshop Light Teal Dr. Paul Poore AASSA USA and invigorate your passion for leadership Tangerine Hot Pink Purple provides your child protection team with Dr. Barrie Jo Price USA and resolve to make continued progress on the resources, expertise and diversified sup- Main Color Pallet Mr. John Roberts Kenya this important future-focused work. Dr. Kevin Ruth ECIS U.K. port needed to create an individualized and Ms. Charlotte Seewald USA 30% comprehensive child protection plan that Teal Specific thanks goes out to the AAIE 30% Teal Tangerine Ocean BlueMr. Gerald Selitzer ASOMEX Mexico Dr. Joe Shapiro USA Board, our dedicated Advisory Council, meets the new accreditation standards. Accent Color Pallet Mr. Mark Ulfers France the Conference Committee, the Awards AAIE Instructional Leadership Dr. Ettie Zilber USA Committee, Melinda Bihn, Joel Cohen Institute: 26-29 June 2017 5% BK 10% BK 20% BKEXECUTI100% BKVE DIRECTOR and the entire team of parents, faculty and Fort Lauderdale, FL Ms. Yolanda Murphy-Barrena students from the 51st AAIE Host School; AAIE HEADQUARTERS OFFICE the French American International School. Facilitated by Dr. Fran Prolman, partici- Mr. Derek Harwell Ms. Roddia Paul Finally, I thank our AAIE Team for their pants will engage with a variety of mod- Ms. Terri Williams-Baksh dedication, service and ongoing support eled and practices strategies using their EDITOR own authentic school data and case studies Dr. Beverly Shaklee of our membership and leadership events. The conversations and connections made to design an individualized action plan to ASSISTANT EDITORS FOR TECHNOLOGY st strengthen their instructional leadership Dr. Barrie Jo Price; Shannon O'Hale in San Francisco at the 51 will surely ring on in the discussions and actions of many impact at their school starting in August. EDITOR EMERITUS in 2017! Expand your leadership repertoire during Dr. Gilbert Brown these high-powered four days of learning DESIGN & LAYOUT Looking towards the coming year, we are and collaboration. Sarah Stoner, Swordfern Wordsmithing, Ink. Mount Vernon, WA 98274 / [email protected] pleased to offer new programming and AAIE - ISCA International resources that answer identified mem- GRAPHICS Counseling Institute: 26-29 Blackmoor Design ber needs and support your ability to lead June 2017 Fort Lauderdale, FL Saint Paul, MN 55118 / [email protected] with vision, wisdom and integrity. Thank Facilitated by Dr. Scott Poland, Cheryl FORMER AAIE LEADERSHIP & HISTORY you for noting the opportunities that meet aaie.org/about-aaie your needs as well as helping us develop the Brown, Ellen Mahoney and Chrystal Kelly, next generation of leadership by sharing D IRECTOR, continued on page 4  president's message

ow do you help people lead flourish in rich conversations around “The Linda has been ac- with wisdom, vision and in- Why?” “The What” and “The How” of what tive with AAIE for tegrity in this increasingly we all have given our professional and, at a while, but served complex and turbulent world? times, personal lives to. We would not be most recently as our This is a question that has occupied many in this business of international education President for these ofH us in our respective schools, colleges and if it did not make our hearts sing. I believe past two years, and as the President Elect organizations around the world these past we all really do want to build a better, more for two years prior to that. On behalf of few years and at our 51st Conference in San inclusive human society than the one we see us all, I would like to extend our thanks to Francisco, where we were inspired to con- here today. I do not believe, though, that we you Linda for helping steer our organiza- sider the future for our schools and for our- are doing enough. Look around us at the tion these past four years through times selves as leaders. Thanks to all of you who problems faced by our society today, the of change, an Executive Director Search, attended what was an excellent conference. pollution of extremism, hate and fear, that leadership and office transition and, of Please join me in also thanking our won- manifest themselves all too often in many course, our 50th Anniversary Year! Thank derful keynote speakers, presenters, panel- parts of our world today. you Linda. ists, workshop leaders, our loyal vendors and generous sponsors. I believe we need to do more to build this Thanks also to Paul Poore, the Executive healthy, inclusive and sustainable global so- Director (ED) from AASSA. Paul has On behalf of us all, a big thank you to ciety. Dr. Martin Luther King Jr. called his served as the Regional Association represen- Yolanda and Derek in the AAIE office, vision of this the “Beloved Community”. I tative on our AAIE Board for the past five Melinda and her team from the French firmly believe that education, and, in par- years. Paul stepped away in San Francisco American School and the many friends and ticular, the open-minded, empathic, curi- this past February. On behalf of all associat- volunteers who came together to make the ous, messy and diverse “brand” that we ed with AAIE, many thanks Paul for all you 51st Conference, “Future Leaders = Future call international education is the only have done for the organization, for Yolanda Schools” such a success. As always, we will way to do this locally and globally on a and our Board. We hold, by Policy, a seat review all the feedback from the confer- human scale in our schools. Dr. King also on the Board for the Executive Director ence and use this to evolve and grow the said, “Hatred paralyzes life; love releases it. from one of the Regional Associations. As quality of our conference and service to Hatred confuses life; love harmonizes it. we announced in February, Kathy Stetson, you all for our 52nd Conference in February Hatred darkens life; love illuminates it.” I the ED from CEESA has taken Paul’s place 5th through the 7th 2018 at the Marriott can give you an example of this from my on the AAIE Board. Please also join me in, Marquis on Times Square, New York City. own school in Atlanta. In November of once again, giving Kathy a warm welcome Please mark you calendars now for this one! 2014 we celebrated the 25th anniversary of to the AAIE Board. the fall of The Berlin Wall with a candle People have said why do we need AAIE to- light vigil with many families from the Please also join me in thanking all of our day? For me the answer is clear. There is no former East and West Germany around AAIE Board and Advisory Board members question that our world will continue to get our own piece of The Berlin Wall on our for their continued dedication and service ever more interconnected, interdependent, campus. Martin Luther King III, the eldest and also, of course Dr. Keith Miller and our blended and complex. The wicked problems son of Dr. King was in attendance. There is friends and colleagues with the US State faced by our human society today, will not plaque now placed there with a phrase that Department Office of Overseas Schools. fade away with time—they will also become I think would resonate with his dad and I hope many of you can engage with and ever more complex, interconnected and in- with pretty much every Mission of every share widely the work of AAIE through terdependent. There simply is not putting International School, College, University our Summer Institutes, the Leadership the Genie of Globalization back into that and Organization inside the circus tent Institute, with HeadNet and, of course bottle. This is the world we live in now and that AAIE. “Together we cultivate a spir- nd at the 52 Annual Conference in NYC it will become ever more complex for the ited sense of hope in human potential.” We February 5 – 7, 2018. students in our schools and colleges today. need this now more than ever. This is why we need AAIE. Thus the need for organizations, such as Kind regards, Kevin AAIE, has never been greater in my view. A I would like to thank all of you, the mem- Kevin Glass safe space, a circus tent, for all of us engaged bers, associates and friends of AAIE for AAIE President, 2017-2019 in this dynamic, inspiring and, let us be joining together with us in this great work. honest with ourselves, often messy and am- Please continue to help us reach out to oth- AAIE President Kevin Glass is head- biguous field of international education. We ers who would like to join with us in this master of Atlanta International School. have built, through AAIE and several other endeavor. The circus tent is big and needs [email protected] key organizations, this extended family of to get much bigger if we are to have the international educators. We really do need impact we all desire. these groups, organizations and systems that overlap and are able to allow ambigu- I would also like to take a moment thank ity, emotional and cognitive discomforts to Dr. Linda Duevel for her service to AAIE. intered www.aaie.org 3 FUTURE, continued from pg 1  into what is increasingly perceived as an at- English-medium international schools tractive market. Typically, such schools are teaching over 8 million students (Keeling, being established in non-native-English 2015), though they do not specify the dif- & Thompson, 2013). Such has been the speaking countries, where the prospect of ferent types of schools included in these fig- change in nature of the international school developing fluency in English, the global ures. We are cautious about suggesting that sector (and it is debatable whether it can language, and acquiring an international- such extrapolations can be made from re- still be considered as one sector), that where ly-recognised end-of-school qualification cent growth to the future. Based on our un- in 1983 approximately 80% of international is seen by affluent parents as a means of derstanding of recent and current develop- school students worldwide were transi- opening doors for their children to further ments, we suggest it is likely that the largest tory expatriates and around 20% were host studies at universities such as Harvard, Yale, growth in numbers of international schools country nationals, by 2013 the situation had Oxford, or Cambridge, leading to global ca- will be in the commercial part of the sector, reversed. Commercially-based groupings of reers and to membership of what has been largely catering for host country nationals, international schools are appearing almost described as the transnational elite. and that the traditional form of interna- by the day. Workshops and conferences are tional school catering for globally mobile offered for those considering investing re- ISC Research, the only organisation that professional families will either grow much source into the creation of new for-profit regularly generates figures describing the more slowly or, possibly, that it will plateau. international schools, and those with ex- numbers of international schools (which, In recent years, more than one international perience of establishing new international being difficult to define, are thus diffi- school has seen a drop in student enrollment schools are much in demand for the exper- cult to count), suggests that as of October as a result of a decision by a multinational tise and advice they can offer to entrepre- 2015 there were over 8,000 international company to reduce the numbers of families neurs, venture capitalists and other potential schools teaching 4.26 million students, and investors whose sights are set on breaking that by 2025 there will be at least 15,000 FUTURE, cont'd pg 5 

D IRECTOR, continued from page 2  possible by the many generous experienced New York City at the dynamic Marriott member heads who are looking to give back Marquis Times Square. Jane Camblin and by helping the next generation of school the UNIS New York team will be welcom- nd participants will be fully trained the first leadership enjoy a great start at their first ing attendees as the 52 Host School while two days on the International Counseling headship! If you are looking for a mentor a provocative line-up of speakers and pan- Model, and then explore a variety of coun- to support you in your new headship or if els lead the exploration of international seling areas including effective mentoring you are an experienced leader interested education and leadership through the lens programs, supporting successful transitions, in sharing your experience and time with of global citizenship. Watch for speaker grief and crisis/trauma counseling, depart- a new head as a mentor, please email me proposal applications, event information ment and program leadership and more. at [email protected] for more information. and registration on the website this spring Deb and I look forward to welcoming you and see you in NYC next year! The AAIE / AISH Leadership Legacy to the program! Mentoring Program continues to grow, Warmest regards, Finally, you will want to mark your cal- offering new school leaders the opportunity nd Yolanda to connect and learn with an experienced endars now for the upcoming 52 AAIE Yolanda Murphy-Barrena head of school during their first year at International Leadership Conference AAIE Executive Director the helm. This program is free of charge to and Expo: Global Citizen Global Leader [email protected] all AAIE & AISH members and is made that will take place 5-7 February 2018 in

Write for the Fall 2017 InterED. We invite submissions with international themes, including real life scenarios, curriculum research, professional development, creating a community of learners, the future of AAIE and international education. Send submissions by September 1 2017 to Bev Shaklee, [email protected]

4 spring 2017 intered  FUTURE, continued from pg 4 exceptions, there is no teacher training of- experienced candidates to apply for such fered that specifically prepares those to posts. Though it has not been suggested teach in international schools. Exceptions that international schools are contributing being supported to accompany relocating include the one-year Teaching Culturally to this problem, it is clearly the case that a parents. Instead, the support has only been and Linguistically Diverse & Exceptional number of experienced state school heads for the relocating parent who lives alone Learners (TCLDEL) offered by George have relocated to international schools. If in the new location and travels home pe- Mason University, Virginia to those who the pattern should continue, in the UK riodically to visit family. Expense, security hold a bachelor’s degree, and the bachelor’s and other English-speaking countries, this (where expatriates may feel vulnerable living degree in Education offered by a consor- could become a global phenomenon of in- in particular locations), and the availability tium of universities in the Netherlands, creasingly challenging proportions. How of increasingly sophisticated technology to Denmark and Norway under the name of should it be anticipated? facilitate international communications are ITEPS (International Teacher Education all factors that might persuade international for Primary Schools) and, added recently, Of further interest for Heads and Principals employers that employees no longer need ITELS (International Teacher Education are the possible implications of growth in to be relocated internationally with their Lower Secondary), all of which offer prepa- commercial groupings of international families, but can either work electronically ration to teach specifically in the interna- schools. If such groupings seek common- or relocate alone with regular trips to visit tional school sector. Unless many more such ality of policy and practice across their family in the home country. It is possible, programmes are developed in the near fu- members, will this reduce autonomy and therefore, that even within a relatively short ture (which seems unlikely, given the associ- potential for creativity of individual leaders? time frame, the nature of the international ated challenges), the backwash effect on the The related question of governance in inter- school sector will change considerably from teaching sectors in countries including the national schools, already a thorny issue in the situation in 2017. US, UK, Canada, Australia, New Zealand some contexts where relationships between and Ireland – as growing numbers of teach- Board and Head vary widely (and can be a Implications for International factor in the relatively high turnover of in- Schools ers trained in those countries take up posts in international schools – seems likely to ternational school Heads), may also become There are many issues likely to arise as in- become increasingly problematic. In the a greater concern if larger numbers of for- ternational schools develop in the coming UK, for instance, the shortage of teachers profit, single-owner schools are established years. Here we choose to focus on two is- in state schools is a growing problem, and where the owner expects to play a greater sues that we envisage to be the most press- although no clear link has been drawn be- role in the management of the school than a ing: the teaching staff/faculty appointed to tween the numbers of those trained in the Head might otherwise expect. these schools, and the curriculum that will UK who do not continue to teach there, and The Curriculum be offered in them. There are undoubt- the numbers who take up posts in interna- edly other issues that those who lead such tional schools, policy makers and planners The question of which curriculum to offer schools will need to engage with and find (who have tended to have little awareness of in an international school is influenced by challenging in years to come — not least the international schools to date) are beginning many factors. In earlier days of international question of whether their growth will con- to notice the possible connection. Growing schools, there was little choice, a school of- tinue as relatively unchecked, as it currently numbers of international schools are surely fered either its own curriculum or that of is, as planners and policy-makers in national going to impinge increasingly on teacher another national or state education system. systems become increasingly aware of their recruitment in a number of countries. Is it Today, international schools affiliated to a existence (Hayden & Thompson, 2008). reasonable to assume that (a small number particular national context (with titles such as the American International School of Y, Teachers and Leaders of) national systems will continue to pro- vide, and fund, the training of teachers for or the British School of X), may still offer The source of the teachers and leaders ap- international schools? Is it likely that, as the national curriculum of the “home” coun- pointed to staff international schools in the policy makers and planners in such national try. The choices available to international future continues to be an important and systems become more aware of the issue, schools first opened up in 1968 with the pressing question (Hayden & Thompson, they will endeavour to reduce its prevalence launch of the International Baccalaureate 2011). It is clear that at least part of the at- in some way? (IB) Diploma, designed to be recognised traction to such schools is that they offer in- by universities worldwide and to be more ternationally-recognised, English-medium Of equal concern, perhaps, will be the num- appropriate in content to multinational stu- qualifications based on a curriculum differ- bers of experienced Heads, Directors, and dent groups than the programmes available ent from the host country. It is likely that Principals who relocate from a national from a variety of national systems. Since the there will continue to be a premium (as education system to take up a role in an in- IB Diploma’s launch, the concept of a non- there is now in many international schools) ternational school abroad. What might be nationally-focused curriculum has been on teachers who are native English speakers the implications for those national educa- taken up by, inter alia, the College Board and who have experience teaching the in- tion systems most likely to be affected by in developing the Advanced Placement ternationally–recognised curriculum offered this phenomenon? For example, in the UK, International Diploma; Cambridge by the school. Currently, teachers in inter- there is concern with respect to the difficul- International Examinations (CIE) in of- national schools have usually earned teacher ties experienced in making appointments fering the International General Certificate certification in their home country, before to headships of state schools, and debate moving abroad. With a small number of as to the reasons for reluctance of suitably FUTURE, cont'd pg 7  intered www.aaie.org 5 The Best Websites for the Best Schools in the World.

INCREASE ENROLLMENT. COMMUNICATE BETTER. “We love Composer, SAVE TIME. Finalsite’s CMS. It No matter your size or budget, Finalsite has solutions to is easy to use and meet the website needs of international schools around the allows us to create world. And with team members to service you from Berlin new pages and even to Taipei, we can help you reach your goals in any time whole sections of zone. our site.” A lot has changed at Finalsite in the past year–learn about NEDA BUNCIC FUNDRAISING AND our intuitive Content Management System, Composer, our ADMISSIONS COORDINATOR, AMERICAN SCHOOL OF MILAN revamped eNotify email module, and more at www.finalsite.com/international

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6 spring 2017 intered FUTURE, cont'd from pg 7  the curriculum of a national context, such as Master’s degrees specialising in internation- the Advanced Level (A Level) of England— al education, or the IB Educator Certificates will remain essentially the same in future offered by growing numbers of universities of Secondary Education (IGCSE); the years? If the changing nature of the interna- worldwide, may well be particularly market- IB’s extension of its Diploma for 16-19 tional school sector can be attributed at least able. Rigorous school accreditation systems The Best Websites for the Best year olds to include the Primary Years in part to entrepreneurs and investors iden- are likely to be ever more in demand as a Programme (PYP: ages 4–11), Middle Years tifying international education as an attrac- means of differentiating between schools in Programme (MYP: ages 11-16), Career- tive commercial prospect, is it not likely that an increasingly diverse market. related Programme (CP: ages 16-19); entrepreneurs will at some stage identify the Schools in the World. and Fieldwork Education’s International curriculum as a potential area for investment Indeed it is not difficult to imagine a sce- Primary Curriculum (IPC: ages 5-11), in creating a new competitor for existing nario where a number of well-established, International Middle Years Curriculum programmes? One area for careful thought experienced and well-regarded internation- (IMYC: ages 11-14), and International by anyone considering such an initiative al schools form a self-declared elite group Early Years Curriculum (IEYC: ages 2-5). would be the age range of the curriculum to within the sector. It is also not difficult to All are now offered in growing numbers of be developed. While the pre-university 16- imagine, as national education systems be- international schools worldwide. 19 age range might in some respects be the come more interested in developing an in- most attractive context for offering a new ternational contribution to the learning of In considering what the future may hold programme—since those attending interna- their students that the concept of interna- with respect to the curriculum offered in tional schools with aspirations of admissions tional education continues to evolve from international schools, it would seem reason- to overseas universities are likely to be most having been associated with education in able to assume that if the number of such interested in selecting a school with a pre- international schools to increasingly being schools is to increase, then the demand for university international programme which seen as the norm for schools in whatever the programmes offered in them will also is widely recognised globally—it is also the context they are located. In an ever more increase. What is less clear is whether the most problematic age range for which to globalised world, it is not difficult to envis- increase is likely to be linear, in the sense of develop a new programme. The backwash age that education with a purely national, similar growth in all the programmes cur- effect of the typical rather than traditional as opposed to an international, focus will rently offered, or whether it might be in- university worldwide sector would certainly decrease in attractiveness for growing num- fluenced by what we have suggested will be be a major consideration in relation to the bers of those considering education in na- an unbalanced growth across the different tional and international, state-funded and length of time it would take for a new pro-  types of international school, with the Type gramme to achieve recognition. And the private, schools worldwide. C school—largely catering for ‘host country challenges of persuading parents that the Mary Hayden is Director of the Centre for nationals’ and in many cases established on risk of offering a relatively new, rather than the study of Education in an International a for-profit basis—growing at a faster pace a well-established, programme would be one Context (CEIC) at the University of Bath, than the Type A school—largely not-for- they and their child should take. Perhaps, UK. M.C. [email protected]. Jeff Thomp- profit and catering for globally mobile expa- then, it is less likely that new curricula will son is Emeritus Professor of Education triates. Are the students at Type C schools be introduced at that age range – though at at the University of Bath. Jeff Thompson, more likely to aspire to one type of curricu- the lower age ranges, where the curriculum [email protected]. lum and qualification, rather than to anoth- and assessment is less high stakes, it may not er? Or are they as likely to be motivated to be surprising if new curricula emerge in the References INCREASE ENROLLMENT. COMMUNICATE BETTER. attend an international school offering, for coming years. instance, one or more of the IB programmes Hayden, M. C., & Thompson, J. J. (1995). International “We love Composer, SAVE TIME. as they are to attend a school offering, say, Conclusion schools and international education: A relationship re- viewed. Oxford Review of Education, 21(3), 327-345. Finalsite’s CMS. It No matter your size or budget, Finalsite has solutions to the Advanced Placement International No one can predict with any confidence the Hayden, M. C., & Thompson, J. J. (2008). International is easy to use and meet the website needs of international schools around the Diploma? Will the answer to this question ways in which international schools will de- be influenced by the country in which the schools: Growth and influence. In UNESCO Inter- allows us to create velop in the coming years. It may be that fu- national Institute for Educational Planning (IIEP) world. And with team members to service you from Berlin school is located? For example, are the Thai new pages and even ture events will have a much greater impact Fundamentals of Educational Planning series, Paris: to Taipei, we can help you reach your goals in any time students now attending the large number on the manner in which we live our lives UNESCO. Retrieved from publications.iiep.unesco. org/International-schools-growth-influence whole sections of zone. of international schools, which opened in than we can currently even begin to imagine, our site.” Thailand since a change in legislation some and lead to such new and different demands Hayden, M. C., & Thompson, J. J. (2011). Teachers for the international school of the future. In R. Bates 20 years ago allowing Thai students to at- and pressures on education globally that ex- A lot has changed at Finalsite in the past year–learn about (Ed.), Schooling internationally: Globalisation, interna- NEDA BUNCIC tend international schools for the first time, trapolation from the current context is an tionalisation and the future for international schools. Lon- FUNDRAISING AND our intuitive Content Management System, Composer, our more likely to aspire to a prestigious univer- essentially meaningless exercise. It seems don: Routledge. ADMISSIONS COORDINATOR, sity in one or more particular country/ies, AMERICAN SCHOOL OF MILAN revamped eNotify email module, and more at likely that growing numbers of schools will Hayden, M. C., & Thompson, J. J. (2013). International and will this influence their choice of school lead to greater competition, both locally (in, schools: Antecedents, current issues and metaphors for www.finalsite.com/international curriculum? for instance, large cities where schools will the future. In R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years. London: compete for students) and globally, where Indeed, can it be assumed that the range Bloomsbury Academic. schools will be competing for the limited of curricula available through international Keeling, A. (2015). International schools market expands www.finalsite.com resource of well-qualified and experienced schools—whether designed to be interna- to 8,000 schools. Retrieved from www.relocatemaga- 1.860.289.3507 teachers. In such a climate, teachers with tionally-focused, such as the IB, or essentially zine.com/news/ak-11-d2-2015-7857-international- particularly relevant qualifications, such as schools-market-expands-to-8000-schools intered www.aaie.org 7 “Best professional development experience in my career… pertinent and helpful in all aspects of child protection.” 2016 AAIE Child Protection Team Training Attendee AAIE/NSU International Child Protection Leadership Team Workshop & LevelLevel 1 1 CertificateCertificate Program Program 26-29 June 2017/ Fort Lauderdale, FL USA

This institute will offer training and practical sessions for international and independent school leadership teams looking p Facilita to create and implement a comprehensive child protection plan ho to s rs that meets the new accreditation standards. An impressive rk array of international experts will provide the strategic and o Mr. Tim Gerrish W practical resources along with just-in-time support needed for

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8 spring 2017 intered EDITOR’S DESK

Dear Colleagues,

his issue is focused on the future Greece. I was stuck by the importance of quantitative studies in schools. In all cases of international schools; a very their work in the world today and invited we maintain confidentiality as required by auspicious undertaking given their participation in this issue. I know oth- research protocols. I am happy to work with the world flux at this point. er international schools are also involved in new scholars in creating their manuscripts Nonetheless school happens every year - this work and I would encourage all of you for publication and encouraging the ‘old Tchildren come, families arrive, teachers get to read about their efforts, the teaching, hands’ to share what they know. The very ready and leaders focus their efforts on the learning and understanding that took place best people to share research on interna- future, next steps, strategic plans gradually and most importantly the authentic devel- tional schools are the people who live and transforming from good to great ( Johnson, opment of intercultural understanding that work in the field each and every day! If you 2016). Teams work together, challenges un- occurred. These are the stories we should be know of someone is a degree program who fold and stories are told about the worth- sharing. Caring, compassion and concern is exploring a question or inquiry in an in- while endeavors of all. are also models of practice for international ternational school setting, please have them schools. contact me, [email protected]. If you Mary Hayden and Jeff Thompson, key have a group of teachers working through leaders and researchers in the field of inter- action research, please have them contact national education, start the conversation You should be telling the me, [email protected]. If as a leader of a in this issue around significant challenges school, you have something to share with facing international schools as a whole (no story of your schools, your your colleagues that is valuable to their un- matter what the definition). Their long-term derstanding as a school head, please contact efforts to define, support and guide teach- research is important to me, [email protected]. ers and leaders in international schools has been substantial. Liz Duffy from ISS and our understanding of the As we face the inevitable changes that are Ann Straub from CIS offer insights into part of our lives (some cause more stress the strategic planning and goals for global development, currency and than others) I am often reminded of a education in the future. Echoing the areas quote that I keep in my office, “Peace does for future development in international growth of the international not mean an absence of conflicts; differenc- schools is the work of Debra Williams- es will always be there. Peace means solving Gualandi, from the International School of school sector. these differences through peaceful means; Florence, who reminds us that the develop- through dialogue, education, knowledge; ment of identity is crucial to a teachers un- and through humane ways.” ~ Dalai Lama derstanding of culture as well as the devel- Our columns address similar issues with opment of intercultural competence. This contributions from Karim Letwinsky from International schools can be and are exam- research continues to underscore the work Wilkes University focusing on internation- ples of focused efforts toward intercultural of international schools most particularly as al education leadership; Linda and Ashley knowledge and respect, compassion and we see the mobility of the teaching force Sills bringing us up to date with the great caring. At their best, they prepare young and school heads. Each generation of lead- work of GIN; and Debra Sprague serving leaders for a future full of change bounded ers and teachers need to examine these is- as guest editor of Insites while Shannon by hope, agency and commitment to make sues in a never-ending cycle of continuous O’Hale is on maternity leave (congratula- a better world. That requires teachers and improvement. April Mattix Foster and her tions Shannon!). school leaders who exemplify and model colleagues focus on applying the research similar attributes, in the face of challenge on global competencies to international One of the most important goals of dig deep and find that inner strength to schools. This theme continues throughout InterED is to share and shape current re- move forward. As we know teaching and search on international schools. This is an learning is as much about the content as it the articles in this issue; a focus on strate-  gic planning, global competencies and in- oft repeated request both the former and is about the ‘content of our character.’ tercultural understanding as hallmarks for the current editors. You should be telling Ideas expressed by the contributors to InterED international schools; school leaders, pro- the story of your schools, your research do not necessarily represent the position of fessional development and research. is important to our understanding of the development, currency and growth of the AAIE or its Editorial Staff. At the fall ECIS conference in Copenhagen international school sector. Research comes The Editor may be reached at bshaklee@ I had the opportunity to attend the pre- in many forms, for many the historical gmu.edu sentation by the team from Athens notion of research means ‘experimental’, Community School on their school-wide which in most of education is no longer program and the powerful learning that the norm. We welcome and publish ac- took place with the refugee population in tion research, qualitative research, and intered www.aaie.org 9 INSITES

The Future of Technology: Personalized Learning wenty-five years ago, Lewis By Debra Sprague students select lessons based on their pre- Perelman wrote a book titled ferred method of learning. Once they School’s Out: Hyperlearning, the master the basic skills they can move onto led lessons in which the whole class en- New Technology and the End of harder concepts aided by interactive tech- gages in a common activity. “Instead, each Education (1992) in which he postulated nology (West, 2012). For example, stu- student can follow an optimal learning that technology will change how we teach dents who learn best through experimen- T path and pace through a mix of instruc- and how children learn. Perelman stated tation might find it easier to understand tional methods, including individual and that children would not need to be seg- biology and the role of vaccines for cur- small-group time with teachers, group regated by age-based classrooms. Instead, ing disease through a game called FoldIt projects, and instructional software” they could be placed in classrooms based (fold.it/portal/). FoldIt is an online puz- (Childress & Benson, 2014, p. 34). With on their interests and what they wanted zle game about protein folding, an item personalized learning how students learn to learn. He likened schools to shopping necessary for developing new vaccines. inside of school can be reflected in how malls in which students could go into a Other students might benefit from play- they learn outside of school. When my classroom to learn a specialized subject in ing Quandry (www.quandarygame.org/) 11-year old son wants to learn something much the same way one can walk into a which helps students develop decision- he goes to YouTube (https://www.you- store in a mall to purchase a specialized making and leadership skills while engag- tube.com/) and searches for a video on the item. Although Perelman’s vision is not a ing in ethical issues related to coloniza- reality, his idea of making learning mean- tion. Visual learners might benefit from ingful for individual students has gained watching videos offered through Khan new interest in the technology field, under Pick the products and Academy (www.khanacademy.org/) the theory of “personalized learning.” which offers more than 3,000 free online technologies to be used. videos in math and science complete with Personalized learning allows education practice examples (Childress & Benson, to be tailored to the needs of individual Successful programs choose 2014). Students can use Skype to com- students (Alli, Rajan, & Ratiff, 2016). municate with authors, scientists, and his- It takes into account the student’s prior tools based on the pedagogical torians from around the world. Students knowledge and experiences, learning style, can also use Skype to partner with class- and interests. The concept of personal- need and structure rooms in other countries to understand ized learning is not new. It has its roots in current events and local interpretations of Gardner’s Theory of Multiple Intelligence as opposed to the best historical events or connect with teachers (1983) and Tomlinson’s Theory of to study subjects not offered at their local Differentiation (2001). The theory of marketing pitch. schools. Multiple Intelligence states that the tradi- tional notion of intelligence is too limiting Each day new technologies are being de- and that there are eight intelligences that veloped and our understanding of how to teachers should attend to: musical, visual- use these technologies in the classroom spatial, verbal-linguistic, logical-mathe- topic. He follows the instructions step- grows. Today, educators are exploring matical, bodily-kinesthetic, interpersonal, by-step and accomplishes his task. The in- the use of augmented and virtual real- intrapersonal, and naturalistic (Gardner). formation is presented in a learning style ity as vehicles to enhance student learn- By addressing these various intelligences, that best suits him and is readily available ing. Augmented reality (AR) refers to the teachers can better meet students’ learn- when he needs it. As a result, this learning blending of the physical world with the ing needs. Differentiation acknowledges is often more meaningful to him than the virtual world. As people interact with the that students come to school with differ- material presented at school. physical world, they are also engaged with ent levels of readiness to learn, interests, Personalized Learning in the the virtual world through the use of cell and learning styles. Teachers can attend Classroom phones, tablets, and other mobile devic- to these differences by differentiating the es. The virtual world provides the person content (what is taught), process (how So what does personalized learning look with supplemental information through the lesson is taught), and product (how like in the classroom? Personalized learn- videos, text files, and web resources and students demonstrate their knowledge) ing puts the students in charge of their through interactions with virtual avatars. (Thomlinson). own learning style and pace. Through The purpose of AR is to supplement the the use of technology students are able to physical world, not replace it (Wu, Lee, Similar to these theories, personalized learn around the clock and not on a rigid Chang, & Liang, 2013). Virtual reality learning challenges the notion of teacher schedule. With guidance from a teacher, (VR) consists of a 3D environment which 10 spring 2017 intered users experience through the use of physi- How will the structure look for each Conclusion cal movement and sensory perception individual student? The future of technology is not in the hard- (Ludlow, 2015). In virtual reality users ex- ware and software. It is not the latest in- perience an artificial immersive world that 3. Pick the products and technologies to vention. It is in the changes we can make in replaces the real world for a brief time. be used. Successful programs choose teaching that benefits our students. Those Both of these technologies offer low cost tools based on the pedagogical need schools willing to take on the challenges of commercial-grade hardware that make the and structure as opposed to the best personalized learning may enable students use of these technologies affordable in the marketing pitch. to take responsibility for their own learning classroom (Brown & Green, 2016). AR 4. Include faculty training. Because per- and develop the knowledge and skills need- requires a smartphone with the ability to sonalized learning requires a major ed to be successful in life. Perhaps we will use GPS (Global Positioning Satellite). shift in how we teach it is imperative one day see Perelman’s idea (1992) become VR requires a smartphone and a VR head- that teachers receive intensive and a reality, where students are educated based set. VR headsets run between $10.00- ongoing training. A one-time work- on learning styles and interests instead of $800.00 (US).  shop will not result in success. age. Although AR and VR are just beginning Debra R. Sprague is Associate Professor, to impact classrooms they offer much in ...personalized learning Elementary Education, George Mason the way of personalized learning. Apps University, and former editor for Jour- are currently available (for both Android challenges the notion of nal of Technology & Teacher Education. and iPhones) that allow students to trav- [email protected] el through the bloodstream and see how teacher led lessons in which clots are formed, explore Mars and the References Great Pyramids, and even manipulate the whole class engages in a the emotions of a virtual person in order Alli, N., Rajan, R., & Ratiff, G. (2016). How per- to understand how fear impacts behav- sonalized learning unlocks student success. EDU- common activity. CAUSE Review, 51(2), 12. ior. Early research has shown that these technologies can enhance students’ under- Basham, J. D., Hall, T. E., Carter, R. A., & Stahl, W. “Instead, each student can M. (2016). An operationalized understanding of standing of complex ideas (Dunleavy & personalized learning. Journal of Special Education Dede, 2014). follow an optimal learning path Technology, 31(3) 126-136. Implementing Personalized Brown, A. and Greene, T. (2016). Virtual reality: Low-cost tools and resources for the classroom. Tech Learning and pace through a mix of Trends, 60, 517–519. DOI 10.1007/s11528-016- 0102-z For personalized learning to be successful instructional methods, including educators must begin with the belief that Childress, S. & Benson, S. (2014). Personalized learning for every student every day. The Phi Delta all students can learn and be successful individual and small-group time and that every educator has a responsibil- Kappan, 95(8), 33-38. ity to ensure this happens (Basham, Hall, Dunleavy, M., & Dede, C. (2014). Augmented reality with teachers, group projects, teaching and learning. In J.M. Spector, M.D Merrill, Carter, & Stahl, 2016). Teachers and stu- J. Elen, & M.J. Bishop (Eds.), The Handbook of Re- dents must be provided with the capacity, and instructional software." search for Educational Communications and Technology tools, and strategies necessary for success- (4th ed.). New York: Springer. ful implementation. Administrators need Feldstein, M. & Hall, P. (2016). Personalized learn- to understand that teachers “will be trying ing: What it is and why it really matters. EDU- 5. Provide technology support. Nothing techniques they have never used before CAUSE Review, 51(2), 24-35. can derail an innovation quicker than requiring them to teach in ways that are Gardner, H. (1983). Frames of mind: The theory of having technology fail when it is most very different from how they have taught multiple intelligence. New York: Basic Books. needed. Successful programs make before, that are far removed from their ex- Ludlow, B. (2015). Virtual reality: Emerging applica- sure teachers have the technology perience (and therefore instincts) of what tions and future directions. Rural Special Education training, equipment, and support staff Quarterly, 34(3), 3-10. works and what doesn’t, and that may they need in order to implement the have ripple effects they don’t anticipate” Perelman. L. (1992). School’s out: Hyperlearning, the pedagogical strategies identified. new technology and the end of education. New York: (Feldstein & Hall, 2016, p. 32). Without William Morrow and Company, Inc. providing teachers with the necessary time 6. Be prepare to measure, fail, and iter- Thomlinson, C. (2001). How to differentiate instruc- and support needed for implementation, ate. Because personalized learning tion in mixed-ability classrooms, 2nd edition. Virginia: personalized learning will not be effective. requires a major shift in how teachers ASCD. Feldstein & Hall identify six strategies teach and how learners learn, there are West, D. M. (2012). Personalized learning. Digital needed for successful implementation: bound to be some mistakes. The goal schools: How technology can transform education. Wash- ington, D.C.: Brookings Institution Press. is to keep trying, take what is work- 1. Identify the student need to be ad- ing and adjust what is not. Approach Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Cur- dressed. What problem are you try- rent status, opportunities and challenges of augment- implementation with patience and ing to solve? ed reality in education. Computers & Education, 62, perseverance. 41-49. 2. Design the pedagogical structure. intered www.aaie.org 11 WELCOME TO THE NEW ISS

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12 spring 2017 intered FEATURE: THE FUTURE OF INTERNATIONAL SCHOOLS

Educating for Global Citizenship

The ”International” Landscape The terms intercultural competence and By Ann Straub global citizenship will be used in this article sing whatever means it requires, knowing that global competence is incor- schools throughout the world that the Program for International Student porated within both of these terms. have a moral imperative to pre- Assessment (PISA) administered to fifteen- pare their students to be inter- Global Education Exploration year old students in 80 member countries culturally competent global citizens. As the Study Findings will in 2018 add an assessment of global Organization of Economic Co-operation U competence. Global competence includes In 2012, a nation-wide Global Education and Development (OECD) stated in their the acquisition of in-depth knowledge and Exploration Study published by Project Proposal for Global Competence, ”Our understanding of global and intercultural Explorer.org of more than 1,200 teachers, young people must be able to co-exist and issues; the ability to learn from and live with parents and stakeholders in United States interact with people who are different from people from diverse backgrounds; and the schools was conducted with the goal of ourselves, have open and flexible attitudes, attitudes and values necessary to interact re- better understanding the global educa- as well as the values that unite us around spectfully with others. At the same time, the tion landscape. It was reported that 80% of our common humanity.” teachers agree that it’s more important to- The Council of International Schools (CIS) If global citizenship day than ever before for students to learn based in Leiden, The Netherlands, has as its about other countries and cultures, yet only tagline, ”Shaping the Future of International understandings, skills and 30% say they often incorporate material Education.” The label “International” which about other countries and cultures into their at one time denoted expat schools located attitudes and values are lesson plans. Six in ten students surveyed outside of one’s home country is no longer reported they find understanding different exclusive to this population. One could ar- required for our students to countries, cultures, and customs extremely gue that today there are very few schools in important — more so than writing, math, the world that lack cultural diversity. If the face unprecedented challenges or technical skills. Additionally, nearly all definition of cultural diversity refers to “dif- (98%) of the students surveyed agree that a ference” as in socioeconomic, ability, gen- and opportunities in the world strong understanding of world history and der, life style and age as well as nationality, events is critical to developing solutions to ethnicity and race then the need for inter- today, then how are schools global problems. Nine in ten students rec- cultural competence and global citizenship ognize that jobs are becoming increasingly is vital to creating and maintaining social identifying, teaching and international in nature and believe they will sustainability in the world. According to be stronger employees with a better under- Eeqbal Hassim of the Asia Education assessing them? standing of different cultures. Students feel Foundation, “Social sustainability of the under-equipped to compete for professional world is perhaps the big-picture, overarch- UN Global Compact involving 8,000 world opportunities on the basis of global aware- ing and aspirational goal of global citi- business leaders is collaborating to use ness and understanding. They believe their zenship. It provides the foundation for all positive business development to eradicate appetite and enthusiasm for global educa- other forms of sustainability…cultural, en- grinding poverty, to create innovative eco- tion has not been met with an adequate vironmental, economic, and political.“ The logical solutions and work towards peace. level of instruction in global studies. convergence of many factors as addressed Global competence is necessary for move- Role of Social /Emotional in this article, has led the CIS to develop ments such has the UN Global Compact Intelligence in Global International Certification: Educating for to move ahead. As Nelson Mandela stated, Citizenship Global Citizenship, a developmental ser- “Education is the most powerful weapon vice open to schools around the world who you can use to change the world.” Another compounding factor is the decline of emotional/social intelligence vital for the are committed to developing global citizens So, what does this mean for prepared in spirit, mind, and body to create the future of our schools? development of global citizenship, which is global social sustainability. all too quickly becoming a reality among It can become confusing when referring to today’s students. The countless hours spent Addition of Global the terms global competence, intercultural interacting with others through techno- Competency to the Program competence, and global citizenship along logical devices replacing face to face inter- for International Student with many others used interchangeably actions has with no doubt interfered with Assessment (PISA) throughout the literature and research. The the development of the skills, attitudes and Recently, it was announced by the OECD good news is that they are synchronistic. GLOBAL, cont'd pg 14  intered www.aaie.org 13 GLOBAL, continued from pg 14  Citizenship, an innovative process to help Schools throughout the world includ- schools better understand, advance and ing Canada, the United States, Australia, measure the development of global citi- Argentina, India, China, Saudi Arabia, values necessary to develop global citizen- zens. Our CIS member schools expressed Kenya, Spain, the United Kingdom, Hong ship. Resilience, empathy, flexibility, open- the need to take an in-depth look at global Kong, and Zambia have been involved in mindedness, respect, risk-taking, adapt- citizenship within their community, but International Certification. After achiev- ability, and self-awareness are a few of the were not sure how to focus their time and ing International Certification in 2015, necessary attributes developed through best help their staff/students. They wanted Turning Point School, Los Angeles, CA direct interaction with human beings dif- a framework that would benefit the school reflected: “The process of working toward ferent from one’s self. Part of the definition and further their strategic objectives. International Certification has brought of global competence as developed by the International Certification addresses the opportunities for significant and valuable OECD is the ability to learn from and live key questions of how do we know we are internal and collective reflection. We were with people from diverse backgrounds; and taking the right steps to provide students able to take a more objective look at where the attitudes and values necessary to inter- with an education that keeps pace with glo- the school stands, what we have accom- act respectfully with others. How can it be balization and provides the learning needed plished already, and where we should aim possible to accomplish this without mak- to face the ensuing challenges, and how do to grow in the future.” ing a concerted effort in schools to develop we enable students’ development as inter- these attributes in our students? culturally competent global citizens? The project-based learning approach used by CIS measures growth using a develop- Global Citizenship Becoming a mental continuum. The starting point is Reality Global competence includes... the creation of a shared definition of global Global citizenship is often incorporated citizenship followed by an Intercultural into schools’ mission statements. However, understanding of global and Assessment that includes an individual on- how often do schools that promise an in- line survey followed by a professional de- ternational education in the hope of devel- intercultural issues; the ability velopment activity to understand intercul- oping global citizens define what this really tural competence and discuss the collective means? How does intercultural compe- to learn from and live results. Thereafter, the school completes tence fit within the scope of global citizen- six school-wide projects. Another school ship? What does this imply for the school’s with people from diverse involved in the pilot phase, Methodist leadership, curriculum, co-curricular activi- Ladies’ College in Melbourne, Australia, ties, service learning, professional develop- backgrounds; and the attitudes stated: “The shared definition of global citi- ment and environmental sustainability? zenship was powerful in the creation which How can a school community develop a and values necessary to interact involved lots of discussion. We next defined shared understanding of what this means what it looks like in practice.” Turning Point and what it looks like in action? Many respectfully with others. School continued: “A steady focus on global schools share this goal of developing global perspectives has focused faculty profession- citizenship in their students, but experience al development and has led to significant suggests such goals are sometimes daunting progress in teaching pedagogy and practice. in their ambition and all too often frustrat- International Certification provides a Additionally, this process informed bridg- ingly vague in their structure. whole school framework and a flexible ing across grade levels and highlighted structure within which schools may tai- cross-curricular integration opportunities. If global citizenship understandings, skills lor the process of defining and develop- You only have to walk into classrooms and and attitudes and values are required for our ing global citizens. It is a developmental, down the hallways of Turning Point to see students to face unprecedented challenges growth minded, and consultative process the impact International Certification has and opportunities in the world today, then in which CIS International Educational had on student learning.” how are schools identifying, teaching and Specialists, all of whom have a background assessing them? How are school leaders in developing global citizenship in schools CIS developed International Certification and teachers being trained to address global across the world as teachers, leaders and as a distinct model, specifically for schools citizenship throughout a school? How are facilitators, offer resources, professional that wish to take a deep dive to examine school leaders, teachers and students being development and support throughout the the enablers of intercultural competency made aware of their own intercultural com- Certification process. Schools who wish and ultimately - global citizenship, which petence and how to improve upon it? to develop strategic impact and authenti- is very different than a broad accredita- tion model that evaluates all aspects of the CIS International Certification: cally live their mission statement of global citizenship would greatly benefit from institutional life of a school. With a truly Educating for Global global perspective of education borne of Citizenship International Certification. It is an op- portunity to explore, identify and evaluate first-hand experience working with a myr- In response to this ever-growing and ur- a school community’s fundamental values iad of schools across the globe, the Council gent need we heard from our members, and beliefs about international education of International Schools understands that CIS developed a service, International and their impact on the resulting outcomes the notion of intercultural competency is Certification: Educating for Global each school plans for its students. GLOBAL, cont'd pg 15  14 spring 2017 intered GLOBAL, continued from pg 15  26-29 June 2017 • Nova Southeastern University both challenging to under- Fort Lauderdale, FL stand and to embrace. The intercultural development exercise that is integral to International Certification serves as a stimulus for con- versations among the faculty Association for SUMMER the Advancement of focusing on the typically International Education hidden aspects of intercul- 2017! CONNECT • SHARE • LEAD tural competency dealing with cultural norms, values, perceptions and assump- AAIE INSTRUCTIONAL LEADERSHIP INSTITUTE tions, and placing less em- phasis on some of the more BUILDING YOUR INSTRUCTIONAL LEADERSHIP: visible aspects typified by ENSURING AN EXPERT TEACHER IN EVERY CLASSROOM food, festivals, fashion and Join us for a practical, engaging and inspiring four-day institute with Dr. Fran Prolman. Experience working with your authentic school data and flags. This important shift analyzing case studies from your school context. Learn through interaction within the six International with your colleagues through small group, dyad and individual analysis with consistent consultant support. Design an action plan which is immediately Certification projects el- ready for implementation back at your school in August. Expand your leadership evates the focus from merely with a repertoire of dozens of modeled and practiced strategies and structures during these high-powered four- days of active learning and collaboration! “doing” to strategically tak- Facilitated by: ing an in-depth look at The topics of these four days include: Dr. Fran Prolman which actions and outcomes • qualitative, quantitative and “real-time” data analysis protocols and diagnosis • protocols and structures for psychologically safe data reflection will truly develop global citi- • skill building for high functioning data teams and data team practices and procedures zens in the school. • formative assessment strategies and evidence of student learning. • designing a teacher professional growth system for a positive school culture • data-driven conversation and supervision Deborah Richman, Turning Point Head of School, For Hotel & Reservation Information said: “I did not expect the Go to www.aaie.org and click on International Certification Events > Summer Institutes Projects to take us into so much depth.” This service REGISTER TODAY AT aaie.org provides a focused roadmap REGISTRATION FEE for schools to better under- Early Bird AAIE Member: $950 stand and develop global (After 15 April $1,000) citizens. The magnitude of Early Bird Non-Member: $1,200 the investigative process (After 15 April $1,300) sustained a focus that en- couraged the entire school For more information contact Association for the Advancement of community to take a stake [email protected] or go to www.aaie.org International Education in Turning Point’s pro- and click on the EVENTS tab CONNECT • SHARE • LEAD cess towards achieving CIS International Certification. beliefs. This used to be an isolated event, towards social cohesion and intercultural Richman explained: “The faculty and staff but now includes everyone in the commu- dialogue.” This requires a strategic plan for and community at large took it very seri- nity. We have had lots of discussion about a curricular and pedagogical change, staff pro- ously because of how in-depth it was.” common language policy with sensitivity to fessional development, and a critical look at cultures being able to express themselves in service learning and co-curricular programs. As result of International Certification, St. their mother tongue, yet not isolating them- The development of global citizenship and Timothy’s School, Baltimore, MD not- selves or inhibiting learning and commu- intercultural competence in schools is ambi- ed: “The most immediate change was the nication with the school community. Unit tious and long-term, but necessary for social ‘Culture Shock’ sessions changing from just planning has focused on global contexts and sustainability in the world, perhaps needed including the international students, to in- threading this through our units. This has re- now more than ever before.  cluding all the girls at St. Timothy’s School. ally helped our cross-curricular connections The International Club that used to be a and paying attention to using culturally sen- Ann Straub is International Advisor, separate club, now hosts multicultural events sitive and accurate materials.” IDI Qualif ied Administrator, with the for the whole school during the school year. Council of International Schools (CIS). The international students talk about their As the OECD Proposal states, “It is time [email protected] roots, celebrations, family traditions and to rethink the role of education as a vehicle intered www.aaie.org 15 16 spring 2017 intered About the Institute

The AAIE Institute for International School Leadership is designed to meet the needs of active and aspiring international school leaders.

The AAIE Institute includes:

Eight online courses; each seven weeks in duration resulting in a certificate.

Experienced international school leaders serving as course instructors and mentors.

Flexible online class schedule to meet the specific demands of working international educators.

Option to register for individual online courses to address key areas of individual development.

Global recognition as an AAIE Fellow after completion of all eight courses.

Drawing on the AAIE Institute Courses, Wilkes University offers seamless degree pathways that will deepen your knowledge and broaden your vision of transformational leadership in the international school community, with tree convenient options...

8 AAIE Institute Courses = AAIE International School Leadership Certificate & AAIE Fellow Status

8 AAIE Institute + 4 Wilkes M.S Courses = Master’s of International School Courses Leadership Degree

7 AAIE Institute + 10 Wilkes Doctoral Courses = Doctor of Educational Post Master’s Courses Leadership Degree

Visit www.aaieinstitute.org to learn more.

AAIE Institute for International School Leadership Presented by AAIE, in partnership with PLS3rd Learning. Graduate credit and a Master’s Degree in International School Leadership or a Doctoral Degree in Educational Leadership available through Wilkes University.

intered www.aaie.org 17 CASE STUDY: THE FUTURE OF INTERNATIONAL SCHOOLS

ISS's Strategic Plan—Making a World of Difference: A Framework for the Future he future of international 1 below shows how ISS has evolved in re- schools” is the theme of By Liz Duffy sponse to key global trends by comparing this edition of InterED, Historic ISS to Emerging ISS and identi- and it was also the focus of international school sector. During the stra- fying seven strategic priorities. International Schools Services’ (ISS’s) recent tegic planning process, we surveyed our con- strategic planning process. Given that con- stituents, conducted interviews and focus International Schools Services has begun “T groups with both new and longstanding cli- to redouble our focus on the seven strate- fluence, following is a brief summary of the context, framework and key trends that ani- ents, and spoke with respected leaders in the gic priorities listed in the right column in mated our process with the hope that a case international school community. Through order to best serve the international school study of ISS’s strategic plan will help other that process, we identified key trends in community and most importantly, prepare international educators as they plan for the international education that will shape not students attending international schools future of their schools or organizations. only ISS’s future, but also the future of the today to be thoughtful, imaginative, global international school sector. Based on those leaders. Following are brief descriptions of The Context: A Brief History of trends, we developed a Framework for the three of the priorities: Global Mindedness, ISS Future. This article describes a few key fea- Diverse Co-Created Communities, and International Schools Services (ISS) was tures of that framework. Innovative Best Practices, with broad rel- established in 1955 by Arthur Sweetser Historic Versus Emerging ISS evance to the international school sector to support the International School of going forward. Since ISS was founded, the world has seen Geneva, an international school that he Global Mindedness helped to found and that his children had dramatic changes over the past six decades. attended when Sweetser was in Geneva to The evolution of the international school When ISS was founded, there were few in- establish the League of Nations. From its community and, in particular, ISS have ternational schools and most served exclu- modest beginnings, ISS has grown into a mirrored many of those changes. Figure sively or nearly exclusively expat students, leading provider of services to overseas HISTORIC ISS EMERGING ISS STRATEGIC PRIORITIES American schools. International Schools Overseas American Global-Mindedness Global Perspective Services was among the first international Perspective school service organizations, and we have Isolated School Enclaves Interconnected Educational played a leadership role in international Communities education throughout the past six decades. Closed Homogenous Diverse Open Networks & Strategic Since 1955, ISS has started and managed Club Partnerships Diverse, Co-Created Communities over 100 schools on five continents; re- Old Power-Consuming New Power – Co-Producing & Co- cruited and placed more than 40,000 inter- Services Owning Services national educators; connected 2,000 supply School Management School Leadership & Best Practices vendors with schools worldwide; managed Documented Process of 75 school foundations, and developed stan- Tailored Projects Customization & Research-Based Innovative, Best Practices dards-based language and other curricula Replicable Models and professional development programs. Stability & Status Quo Change Leadership, Innovation & We also helped to launch numerous organi- Continuous Improvement zations that support and promote interna- Opportunistic Initiatives Strategic Prototypes tional education, including the Association Responsive, Word-of- Pro-Active Business Development, Proactive Marketing for the Advancement of International Mouth Promotion Marketing & Branding Education (AAIE), the Academy for Customer Service Value-Add International School Heads (AISH), and Customer Value most recently, the International Task Force Value-Creating Nonprofit/Social Profit-Making Business Venture on Child Protection. International Schools Employee Initiative & Distributed Services continues to actively support many Top-Down Management Leadership regional associations and international Silo’ed Departments & Cross-Functional Teams & Integrated, Collaborative Leadership school organizations through conference Services Leveraged Solutions and other sponsorships. Hierarchical Governance Generative Governance

Recently, ISS developed a new strategic plan Cross Subsidies Sustainable Programs Sustainable Growth to ensure that we continue to provide val- ued services and innovative leadership to the Figure 1. Comparison of Historic ISS to Emerging ISS. 18 spring 2017 intered many of whose families lived overseas for independent schools in the United States as the international school community has just a few years before returning to their have also recognized that their graduates grown and evolved and the world has be- home countries. American international will live and work in a global world. To that come more interconnected. International schools were designed to be as similar to end, they are increasingly globalizing their schools today now routinely engage in both US public schools as possible so students student bodies, their faculty and their cur- their local communities and the global edu- could return seamlessly to the United States riculums and seeking ways to meaningfully cation community. when their parents’ overseas assignments partner with high quality international ended. The faculty of such schools were schools. In response to the aforementioned The community of international school also predominantly ex pats and the schools trends, going forward, we will apply our 60 educators often feels “like a small world”, generally adopted American curriculums. years of experience to develop ISS schools because over the course of their careers, As the world became more global, the that serve local children and to train and many international faculty work at multiple makeup of international schools changed mentor local faculty in student-centered schools in different countries and even dif- to include many more local or host country curricula and pedagogies. We will also try ferent continents. Bonds first established national families and local faculty as well, to engage more US independent schools in in person as colleagues have traditionally particularly in some regions of the world the global community in meaningful and been renewed at regional association meet- such as South America. The International mutually beneficial ways. ings and recruiting fairs and are now also Baccalaureate (IB) was founded in 1968 maintained and nurtured online. The new and grew in popularity, as many interna- While the makeup of the student body and generation of international teachers ad- tional schools developed global curriculums composition of the faculty contribute to a mires the closeness among the more sea- to reflect their more diverse constituents school’s global perspective, it’s essential that soned generation of international educators and the more interconnected world. international schools deliberately develop and seeks similar connections, but on their and foster a global mindset among their own terms. Not as part of a closed rela- While the percentage of international faculty, staff and students, because as inter- tively homogenous club, but rather through schools serving predominantly ex pat national educator Homa Tavengar wrote in the more diverse and open networks with students has declined significantly over a recent blog post, “Just because we travel which they’re familiar. The challenge for the past decade, the overall international and live globally doesn’t mean we pos- ISS and other international school orga- school market continues to expand at the sess a global mindset. Practicing humility, nizations going forward is how to foster rate of about 7% a year as wealth increases empathy and deliberate reflection doesn’t the same strong sense of community that around the world, middle classes emerge in come automatically with a passport.” To the older generation feels among younger many countries, and parents of children in that end, ISS has begun to invest in global emerging school leaders, and how to ensure countries with emerging economies seek mindedness training for our staff, board, that the future leadership of international to ensure that their children are ultimately and schools. schools reflects the greater diversity among prepared to participate in the global econ- Diverse, Co-Created international school students and families. omy. This desire is so strong that parents Communities are willing to invest a significant part of To broaden the pool of international their earnings in their children’s education. Given the relative ease of transportation school leaders, for the past 15 years, ISS In particular, parents want their children and the ubiquity of technology, our sense has hosted an annual women’s symposium, to become fully fluent in English, develop of community has been radically altered in which we recently renamed the Mary Anne critical thinking and creative problem solv- modern times. As Kwame Appiah (2006) Haas ISS Women’s Symposium, in honor ing skills, and attend American or other describes in his book Cosmopolitanism: of the founder and longtime leader of the Western universities – all in preparation for Ethics in a World of Strangers, for most of program. More recently, in collaboration careers with multinational companies or human history, people lived their entire with other international organizations and organizations. lives in close proximity to where they were school leaders, we have organized confer- born and interacted with a relatively small ence workshops for both women and men Nearly all the growth in international number of people with whom they were interested in becoming more effective lead- schools in recent years has been of schools often related and certainly familiar. With ers. The focus of those workshops this year serving predominantly local or regional stu- the advent of global trade, rapid transit and has been on the work of law professor Joan dents. Such schools tend to be established mass communication, people now interact Williams and Rachel Dempsey (2014), who by the business elite of the host country, regularly and easily across continents and in their book What Works for Women at Work, have more modest tuitions than the schools time zones. Originally, many international identified four patterns of bias that women developed for expat children with corporate schools felt like isolated enclaves, because leaders regularly confront, including: tuition allowances, and employ more local they served mostly expat children, em- • Prove it Again Bias: Women have to teachers. These new global schools aim to ployed predominantly expat faculty, and prove their competence over and over expose students to a world-class interna- were often located on expat compounds. because the stereotype of a leader is tional education, while still maintaining While that sense of isolation was already male. fluency in their native language, instilling a beginning to change when ISS was found- strong sense of local culture and values, and ed in 1955, because like Sweetser many • TheTightrope : Women have to nego- honoring local societal norms. international school founders and leaders tiate the fine line/tight space between valued cross-cultural interactions, the tenor While ISS has traditionally focused on ed- has shifted dramatically in recent decades ucation outside the boundaries of the US, CASE STUDY, cont'd pg 20  intered www.aaie.org 19 CASE STUDY, continued from pg 19  initiatives from their schools. better travel and communications—in short, for the world as it ought to be.” That In an article in The Harvard Business Review commitment endures. Indeed, as part of being too masculine and too feminine entitled, “Understanding ‘New Power’”, our strategic planning process, ISS ad- in order to be both liked and respected the authors, Jeremy Heimans and Henry opted a new tagline—Making a World of as leaders. Timms (2014), distinguished between new Difference—that reaffirms the importance power and old power. Traditionally, com- of international education to foster global • The Maternal Wall: Mothers (and panies and organizations developed prod- understanding and cooperation. We also even potential mothers) are held to ucts and services for customers to consume. drafted a new mission statement to reflect higher performance and punctuality With the development of Web 2.0, people the Emerging ISS and emphasize our stra- standards than their male counterparts. now prefer to be co-creators and co-owners tegic priorities: of the services they use. In that spirit, ISS • Tug of War: The other three patterns has begun to use social media tools, such Since 1955, ISS has been a nonprofit leader of bias fuel intense conflict/competi- as Twitter, to connect and support inter- in international education. We provide tion among women. national educators with shared interests. comprehensive, customized, student- Indeed, in a short time, #issedu has become centered services to schools and educators Although William’s research focused pre- a vibrant, co-created community of inter- that exemplify best practices, catalyze dominantly on women CEOs, the trends national educators. There has also has been innovation, foster collaboration, and she identified have resonated strongly with considerable communication and collabo- connect educators around the world. We female international educators and their ration across our schools through school are committed to creating and supporting male colleagues and mentors. The women’s resources shared on Central Desktop and world-class schools across the globe symposium and workshops are just a few Twitter posts to #issedu. To ensure that that educate students to be thoughtful, of the many efforts now underway around ISS and the schools with which we work imaginative leaders and promote global the globe to encourage diverse educators to continually improve, we will build on those understanding. pursue careers and leadership opportunities efforts by finding more effective ways to in international education. To help coordi- document and share ISS best practices We have begun to use that mission state- nate and leverage those efforts, ISS, in con- among our schools and with the interna- ment as a guide to determine new service junction with AAIE, launched a Diversity tional school community more broadly. offerings. From among the many objectives Collaborative at the AAIE annual confer- and activities outlined in our strategic plan, ence in February 2017. We are also committed to keeping abreast we have identified three signature programs Innovative Best Practices of educational trends by staying connected that reflect our strategic priorities and that to leading educational innovators around will be critical to realizing our vision: When many of the first international the world. During 2016-2017, ISS devel- schools were founded in the wakes of oped Level 5, a creativity and innovation • ISS Schools will serve the growing World War I and World War II, as part of hub in Shenzhen, China, as well as Open population of host country national efforts to promote global understanding Book, an online curated library of curricu- students and faculty interested in in- and world peace, there was a strong empha- lar resources. Both feature professional ternational education. sis on stability and reestablishing the sta- learning opportunities with leading inter- • ISS Communities will connect the tus quo after the devastation and chaos the national educators. We have also begun to various constituencies with whom ISS world had just encountered. Today, there is provide face-to-face workshops and semi- works and co-create content to serve much more focus on change management, nars and virtual professional development each constituency. innovation and continuous improvement, classes and webinars on other cutting-edge given the fast-paced, competitive, intercon- educational topics, such as the science of • ISS Professional Learning will of- nected world in which we live and work. learning, student leadership, global mind- fer face-to-face workshops, webinars, edness, and child protection. There is a wealth of knowledge, experi- online courses and other professional ences, and educational innovations among Conclusion: Making a World of development opportunities for inter- international schools. The challenge is to Difference national educators. respect the unique circumstances of each From its inception, ISS has been animated Over the course of his distinguished career, school while at the same time establish by a desire to make the world a better place Arthur Sweetser saw tremendous progress processes and incentives for sharing best through education. Our founder, Arthur in the establishment of international orga- practices and learning among ISS schools, Sweetser, believed that a good education nizations to promote global understanding other international schools, and beyond. was essential for a thriving world. Upon and preserve world peace. He, in fact, had We’ve recently made concerted efforts his retirement from the United Nations, a hand in establishing many pre-eminent in this direction though the hosting of Sweetser told his colleagues, “You are international organizations, most of which an annual June gathering at Princeton working for all the ends that make life still exist today, including ISS, the United University, one of the educational lead- worthwhile on this planet – for peace, for Nations, the Woodrow Wilson Foundation, ers of our schools. One of the highlights the eradication of war, for human advance- the International Baccalaureate, and the of the June gathering of school leaders is ment, for human rights and decencies, for United Nations International School “One Best Thing,” where the school heads better living standards, better education, share innovative programs and special CASE STUDY, cont'd pg 23  20 spring 2017 intered Teaching Culturally, Linguistically Diverse, & Exceptional Learners Master of Education (MEd) Degree Changing the Educational Landscape Locally and Internationally The Teaching Culturally, Linguistically Diverse, & Exceptional Learners (TCLDEL) program combines coursework across multiple disciplines including English as Second Language, Foreign Language, Elementary Education, Special Education, and Advanced IB Studies but provides a path for new and experienced teachers to specialize in their area of interest. Graduates obtain positions both within diverse classrooms across the country as well as in international schools spread across the globe, including U.S. State Department overseas schools. Why Choose Us? TCLDEL is part of the College of Education and Human Development (CEHD) at George Mason University. Located in Fairfax, Virginia, Mason is a Carnegie “highest research activity” (R1) institution. Mason is the largest public university in Virginia with more than 35,000 students. CEHD has consistently ranked nationally among US News & World Report’s top 50 schools of education over the last several years. Be a Changer Making Leader and Apply Today gse.gmu.edu/div-apt

intered www.aaie.org 21 FEATURE: THE FUTURE OF INTERNATIONAL SCHOOLS

Intercultural Learning and Questions of Identity hat teachers believe affects When we consider those models that do what teachers teach and By Debra Williams-Gualandi refer to identity in their discussion of inter- how they teach it. In an cultural learning, they suggest that learn- educational world where We hear of cosmopolitan intercultural edu- ing about other cultures involves change in teachers are being asked to develop inter- cation6 and cross-cultural education7. It is identity, layering of identities or the devel- Wcultural understanding in their students, no wonder that while teachers agree that opment of multiple identities. For example, the question of how to ensure that teachers intercultural learning is important, we may in the Australian Curriculum, students will are equipped to guide them in this area is of be overwhelmed by the various approaches, identify ‘the roles that culture and language central importance. definitions and methods available to us. play in shaping group and national identi- ties’, ‘explain ways that cultural groups and Muddying the waters somewhat is the fact Within these conceptual constructs, sig- identities change over time and in different that no single definition of the concept of nificant commonalities exist, alongside dif- contexts’, and ‘analyse how membership of intercultural understanding exists. Indeed, ferences in emphasis or purpose, depending local, regional, national and international there is no agreement on which term on where the concept has emerged from, groups shapes identities including their should be used in educational settings to and in what contexts it is used. Because the own’ (www.australiancurriculum.edu.au). denote the types of learning outcomes that concept of intercultural understanding has At the most advanced level of intercultural are seen as central to education in a multi- its roots in different fields, such as language literacy, Heyward (2002) defines identity cultural, fluid and rapidly changing world. education (Kramsch, 1993, 1998; Byram as bicultural, transcultural, or global, where (1997, 2001), multicultural education individuals can ‘consciously shift between The term intercultural understanding is (Banks, 1994), cultural studies (Hall and multiple cultural identities’ (p. 16 – 17). one in a rich but complex array, which Du Gay, 1996) and post secondary cross- also includes, for example, ‘internation- 1 2 cultural education (Cushner and Mahon, The focus on identity development as an al-mindedness’ , ‘intercultural literacy’ 2002), it is to be expected that its definition aspect of understanding appears more and ‘intercultural competence’3 . ‘Global- 4 is not yet fixed and is the continued focus of pronounced and explicit from the angle of mindedness’ has been used as a concept in debate and questioning. global citizenship education. In Oxfam’s discussions of the impact of study abroad Curriculum for Global Citizenship programs. The concept of ‘global citizen- One aspect in the intercultural field that 5 (Oxfam, 1997, 2006), identity is included ship’ has been developed by UNESCO emerges in uneven and under-theorized as an area of knowledge and understand- (2015) in the recently published framework ways is the concept of identity. While most ing. Language, beliefs and values contribute ‘Global Citizenship Education: Topics frameworks and models in this field of study to cultural identities, as do historical pro- and Learning Objectives’ and Oxfam’s make reference to some combination of cesses and questions of power. Identity is ‘Curriculum for Global Citizenship’ knowledge, skills and attitudes related to in- viewed as multi-faceted and flexible (p. 16). (Oxfam, 1997, 2006). tercultural learning, a smaller number refer The UNESCO (2015) framework views to the effect that intercultural education has identity as multi-levelled, and related to on issues related to an individual’s sense of relationships with others. A distinction is identity. made between personal and collective iden- tity, and it is considered a driver in creating By listing the following examples of frame- 1 The International Primary Curriculum re- social groups (UNESCO, p. 31). fers to international mindedness in its approaches to works or models that view identity forma- learning (IPC, 2014). Hill (2000) see it as an inclusive tion as integral to intercultural learning, my In Sawir and Marginson’s work (2012) in term to describe efforts in a wide variety of education- aim is to encourage thought about how we al contexts with an international focus. International cosmopolitan intercultural education, in- mindedness is an integral part of the International view identity development in this context. tercultural education is a process of self Baccalaureate mission statement (IB, 2014). Is it obvious to some ? Out of the ques- formation, and as such, is complex, reflex- 2 Heyward (2002) describes a set of attri- tion for others ? In need of further consid- ive and open. Complexity derives from butes, skills and knowledge that shares commonalities eration ? Do we believe that all teaching with definitions of intercultural understanding and the fact that it includes a range of roles international mindedness. ultimately leads to identity development, or and life projects. It is a reflexive process 3 Deardorff (2006) provides a research- is that something that happens despite our because students are considered active hu- based definition of intercultural competence, which work, in parallel to it or in the margins ? man agents who are aware of their personal includes attitudes of openness, respect and curiosity. 4 Kehl (2006), Golay (2006) and Hett potential for change and it is open because (1993) assess the extent to which an individual con- 6 Sawir and Marginson (2012) focus on the a person’s identity is not considered static siders world community connectedness as central to role of self formation and conduct their research with but always in flux. In this view of identity as their view of self and the world, as part of the defini- post high school study abroad students. continually changing, people draw on more tion of global-mindedness. 7 Cushner (1992) developed the first ver- 5 Discussed by Marshall (2007) in ‘The sion of the Inventory for Cross Cultural Sensitivity, than one identity in composing a sense of global education terminology debate: exploring some which included factors considered significant in cross- themselves and what they do. of the issues in the UK’. cultural interactions. 22 spring 2017 intered From within the field of intercultural com- believe affects what they teach and how Hett, E. J. (1993.) The development of an instrument munication competence, Ting Toomey de- they teach it, do we believe that our work to measure global mindedness. (Unpublished doctoral dissertation), University of San Diego, San Diego, CA. velops an identity negotiation theory (Ting- with students involves shaping their identi- Toomey, 1999, 2005) and analyzes the ties ? The responsibility is significant, and Heyward, M. (2002). From international to inter- cultural : Redefining the international school for a identity change process as individuals en- how we approach the topic stems in part globalized world. Journal of Research in International counter new cultural realities. The proposed from our beliefs about what identity is and Education, 1 (1), pp. 9– pp. 32.  framework emphasizes multiple identity how it is formed in the first place. Hill, I. (2000). Trends in international education : in- issues, including sociocultural identity, rela- ternationally-minded schools. The International Schools tional role identity, personal identity and sit- Debra Williams-Gualandi is the Academic Journal, 20 (1). uational identity boundary-crossing issues. Dean of the Secondary School, International International Baccalaureate Organization (IBO) School of Florence. [email protected] (2014). Mission and Strategy. Retrieved from http:// Cushner views experiences that impact the www.ibo.org/ interpersonal dimension as most significant References International Primary Curriculum (IPC) Our story. and cites the importance of first hand ex- ACARA (2016). Retrieved from http://www.austra- (2014). Retrieved from http://www.greatlearning. perience in intercultural learning. Because liancurriculum.edu.au/ com/ipc/ experiential learning affords individuals Banks, J. (2008). Diversity, global identity, and citizen- Kehl, K. (2006). Differences in self-efficacy and global- mindedness between short—term and semester-long study with life experiences that are personal and ship education in a global age. Educational Researcher, 38 (3), pp. 129 – pp 139. abroad participants at selected Christian universities. affective, these experiences of situation (Unpublished doctoral dissertation), Baylor Univer- learning are critical to intercultural learn- Byram, M. (1997). Teaching and assessing intercultural sity, Waco, Texas. communicative competence. Clevedon: Multilingual ing. Cushner also states that ‘developing Matters Ltd. Kramsch, C.J. (1998). Language and Culture. Oxford: a consciousness of multiple realities that Oxford University Press. Cushner, K. (2007). The role of experience in the mak- prompt new learning’ may have the po- ing of internationally-minded teachers. Teacher Edu- Marginson & Sawir (2012). Ideas for Intercultural Ed- tential to influence an individual’s identity, cation Quarterly, 34 (1), pp. 27 – pp. 39. ucation. Palgrave Macmillan: New York. ‘travel and living abroad afford people the Cushner, K. and Mahon, J. (2002). Overseas student Marshall, H. (2007). The global education terminol- opportunity to experience what happens to teaching : Affecting personal, professional, and global ogy debate: exploring some of the issues in the UK. In their identity when they are no longer in competencies in an age of globalization. Journal of M. Hayden, J. Levy and J.Thompson (eds)A Handbook Studies in International Education, 6 (1) pp. 44 – pp. 58. of Research in International Education. London: Sage, control’ (Cushner, 2007). pp. 38 – pp 50. Deardorff, D.K. (2006). Identification and assessment If the question of identity development is of intercultural competence as a student outcome of Oxfam. Education for Global Citizenship. (2015) Re- trieved from oxfam.org.uk/education important in intercultural learning, what internationalization. Journal of Studies in International Education, 10 (3), pp. 241 – pp. 246. are the implications for teachers in the Ting-Toomey, S. (1999). Communication across cultures. New York : The Guilford Press. classroom, and schools in general ? Going Hall S. (1997). The work of representation In: S. Hall ed. Representation: Cultural Representations and Signi- back to the statement that what teachers UNESCO (2015). Global Citizenship Education. Paris: fying Practices. Milton Keynes: The Open University. UNESCO.

CASE STUDY, continued from pg 20  honors Sweetser’s legacy by ensuring that References world-class schools across the globe that Appiah, K. A. (2006). Cosmopolitanism: Ethics in a promote global understanding and edu- world of strangers. New York, NY: W. W. Norton & (UNIS). Sweetser succeeded in creating so cate students to be thoughtful, imagina- Company, Inc. many enduring institutions because he un- tive leaders continue to develop and thrive. Heimans, J., & Timms, H. (2014). Understanding derstood that organizations “like all living Over six decades after Sweetser founded “new power’. Harvard Business Review, December. Re- trieved from https://hbr.org/2014/12/understanding- organisms, must either develop and grow or ISS, we remain committed to “Making a new-power wither and die.” He also recognized that World of Difference.”  Williams, J. C., & Dempsey, R. (2014). What works nurturing organizations takes resolve, hard Liz Duffy, President, International Schools for women at work: Four patterns working women need work and a willingness to adapt and change. to know. New York, NY: New York University Press. With this Framework for the Future, ISS Services (ISS). [email protected]

The upcoming theme for the Fall 2017 InterED is Transformative Global Leadership Submit your writings, musings, and experiences to Bev Shaklee, [email protected]

intered www.aaie.org 23 FEATURE: THE FUTURE OF INTERNATIONAL SCHOOLS

Leading Change & Innovation in International Schools— The Singapore American School R&D Journey

ver the last four years, in Finland. Educators there seemed to push Singapore American School By Timothy S. Stuart, forward with such urgency, it stunned us. teachers and administrators Mona M. Stuart & Chip Kimball We asked the principal, “Educationally, visited more than one hundred yours is considered the number one school of the most forward thinking and innova- • provided timely feedback, in this country. How have you stayed this tiveO schools across four continents. What • acted on the information from forma- motivated to move from a traditional to an began as curiosity and intrigue among tive assessments to differentiate learn- innovative model of education?” His an- early participants, soon became a wave of ing through intervention and accelera- swer made the point. “Oh, you didn’t no- reflection, revelation, research and change. tion strategies, and tice the Nokia headquarters just down the The schools we visited did things that chal- street? Every day we drive past the Nokia • used varied instructional strategies to lenged many of our ideas about what edu- offices to get to work. It serves as a strong meet the needs of all students. cation could and should become. reminder of what will happen to our school Second, teachers developed partnerships if we don’t change. If we don’t change, what Our travels took us to other international with students in the learning process. and how our students learn will become schools, public and independent schools, Students had voice in what they learned like Nokia, a successful company that al- charter schools and religious schools, schools and could produce an expected plan for most overnight became irrelevant in the serving affluent communities and some of their learning that included how they would 21st Century.” the poorest communities in the world. One demonstrate their proficiency. Teachers of the most affirming discoveries was the honored their students’ unique attributes, This school and its story have served almost universal motivation of teachers and developed positive relationships focused on as a warning to our team at Singapore schools to do what is best for students. the child’s strengths and passions, and pro- American School. We are convinced that if vided personalized learning structures. we don’t change, we will become irrelevant Through our research, we wanted to dis- and inadequately serve our students. cover schools that were both progressive Identified as an exemplar Professional in design and excellent in outcome. We Learning Community at Work™ school, How Disruptive? Continuous found that innovation alone is not the se- Improvement and Disruptive we were pleased to see that many of the Innovation cret sauce of teaching and learning. In fact, constructs we hold dear were evident in some of the schools, while very innovative, some of the more progressive and effective In his book “The Global Fourth Way”, left us searching for high levels of measur- schools. But we saw a difference between Andy Hargreaves says schools must “har- able learning. Clear commonalities among our version of PLCs and what was hap- monize incremental improvements with stand-out schools didn’t include bold fund- pening in these highly effective progressive disruptive change...to develop innovation ing or outrageous facilities or a unique schools too. They increased the measure of within schools while continuously improv- caliber of student. Interestingly, the most each student’s active involvement and part- ing them” (Hargreaves and Shirley, 2009). successful innovative schools had deliber- nership in the learning process, pacing and ate structures to ensure that each student pathways. In highly effective and transfor- SAS needed to make a decision. Maybe learned at high levels in personalized ways. mative schools students radically owned you do, too. Do we throw off the shackles They benchmarked innovation against aspects of the inquiry process. of tradition and expectation in order to in- proven results. novate wildly? Do we sacrifice the careful Lessons from Finland - Nokia work of continuous improvement for un- In our school visits, we identified two clear During one of our SAS school visits, we bounded innovation? It is important for distinctions that were common among the spent an afternoon at a secondary school schools to find the balance between these schools that were both progressive and ex- in Finland. Not just any school in Finland. two change processes, but also to give edu- cellent for learning. The number one school in what is often cators genuine permission to run in new di- rections. However, if disruptive innovation First, teachers in these schools: considered the number one ranked country for education. kills our disciplined improvement, we run • took collective responsibility for the risk of having no substance underneath learning, All too often, we saw the highest perform- our new innovative veneer. International • actively collaborated, ing schools settle into status-quo as they schools need to find ways to create disrup- polish their excellence. Successful schools tive change and revolutionize educations by • used laser-like learning targets, can find it hard to harness the institutional building upon the key structures that made • established common expectations for will to change, complacency growing tall them great in the first place. learning, and choking out courage. Not at this school SAS threw off some shackles. Wisely, it 24 spring 2017 intered also chose to keep some core tenets that serve the present and the future. This in- cludes Professional Learning Communities as our foundational collaborative structure and an institutional commitment: a way to keep us honest about student learning and educator growth. How to Start, When to Stop: Change Leadership During one of our visits to High Tech High in San Diego, Larry Rosenstock sug- gested that our number one challenge with the change process was going to be to fight inertia and the tendency to “regress towards the mean.”

John Kotter suggests that the first step for initiating systemic change is to “establish a sense of urgency” (Kotter, 2012). Urgency can be created from outside forces. It can be provoked by circumstances or opportu- nities, like the R&D trips at SAS. However, The Research & Development The primary objective during this stage the benefit arrives when urgency builds Process within educators. With it, new energy and was simply to learn and reflect upon our conviction drive our community to make a Four years ago we established a com- learning. As educators, we love learning, difference for kids and their learning. This prehensive Research and Development but sometimes just don’t ‘get out enough’ happened for SAS when we saw for our- process to achieve Singapore American beyond our own context. We also tend to selves what was possible, and understood School’s vision to be ‘A world leader in jump to early conclusions without stepping for ourselves “why” it was necessary. Not education, cultivating exceptional think- back to truly reflect on the implications for all of us have the reminder of the Nokia ers, prepared for the future.’ We designed our practice. It is a disciplined professional Headquarters on our commute. We must a four-stage process, which was our effort who can learn while removing our own bias discover our own Nokia: our own sense of to manage the transformation thoughtfully so that we can find new enlightenment. urgency. and systematically, and to ensure maximum We learned from thought leaders in the success and sustainability of new programs. field, and from schools around the world. And, then there’s love. It might seem out of Throughout we worked to establish and ex- place here, but it has been a topic coded in We learned from exemplar schools, but ecute a robust community-wide communi- also from schools yet to begin their change our conversations about change leadership. cation plan. How will we know if we are pushing too process. Teams reported that their learning hard for change, or not hard enough? We Stage 1 – Research from stagnant schools was equally indelible. must love and know the people on our team The research stage gave teachers and ad- The second objective was to create a sense and understand their will, capacity and ap- ministrators an entire year to dive deep of urgency for teachers and administrators. petite for change. We must know their frus- into the educational literature, by read- Seeing the extent to which students can tration with excuses and stagnation as well. ing everything from John Dewey to John empower their own learning shone a spot- What’s at stake if we change, and what’s Hattie, and visiting schools on the cutting light on traditional practices and left the at stake if we stay the same? As Michael edge of teaching and learning. We visited team feeling dissatisfied with the status- Fullan puts it, the first “secret of change” over 100 schools in 7 countries. In his ar- quo, hungry for change. is to “love your employees.” (Fullan, 2011) ticle, “Creating the Future of Learning: The response to love is greater trust, which Singapore American School”, Tom The third objective was to clarify, “Who do is a fuel for change like none other. VanderArk suggests “(Singapore American we want to be as a school?”; “What kind of learning do we want to provide for our stu- The following section describes the School) used school visits to inspire a talented dents?”; and “What do we want to be known Singapore American School model of but isolated faculty. Exposure to the best schools for?” At the end of a lot of soul-searching, change. This is not a formula for success, in the world and a new group of critical friends our school leadership team identified three but it does offer a structure within which resulted in updated student learning expecta- “cultures” we aspired to embody: A Culture educators can dream, plan, build and rev- tions. Professional Learning Communities of Excellence, A Culture of Extraordinary olutionize learning. These are the steps created collaboration routines that broke down Care, and a Culture of Possibilities. Many (minus a thousand more micro-steps and barriers and hosted tough conversations. New of the highest performing schools in the missteps) that we took in order to make tools created new learning opportunities.” significant changes at SASl. (Vander Ark, 2016) LEA DING, cont'd pg 26  intered www.aaie.org 25 LEADING, continued from pg 25  During the Development Stage many Stage 4 – Strategic Plan & recommendations surfaced, with energy Implementation around high impact instructional strategies, As we built capacity and craved focus, SAS world can claim one or two of these cul- social-emotional learning programs, best- entered into the strategic plan and imple- tures, but only a handful can claim to em- practice Chinese immersion for K-5, and mentation phase. This process required us brace all three. These have become the SAS personalized inquiry opportunities across all to prioritize the initiatives for roll-out over Strategic Anchors and it is the cross section grade levels, as examples. We’ll sketch how a five year timeframe. We needed to gauge of these three that we believe embodies the two recommendations, at opposite ends of our school’s capacity to implement change, effective school of the future. the SAS student experience, developed flu- giving consideration to several factors in- idly out of the R&D Stages: the adoption cluding school-wide alignment, the impor- The Strategic Anchors uniquely define who of a Reggio-Inspired approach for three tance of each initiative, the dangers of ‘too we are as a school and were applied in all and four year-olds in our Early Learning much change’, and our appetite for serious R&D decision making, helping shape our Center, and the creation of Quest, a per- implementation. roadmap for the future. sonalized, year-long project-based learning Stage 2 – Development program for high school seniors. Acting on readiness and the opportuni- Stage 3 – Capacity Building ties of a nimble, small team, our first im- The development stage gave our teams a plementation was with our earliest learn- year-long opportunity to devise a school Once a set of recommendations had been ers. Our hope was to allow this cohort of reform proposal drawn from our research. created by the Development Teams, ap- three and four year-olds to experience a Locked in a windowless room with a team proved by the school’s leadership and en- wildly different SAS as they travel the of 8 to 10 of our teacher leaders, we put dorsed by the Board, it was imperative next fourteen years through our system. everything on the table, willing to sacrifice to carve out time so each initiative could The Reggio Emilia approach, honoring the the sacred cows and asked the hard ques- be implemented well and teachers could ‘hundred languages of children’, moved us tions. “If we were to design a new school be equipped to lead and participate. The from a pre-planned curriculum in single today, what would it look like?” “Given ev- Capacity Building stage allowed each team classrooms to a co-constructed curricu- erything that we have read and seen, what to implement plans with fidelity and ex- lum now unfolding in nine purpose-built can we implement that would positively cellence. This stage included professional learning hubs, each led by teaching teams and dramatically impact student learning development, pilots and prototypes, new of two. The curriculum goals focus on our in our school?” “What are our constraints, course development, and iterations of pro- Desired Student Learning Outcomes of and how immovable are they?” grams as we learned more. This is at the Communication, Creativity, Collaboration, heart of continuous improvement. Critical Thinking, Character and Cultural Asking and answering these questions Competence. was difficult and often emotional, getting This stage gave our early learning team at the heart of what we held most dear. the opportunity to receive training in the Equally poised, the high school Quest Great international schools aren’t forged Reggio Emilia approach, to unpack the Program launched, giving an inaugural by accident. They are created because well philosophy for our SAS context, and to class of twenty-two 12th grade students at intentioned, hard-working and passionate repurpose our facilities so they would be- Singapore American School broad agen- educators have spent years shaping them come a fitting ‘third teacher’, along with cy over their senior learning experience. to be what they are. Naturally, the threat parents (the first teacher) and educators A full-time year-round program allows of deconstructing things is often met with (the second teacher). The training included them to demonstrate mastery of academic caution, if not, outright opposition. People sending a team from the ELC to Reggio learning targets such as Design Thinking believe in what they have built and those Emilia training in Italy and bringing a (Science), Data Analytics (Math), Research beliefs need to be considered as a part of well-respected regional consultant to equip and Composition (English), Cultural the change process. and inspire our entire team. Awareness and Collaboration (Social Studies), Critical Thinking and Reasoning, To navigate these waters successfully, it’s During Stage 3, we established the core- and Creativity and Innovation. Each of important to develop principles in early team of three high school teachers to fa- these credits are earned by demonstrating conversations that will guide the team’s cilitate the Quest program. These teachers proficiency of skills through personalized work. It was easier for our Development received 50% release time to receive train- and interdisciplinary projects. This culmi- Team members to come to agreement on ing in design-thinking from the Stanford nating program is the counterweight to some of the big ideas first and then move D-School, to design a framework for per- the Reggio approach, offering similar space to more specific implications which are sonalized learning that would not only meet and agency to our oldest students, trusting often controversial. For example, the team graduation requirements and college expec- them to take their learning in directions can agree that children who can exercise tations, but that aligned with our strategic that break the mold and motivate them agency over their learning learn more than anchors of Possibilities, Excellence and while demanding proven results that we students who don’t own their learning. The Extraordinary Care. They also recruited for imagine will open new and unique doors next step was to decide how the school is the Quest program. A purpose-built Quest beyond SAS. going to give students the opportunity to learning hub was built during this time. own their learning process. The Strategic Plan The Strategic Plan outlines a five-year plan

26 spring 2017 intered to move the school from its current itera- know is right for the students we serve. Vander Ark, Tom Visiting School: Transforming Pro- tion to a desired future. Five strategic areas fessional learning. http://gettingsmart.com/2016/05/ transformative-professional-learning/2016 of focus were identified: We know more today than ever about how to facilitate learning at high levels and what 1. Professional Learning Communities is truly important for children, but many Dr. Timothy S. Stuart is the Executive 2. Standards-Based Approach schools are simply not changing the learn- Director of Strategic Programs at Singapore ing experience. They risk being the Nokia American School and helped orchestrate its 3. High Impact Instructional Practices for schools. Our hope is that our journey Research & Development initiative. He is 4. Pastoral Care will spark a sense of urgency and hope in the editor and co-author of Global Perspec- you, give you new reasons to explore change, 5. Systems Supporting Learning tives: Professional Learning Communities and provide a simple, research-based and at Work in International Schools, pub- The power of a well-crafted strategic plan is reliable construct to return agency to stu- lished by Solution Tree in 2016. Dr. Chip to help the organization focus on the areas dents, maintain standards for learning and Kimball is the Superintendent of Singapore of most importance, asking what will yield heighten vision in schools. American School, the catalyst and keeper the highest return on a school’s investment. References of its vision, and a contributing author to It is the implementation of the plan where Global Perspectives: Professional Learn- the “rubber meets the road.” Fullan, Michael. The Six Secrets of Change Hoboken, NJ: Jossey-Bass, 2011. ing Communities at Work in International Closing Thoughts Schools. Mona Stuart is the Director of Hargreaves, Andy, and Dennis Shirley. The Fourth Way: Admissions at Singapore American School Change in international schools is complex. The Inspiring Future for Educational Change. Thousand Oaks, Calif: Corwin Press, 2009. Print. whose role is not only to fill the school with It requires foresight, strategy, patience, and an optimal learning community, but to help above all courage: courage to do what we Kotter, John P. Leading Change. Boston, Mass: Har- vard Business School Press, 2012. Print. fulfill its vision. intered www.aaie.org 27 Accredited. College-Prep. Online.

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28 spring 2017 intered FEATURE: THE FUTURE OF INTERNATIONAL SCHOOLS

The Future of International Schools: Fostering Global Competence To succeed in this new global age, our students integrate across disciplinary domains and will need capacities that include but go beyond By April Mattix-Foster, Shoonit to comprehend global affairs and events, reading, mathematics and science – they will Khosen and Karen Wrightsman and create possibilities to address them” (p. need to be far more knowledgeable and curious 184). He further suggests that global com- about world regions and global issues, attuned These themes are fluid and at times over- petencies include “attitudinal and ethical to diverse perspectives, able to communicate lapping, but they form a solid foundation of dispositions that make it possible to interact across cultures and in other languages, and dis- the type of student who will be ready to take peacefully, respectfully and productively with posed to acting toward the common good. Put on the challenges of the world ahead of us. fellow human beings from diverse geogra- simply, preparing our students to participate For the purposes of this paper, we look spe- phies” (p. 184). fully in today’s and tomorrow’s world demands cifically at the last feature, fostering a deep If we take the essence of the various defi- that we nurture their global competence… sense of global competence, as a linchpin to nitions, we typically are left with the idea (Boix Mansilla & Jackson, 2013, p. 2) the future success of international schools. that global competency is the set of knowl- The Landscape of International D efining Global Competence edge, skills, and dispositions needed to live Schools and work in a global society. This idea is Global competence has been defined in particularly useful in educational settings The history of international schools is as many different ways. When viewed as a vast and rich as the multiple intents to as educators can best use concrete ways to whole the definitions encompass similar infuse global competencies in their teach- define what an international school is and ideas, but often focus on different areas of what its learning outcomes are. What we ing and learning approaches. Among these emphasis. The Asia Society and Council of competencies include: can safely assert is that while international Chief State School Officers define global schools are diverse in nature, they are rap- competence as “the capacity and disposition [T]he acquisition of in-depth knowledge idly growing in response to both pragmatic to understand and act on issues of global and understanding of international and ideological needs. In fact, growth significance” (Boix Mansilla & Jackson, has been exponential, according to The 2011, p. xiii). The Longview Foundation issues, an appreciation of and ability to learn International School Consultancy CEO, (2008) mirrors this definition, but asserts and work with people from diverse Nick Brummitt, who noted that global that “a body of knowledge about world re- English-medium international schools have gions, cultures, and global issues, and the linguistic and cultural backgrounds, pro- expanded from approximately 2,500 in the skills and dispositions to engage responsi- ficiency in a foreign language, and skills to year 2000 to over 7,000 in 2015 (Brummitt, bly and effectively in a global environment” function productively in an interdependent 2015). International schools come in all (p.7) should be added to more fully encap- world community. (National Education shapes and sizes, follow a myriad of dif- sulate the idea of global competence. Association, 2010, p. 1) ferent curricula, and can look exceptionally different from one another. However, what While the aforementioned definitions are These definitions provide a useful frame- ties all these schools together into one body broad in scope and emphasize dispositions work for thinking about the overarching is the mission of the school: to create glob- and action, other definitions include specific development of global competence in stu- ally competent, internationally minded, well areas of competency and emphasize critical dents, but in a highly theoretical sense. In rounded students who are prepared to meet analysis and interaction with others. For the next sections we look specifically at the challenges of our globalized world. example, OECD (2016) defines global more concrete ways of realizing global com- competence as the: petence in teaching and learning. The present era of globalization – charac- Building Global Competence terized by significant changes in communi- [C]apacity to analyse global and intercultur- cation, travel, and the rise of multinational al issues critically and from multiple perspec- In order to bring these competencies to corporations – has directly and indirectly tives, to understand how differences affect fruition we recommend that Young’s (2016) influenced the evolution and expansion of perceptions, judgments, and ideas of self and seven skills and attitudes be incorporated international schools. In the 21st century, others, and to engage in open, appropriate or emphasized in the curriculum and peda- we are recasting our understanding of the and effective interactions with others from gogical practices of international schools, world and how we have to address chal- different backgrounds on the basis of a shared and serve as goals for developing the global lenges; globalization is demanding a new respect for human dignity. (p. 4) competence of not just students, but for way to think about the world. We suggest teachers and administrators as well: that, for all international schools, there are In a similar vein of specificity, Reimers several overarching themes that should be (2010) defines global competency as “the • Appreciation of culture: Globally considered: developing 21st-century skills, knowledge and skills to help people un- global citizenship, and global competence. derstand the flat world in which they live, CO MPETENCE, cont'd pg 30  intered www.aaie.org 29 CO MPETENCE, continued from pg 29  • Inquisitiveness Speak more than one language: Language • Interest in continuous learning shapes the way we view others and the world, and thus, learning additional lan- • Courage competent students see their own cul- guages enhances our understanding of our- tures as strengths, seek to understand • Self-reliance selves and others. Teachers can help foster the cultures of others, are aware of sim- • Self-confidence a classroom culture where students’ mother ilarities and differences among cultures, • Self-control tongues are valued and multilingualism is and understand that behaviors and val- • Self-knowledge celebrated. In an elementary classroom, ues are often tied to cultures. for instance, young students can teach each • Positive outlook toward adversity other words that are meaningful to them in • Evaluation of information: Globally • Independence their mother tongues, opening a small win- competent students regularly question • Appreciation of diversity dow into their cultures. Parents and guest easily accessible information to seek • Perseverance speakers can be invited to share games and deeper understanding and thought- • Creativity songs in different languages, and analyze fully evaluate materials and perspec- folktales from around the world. tives, rather than accepting things at • Flexibility face value. • Comfort with uncertainty Know your yourself and others – inside • Open-mindedness and out: Encouraging students to be em- • Cross-cultural communication skills: • Language & communication skills pathetic will foster respect for and under- Globally competent students effective- standing of others’ feelings and actions. It ly exchange ideas with peers and adults • Assertiveness can help students project themselves into from different backgrounds – either • Sense of humor another person’s situation. Teachers can virtually or in person – and have the Developing these attributes will allow stu- help students realize the diversity, as well skills to enter new communities and as the interconnectedness of human ex- spaces. dents to look beyond their immediate envi- ronment, to recognize perspective, to com- perience, by exploring global issues and concepts. Students could analyze a global • Perspective taking skills: Globally municate with diverse audiences, and to issue from multiple perspectives and role- competent students demonstrate curi- take action (Boix Mansilla & Jackson, 2011, play conflict resolution scenarios. Through osity as well as empathy, tolerance and p. 11) — all key fundamental capacities nec- group projects and discussions, students can respect, and show compassion for the essary in the 21st century. learn to collaborate and develop this impor- perspectives of others. Putting Global Competence tant global life-skill. into Action • Intelligent humility: Globally com- Test your worldview against the actual petent students understand that their Developing our global competency is a facts: Before introducing a new concept knowledge is not complete – that they journey, not a destination. Teachers can en- or idea, teachers can encourage students to don’t know everything – and they ap- hance this journey for themselves and their become aware of their prior knowledge and preciate how much more there is to students by formally (taught) and informal- refine their understanding as they inquire learn about the world. Globally com- ly (caught) promoting the development of about new ideas and concepts. During class petent students understand the grandi- related knowledge, skills, and dispositions. discussions, encouraging students to justify osity of the world and its complexities. Gerzon (2010) shares multiple strategies their answers and provide evidence to sup- that teachers can enact in their classrooms port their opinions will help them to reflect • Divergent thinking: Globally compe- to enhance students’ global competency. on what they think and why they think this tent students see alternative or original Here are few to get us started: solutions to existing problems and can way. Students can analyze a real-world envision the world differently from Be the change that you want to see in the conflict by exploring news reports from dif- how it currently exists. world: Change begins with me – it all starts ferent countries, and learn to distinguish with educators modeling the expected atti- between facts and interpretations. • Technological literacy: Globally com- tudes and dispositions and purposely teach- Seek common ground: Gerzon (2010) re- petent students utilize and explore ing them. This strategy can be applied daily minds us that we do not need to minimize existing technologies to communicate through formal and informal interactions differences, but we do need to learn about and collaborate with others, and to with students. Continuous self-reflection those things that we share. We want to en- learn and share new ideas and better opportunities will encourage students to courage celebrating and recognizing simi- information. identify their strengths and the areas they larities as well as differences. Human rights still need to work on to become more in- Focus in these areas can help develop glob- and the rights of the child are universal and ternationally minded and globally compe- ally competent students who possess what pertain to every human being, no matter tent. Modeling and encouraging students Box Mansilla and Jackson (2011) deem our differences. These shared rights can be to think, act, and reflect continuously will to be the attributes of globally competent used as a springboard for inquiries into the help them identify the impact their own graduates: interconnectedness of our world and expe- choices have on themselves and others, and riences. When studying the values, beliefs • Initiative learn to take responsibility for their actions or inactions. • Enthusiasm COMPETENCE, cont'd pg 34  30 spring 2017 intered DISCOVER A COLLEGE

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intered www.aaie.org 31 CURRENT ISSUES IN INTERNATIONAL EDUCATIONAL LEADERSHIP

The Refugee Crisis Project: An ACS Athens Journey— Knowledge, Empathy and Action

he 2015-16 school year began to educate students about the psychologi- with the usual ‘buzz’ that sur- By Steven Medeiros, cal, economic, political, historical and social rounds Middle School stu- Peggy Pelonis and Chris Perakis causes and repercussions of the events they dents on the first day after a were witness to. They aimed to build em- two month vacation. Before long and once Thus, to stay true to the ACS Athens vi- pathy, facilitate understanding and inspire classes resumed, students were ready to join sion of “Empowering students to become action within the community, and to prod T architects of their own learning,’ the Middle clubs, create new interest groups and begin students to think about, debate and propose their community projects. Worldwide and School faculty and students embarked on a political solutions to the crisis on a national local media broadcasts detailing stories of school-wide educational voyage. Teachers and international level. They aimed to pro- refugees’ and migrants’ flight and plight be- took the lead in creating a meaningful proj- vide the context within which the education came etched in children’s minds as many of ect, which began with the questions: “What that would take place would create mean- the Greek islands became temporary homes is home?” and “What does home mean ingful opportunities for immediate action to those seeking a safe harbor. An interna- to you?” They designed a series of writing and life lessons for the leaders of tomorrow tional crisis had become a profound local workshops, discussion groups and expe- who might contribute to the solution of reality. Similarly, our students were exposed riential activities and projects guided by such crises; they aimed to educate students to stories of heroic acts of rescue; of food Constructivist theory; whereby new and old holistically. and clothes drives organized by a myriad of knowledge link and people make meaning volunteers; of medical missions staffed by (Kelly 1955) began in order to assist stu- Indeed it takes an entire school (and larger) local and international doctors, nurses and dents to make sense of world issues by first community to educate a child, and through- psychologists; of acts of kindness and sol- drawing on their own knowledge and per- out the whole school year of this project in ace offered by everyday citizens—all offer- sonal experience and then asking questions the ACS Athens Middle School, teachers, ing aid in an attempt to support the physi- and designing new learning experiences to counselors, administrators and staff worked cal and emotional well-being of Greece’s learn more. It turns out that almost unani- to create manifestations of learning that newest guests and to restore some part of mously, Middle School students’ definitions would provide answers to all the questions their human dignity. Naturally, the Middle of home turned on four major themes: safe- that arose as students worked week after School students requested that our school ty, love, family, a place to be oneself. week on their journals and essay drafts. They community do the same—by raising money, were joined by parents, alumni, and experts gathering clothing, and holding food drives Students kept journals and reworked drafts in the larger community. On UN Day, the in order to contribute to ‘the cause.’ of their writing as the thought experi- writing process served as a foundation for ment (Maxwell, 2005, p.58-60) unfolded. the activities and workshops that took place The Middle School administrators and This backdrop created the foundation for throughout the day-long celebration. teachers challenged students by asking the next question: “What then, would it them, “Why should we do all these things?” mean to lose your home?”—that resulted In preparation for the day, all Middle School Their response was to be expected: “Because in a series of personalized and emotion- students had read, discussed and written we feel sorry for these people and want to ally loaded responses, which, once again, about the UN Declaration on Human Rights help.” through discussion, journal writing and and the UN Convention on Migrants’ Rights essay drafts, allowed students to make a —the latter of which served as the stimulus Though the teachers and administrators ap- personal connection with the larger issue of a sixth grade Reader’s Theater perfor- preciated the sentiment, they replied, “Not at hand. It was now time to move from mance at the end of the UN Day program. good enough. It’s not pity they need. It’s the personal and individual to the group or During UN Day activities, representatives informed, intelligent action. What do you community. Guided by the question, “How of the Red Cross led rescue and aid work- know about these people? Who are they? do other people’s experiences impact who I shops. Volunteers from the NGO’s Doctors Where do they come from? What are their am and what I do?” the projects and activi- without Borders and Humanitarian Bridges hopes and dreams? Why did they leave ties that followed evolved to help students shared their first-hand experience of work- their homes? What local and international understand the refugee/migrant crisis on a ing in the camps and discussed the medical laws and systems exist to protect them? much deeper and broader scale than simply and psychological problems facing migrants What physical and political dangers do they watching and sympathizing with the im- and refugees. Three Syrian refugees shared face? What are their needs?” The questions ages of flimsy boats giving way under the their personal stories with students, result- mapped a journey: one that would take pressure of human bodies and ocean waves ing in the most moving and memorable ex- them and their students from sympathy to that had become the stuff of their daily changes of the day. empathy to research-based, knowledgeable media diet. The learning experiences that and principled action. consumed the remainder of the year aimed REFUGEE, cont'd pg 33  32 spring 2017 intered REFUGEE, continued from pg 33  which the students used to build their own At the heart of the year’s work was a shared evolving understanding of the crisis. belief that we have an obligation to engage with the world, and a continuous loop of re- Working in teams, teachers created a series For the remainder of the school year, in search and reflection, conducted both indi- of experiential simulations for students, addition to the service activities they orga- vidually and collaboratively: these were the including a “virtual life raft” activity (how nized, students continued to research cur- means by which we were able to stand back to fit 30 people in a life raft; how to decide rent events, collected and analyzed data, to see and think about what is happening, who has priority in getting in), “the home in evaluated the political biases of the media learn about why it’s happening and what a box activity” (what necessities would you sites from which they got their information: it all means to us, and determine how we pack in your backpack if you were forced to reflecting, questioning and writing continu- can translate our knowledge into thoughtful leave home under perilous conditions?), and ously. As political realities and realities on and purposeful action. “the walk for water” project. The day ended the ground changed throughout the year, so, with a variety of speakers discussing politi- too, did the students and their teachers’ un- As an American International School in the cal, economic and social implications, but derstanding of the situation became more midst of this crisis, we felt compelled to go the journey was far from over. Throughout nuanced, more complicated, and all came beyond education in the classroom. If we the day, students recorded facts, data, obser- to see, up-close and personal, that political are to educate global citizens, we must in- vations, significant quotations in specially decisions can have immediate and profound spire action and become the example. Our designed “passports.” Based on what they impact. Reflecting on the idea of home and Middle School students and teachers had had learned, students were asked to draw safety, as well as on seeing the world through set a powerful example for school leaders. conclusions about what the immediate the eyes of refugees and migrants and those Therefore, we contacted local NGO’s and needs of refugees/migrants in Greece were working with them, students built on their worked tirelessly through the bureaucracy and what kinds of action they could take to previous knowledge and experience to make to have fifteen unaccompanied refugee kids help address these needs. Their suggestions meaning – expanding their understanding attend our summer camp, in an effort to were passed along to the Student Council beyond the level of the personal to the realm better understand their needs and perhaps for development into action plans. of the historical, political, economic, social work towards making a dent of a differ- and cultural contexts of the refugee/migrant ence in their lives. Professionals from the Like a magnet, the project began to at- crisis as it manifested itself in Greece. community volunteered to provide medical tract members of the community who of- services; our psychologist and counselors fered their personal contributions. An Understanding that sharing knowledge and provided psychological services; students ACS Athens parent and documentarian, urging considered action are also ways of volunteered to be their buddies and transla- Marianna Economou, offered to premiere addressing a problem, they participated in tors throughout the day; teachers and staff her documentary The Longest Run, a film panel discussions and reflective dialogues. volunteered to lead activities. And three about two teenage refugees caught up in They created podcasts and, in their music, weeks of summer camp provided the con- the criminal justice system, in the Theater at drama and visual arts classes, used their skills text through which we learned the most ACS Athens for our students. Responding in the arts to make meaning of their year- valuable of lessons: that there was so much to the students’ assessment of migrants’ long experience and express their under- we didn’t know, but still had to learn. and refugees’ needs, one parent donated a standing of the crisis. A group of students truckload of personal hygiene products, and and their teachers presented their work to Yet, we persisted. From the group of fif- students quickly organized a day of packing an audience of international educators at the teen students attending summer camp, these into individual kits and later handing ACS Athens Colloquium in April 2016. All four were invited to attend our school at no them out at the impromptu refugee camp eighth graders at ACS Athens engage in a cost. We felt that we had learned enough that had sprung up at the port of Pireaus. semester-long, multidisciplinary research that we could offer these kids an education Students were invited to visit the Super endeavor. Naturally, the refugee/migrant and hope for a future, wherever it would Puma Airforce Base in Elefsina, where crisis provided the focus for this group’s take them. But we are still learning. We rescue pilots spoke and showed them how research endeavor, which found expression are learning that even when an entire boat- they rescued children from the sea between in a full-dress pre Model United Nations load of people sank deep into the sea, and Greece and Turkey. A group of our Optimal (entirely organized and led by three volun- when all lives but one were lost, our student Learning Program students and teachers teer high school students). Throughout the held on in the freezing waters until she was visited groups of children for play sessions. Spring semester, the eighth graders, guided rescued. She grieved (and still grieves) her The student Council, working from their by their high school mentors, researched losses; but she gets up every morning and peers’ needs assessment, organized drives to their assigned countries positions on a num- puts a smile on her face in order to soak in collect shoes and socks; blankets, sweaters ber of issues related to migration and the the experiences that she now has as a fresh- and jackets; baby bottles, diapers, baby wipes problems of refugees. They wrote resolutions man in the Academy (our high school). We and formula; and personal hygiene prod- and position papers, which they presented learned that one of our other students is a ucts – some of which one of their teachers and debated on the day of the MUN. They gifted footballer, yet finds it hard to partici- transported to the island of Lesbos, where reflected on their experience and used the pate and focus when his mind wanders to she joined other volunteers in distributing knowledge gained to write letters to politi- the family that he has lost touch with. We them. Her first-hand account of her ex- cal leaders outlining their own assessments learned that being alone is sometimes better perience made for a riveting assembly and of the crisis and of the steps that they felt provided yet another source of information, should be taken to alleviate it. REFUGEE, cont'd pg 34  intered www.aaie.org 33 REFUGEE, continued from pg 34  practical and sustainable ways in which could help the refugees and migrants who international schools, uniquely situated in had become a part of our host country’s re- their communities, can aid in the education ality at the beginning of a school year has than being in the midst of new friends, who of refugee children. Participants included led us to consider, in a profound (and still are just a reminder of what once was. We public policy makers, government officials, evolving) way what it means to be an in- learned that despite the horrific events these academics, educators from state school stitution that educates global citizens and students have experienced, they still have and international schools, NGO repre- that in itself models global citizenship as dreams, aspire to become better and yearn sentatives and volunteers, philanthropists, an institution. Ours is one story, not pre- to belong. Enriched by having these four entrepreneurs and refugees who had orga- sented as a proscription or a guide, but as an students as members of our community, we nized schools and cultural activities in their example that may lead other international (administrators, faculty, staff, students) have camps. The participants shared stories, re- school educators to reflect and build upon learned again about our privilege and the search, data and experiences – and learned, the practices and processes at work in their obligations it compels. by listening to one another and engaging own institutions that model and promote in thoughtful, critical dialogue, how much global citizenship as a worthy and necessary And the learning continues. In the fall of individually they all had to learn from each value.  2016 four organizations came together at other. (This is an important thread in this ACS Athens to address the refugee cri- story.) Summit leaders collected summaries, Steven W. Medeiros is Dean of Academic Af- sis and draft policy and a course of mean- conclusions and questions raised during the fairs, ACS Athens, [email protected]. Peggy ingful action for educating refugee chil- two days of workshops, discussions and field Pelonis is Dean of Student Affairs, pelonisp@ dren. The RSA (The Royal Society for the experiences – and are currently working on acs.gr. Chris Perakis is Director of Educa- Encouragement of Arts, Manufactures analysis, with the goal of drafting policy tional & Diagnostic Center, [email protected]. and Commerce), ECIS (The Educational statements that can serve as a guide to in- References Collaborative for International Schools), ternational schools seeking to exercise their ACS Athens ( the American Community roles as institutional global citizens in con- Kelly, G.A., 1955. The psychology of per- Schools of Greece) and WISE (World tributing to the project of educating refugee sonal constructs. 2 vols. New York: Norton, Innovation Summit for Education) summit children. pp.105-183. on Refugee Education brought together a Maxwell, J. A., 2005. Qualitative research wide range of people with varied expertise So, a journey that began with a group of design: An interactive approach. Thousand and experiences with the goal of identifying Middle Schoolers’ question about how we Oaks: SAGE Publications

 CO MPETENCE, continued from pg 30 challenges with success.  Education Association. (2010). Global competence is a 21st century imperative. (Policy Brief No. PB28A). Re- April Mattix-Foster, Assistant Professor, trieved from www.nea.org/ assets/docs/HE/PB28A_ Global_Competence11.pdf and practices of various cultures, we can fo- [email protected]; Shoonit Khoshen, [email protected], Karen Reimers, F. (2010). Educating for global competency. cus on the commonalities, not only the dif- In J.E. Cohen & M.B. Malin (Eds.), International per- ferences. Global issues, the arts, history, the Wrightsman, [email protected]. spectives on the goals of universal basic and secondary edu- environment, language, and the search for edu, College of Education and Human cation (pp. 184-202). New York, NY: Routledge. meaning in life are just a few of the univer- Development, George Mason University. Young, D. (2016). What globally competent students look sal experiences that can frame our thinking References like. Retrieved from: gettingsmart.com/gettingsmart- into human’s common ground. dev2/2016/02/what-do-globally-competent-students- Boix Mansilla, V. and Jackson, A. W. (2013). Educat- look-like/ Concluding Remarks ing for global competence: Learning redefined for an interconnected world. In H. Jacobs, Mastering global Additional Resources for At the dawn of the 21st century, we are literacy, contemporary perspectives. New York: Solution Developing Global Competence Tree. recasting our understanding of econom- AFS Teacher Toolbox ics, communication, security, cultural iden- Boix Mansilla, V. and Jackson, A. W. (2011). Educat- www.afsusa.org/educators/teachers-toolbox/ tity, citizenship, and the environment (Boix ing for global competence: Preparing our youth to engage This toolbox provides lesson plans related to several the world. Washington, D.C.: Council of Chief State topics, including global awareness. Mansilla & Jackson, 2011, p. 1). This is a School Officers. globalized world, and we need to make sure The Globally Competent Teaching Brummitt, N. (2015, April 11). Update on the growth Continuum (GCTC) we are honing our students to be prepared of the international schools market. Presentation at the www.learnnc.org/lp/editions/global-continuum/cover to understand and respond to the changing European Council for International Schools (ECIS), The GCTC is a tool for educators to reflect on their realities of it. The global landscape neces- Brussels, Belgium. global competence. sitates that, for success, they are ready and Gerzon, M. (2010). American citizen, global citizen: The Global Education Conference Network able to interact, engage, and think with a How expanding our identities make us safer, stronger, YouTube site robust worldview and with global compe- wiser – and builds a better world. Boulder, CO: Spirit www.youtube.com/user/globaledcon/ Scope Publishing. Includes videos from sessions and presentations given tence. International schools are in a unique at previous Global Education Conferences (GEC). Longview Foundation. (2008). Teacher preparation for position to set the pace and standard in The conference seeks to present ideas, examples, and the global age: The imperative for change. Silver Spring, projects related to connecting educators and class- developing globally competent students, MD: Longview Foundation. and keeping global competence as a focal rooms with a strong emphasis on promoting global Organization for Economic Co-operation and De- awareness, fostering global competency, and inspiring goal can help prepare the next generation velopment (OECD) (2016). Global competency for an action towards solving real-world problems. to be prepared and ready to address global inclusive world [Brochure]. Paris: Author National 34 spring 2017 intered CURRENT ISSUES IN INTERNATIONAL EDUCATIONAL LEADERSHIP

Connection, Creativity, and the Capacity to Lead—Developing Future International Leaders Who Can Make a Difference f you were to ask an international efficacy. Teacher efficacy is a teacher’s belief educational leader to list the roles and By Karim Medico Letwinsky in his ability to influence student achieve- responsibilities fundamental to that ment. Collective teacher efficacy, however, position, the list inevitably would be achievement including class size, socio is different and even more significant. It is extensive and even exhausting to review. economic status, feedback, prior achieve- the teachers’ belief in each other and their If, however, you asked the same leader her ment, time on task, and many more. Not collective ability to promote high levels of I surprisingly, like Barber and Mourshed, primary concern in every executed decision student achievement. The power of this she makes, the answer would be simple Hattie also found the teacher to have the perception highlighted by Hattie’s work ex- and singular—student achievement. At the highest effect on student achievement. As emplifies the connection necessary between heart of every decision an educator makes, such, educational leaders’ around the world teachers and their capability to work inter- whether teacher or leader, is an unyield- should be focused on hiring, developing, dependently, not independently, towards ing devotion to help students achieve their and mobilizing the best teachers so that the common goal of education. maximum potential. Creating the space each student can have the opportunity to and the combination of experiences for achieve his or her highest potential. If we As an educational leader looking to the fu- that to happen is the primary focus of every look to the future and try to imagine the ture, it is essential to create opportunities educational leader. course ahead for leaders to accomplish this for teachers to be connected – to the insti- monumental task, and consider current ed- tutional mission and vision, to one another, st In the 21 century, however, the responsi- ucational systems demonstrating excellence to students, to the local community, and to bility to navigate the complexity of lead- in conjunction with insight gained through the world. Kouzes and Posner (2012) wrote, ership in education is exponentially more research, three concepts emerge as future “the best way to lead people into the future challenging than ever before. The influence international leadership essentials—con- is to connect with them deeply in the pres- of technology in our knowledge-driven, nection, creativity, and capacity. ent.” This interrelated social system, made global society changes the nature of edu- strong by deep connections and a focused cation from moment to moment. With Connection common mission, has the potential to el- these shifts, the needs of the world and A Chilian biologist once wrote, “if you want evate the learning all schools. As a result, the interests of our learners also change at a system to be stronger, connect it more to future leaders must be responsive to creat- a rapid pace, challenging us to reconsider itself.” The idea of being connected to one ing space and time for teachers to connect, how we design and deliver the most mean- another in education has historically prov- collaborate, and co-design the educational ingful learning experiences for students. en to have positive outcomes. A communi- process. International student assessments such ty of learners, for example, has the potential Creativity the OECD’s Programme for International to far outperform an individual venture to Student Assessment (PISA), allow us to learn. Similarly, professional learning com- International educational leaders now, more globally compare educational achieve- munities within schools have proven to be than ever, must think creatively. No longer ment, placing a new focus on the quality effective ways to implement comprehensive are we expected to provide education in of education across systems, cultures, and and sustainable school wide reform initia- the manner it has historically been done. countries. This information has highlighted tives. These powerful communities are de- In fact, we have learned a great deal from educational quality for the world to deter- fined by the emotional and philosophical research and from innovative schools who mine which schools are successful in this connections formed between them such as have paved the way with a new vision of pursuit, and which ones are not. The range a shared purpose, common values, shared quality educational design. As such, future of differences revealed in these reports has norms, and common aspirations. Critical leaders must be creative in their approach made educational reform a high priority for to the success of these connected learn- and courageous in their resolve to redefine almost every country in the world. ing communities is the active engagement traditional educational paradigms. The in- of not only the teachers or students in the tegration of technology into classroom en- Barber and Mourshed (2007) studied 25 of community, but the leaders as well. vironments, alone, provides the potential to the world’s best performing school systems transform learning, motivate students, and and concluded that the quality of an edu- Further support for the crucial value of facilitate new forms of interaction between cational system cannot exceed the quality forming meaningful connections was re- students, teachers, and content. Future of its teachers. Supporting this position is ported in Hattie’s research previously leaders also must commit to creating safe John Hattie’s meta-analysis research of mentioned where the second highest ef- and inclusionary spaces for all students to nearly 1200 studies. Hattie examined the fect on student learning after the classroom effect size of 195 variables related to student teacher was found to be collective teacher LEA DERS, cont'd pg 36  intered www.aaie.org 35 LEA DERS, continued from pg 35  to grow. As leaders look to the future, the certificate, a master’s degree, or a doctor- need for creative solutions will inevitably ate, consider your untapped potential for increase as we strive to advance the learning growth through programs such as these. have an opportunity to learn at high levels of students in the new and ever-changing To build institutional capacity and elevate along with their peers. Creative thinking is world. learning in a sustainable way, the need for paramount when resources are limited, but Capacity to lead leadership knowledge and dispositions in a deep commitment exists within a school classroom teachers and current administra- to design and deliver learning experiences Having the capacity to lead with success is tors is critical at this dynamic and exciting in new ways such that all students are pro- more complex and demanding than ever time in international education. Challenge vided equal access to achieve their potential. in our expanding global environment. The yourself to embrace the responsibility, culti- Science has taught us that the limits once demands on instructional time, restraints vate your creativity, and take an active lead- imposed upon students with exceptionali- on resources, and accountability pressures ership role in advancing international edu- ties are diminishing and have been wrongly are intensifying rapidly. The knowledge, cation. In the AAIE program, you will gain imposed in the past. Educators know that skills, and dispositions necessary to influ- relevant knowledge and immerse yourself the true potential of these students, if given ence positive change and inspire others to in a powerful and connected international  the opportunity, is limitless and almost all engage in the hard work of education takes learning community. students can achieve at the highest level. A both theoretical and practical knowledge, moral and steadfast devotion to education social and emotional intelligence, savvy and Karim Medico Letwinsky, Ed.D., is Chair/ for all children has surpassed the antiquat- a clear vision. Transformational leadership Assistant Professor Dept. of Educational ed vision that places boundaries on who can requires a growth minded and reflective Leadership and Director of International achieve academic success. practice that both challenges and affirms Programs, Wilkes University, Wilkes-Barre, ones core beliefs. It also demands the ca- PA. [email protected] The ongoing challenge to maximize re- pacity and courage to lead through an un- References sources with limited funding also demands yielding moral compass, and the ability to that future leaders think creatively in or- communicate a concise vision for a school. Barber, M., & Mourshed, M. (2007). How the world’s der to escalate the collective capacity of best performing school systems came out on top. New York: McKinsey and Company. Retrieved from their teachers through strategic hiring, well Kouzes and Posner (2012) wrote that lead- designed opportunities for ongoing pro- ership development is self-development. http:// mckinseyonsociety.com/how-the-worlds-best- fessional development, and institutional This intentional effort to build one’s leader- performing-schools-come-out-on-to/Hattie, J. (2015). Hattie ranking: 195 influences and support for the implementation and sus- ship capacity is optimally created through effect sizes related to student chievement. Retrieved tainability of new practices. The unforeseen authentic experiences supported by on- from: influences-effect-sizes-learning-achievement/ yet economical benefits through avenues going education. The AAIE Leadership http://visible-learning.org/hattie-ranking- such as social media, for example, provide Institute provides a pathway to build this Kouzes, J. M. & Posner, B. (2012). The leadership chal- lenge: How to make extraordinary things happen in or- marketing methods with a wide reach, but leadership capacity through professional th ganizations, (5 ed.). Jossey Bass: San Francisco, CA. low cost. Similarly, technology allows for development courses and access to degree professional development and learning to programs purposefully designed in collabo- occur almost anywhere, often with minimal ration with PLS 3rd Learning and Wilkes expense as open online resources continue University. Whether you seek a leadership

36 spring 2017 intered Human(e) Growth GIN NOTES

Mariam El Mansouri, a GAP student from dance routine calling on us to protect the hanks to AAIE’s InterED, the the American School of Marrakech, has writ- environment. It was this presentation that Global Issues Network (GIN) ten an article on our empowering student-led truly set the stage for productive and pro- is generously given the oppor- 2016 GIN conference, supporting COP 22, in found discussions throughout the confer- tunity to share our ongoing and Marrakech. We began hosting a GIN confer- ence. Presentations by the Global Kids and new efforts around the world. We continue ence in tandem with COP 20 in Lima, COP students from Peru were very enriching Tto select an array of materials to inform and 21 in Paris — and this year in Marrakech! and opened our eyes to the use of art and inspire you to be involved and support GIN innovation as ways to present ideas, expe- around the Globe. Your involvement en- A wonderful benefit of the COP 22/GIN col- riences, and opinions related to resolving ables us to effectively collaborate and per- laboration has been the good fortune to have issues of the environment. petuate student empowerment. We hope unforgettable world-renown speakers and you enjoy our selections for this issue! student groups from Peru, Bali, and the US However, not every presentation at the in attendance. Each speaker/author, including GIN conference was student-led, and The Global Issues Network (GIN) is a Sailesh Rao’s The Vegan Metamorphosis, several speakers were invited to share the worldwide network of school communities and John Liu’s Great Work of Our Time reality of climate change, what profession- made up of transgenerational global citi- have put into words of what is of vital impor- als are doing to tackle it, and what we our- zens working to stridently address global tance on climate change and provide us with selves can do. These speakers included Dr. issues through student-led designed, proj- much needed calls to take action. This is a tra- Sailesh Rao, Executive Director of Climate ect-based learning, and community part- dition that we will continue to nurture. Healers who inspired many to consider nerships. Now in our 11th year, we have veganism as a way to protect our environ- developed a network of GIN schools on American School of Marrakech ment and John Liu, a renowned film di- five continents. Our growth as a network of hosts GIN Conference in rector and environmental activist—their change makers has empowered students to Support of COP 22 Human(e) excerpts are included. We were also fortu- organize local learning communities dedi- Growth nate to hear from José Esteban del Corral cated to solving global issues. Sánchez, Project Director of the Noor 3 he American School of solar plant, who enlightened all present A new focus is to grow a cadre of Global Marrakech (ASM) is new to with information about solar technology Ambassadors at each school to support the GIN community and the and its positive impact in Morocco. GIN, with local conferences being of the first Moroccan school to join utmost importance. Our local conferences the network. We recently hosted our first If the entire purpose of this conference was continue to grow around the globe and everT GIN conference, which was a great to have a meeting of minds to help us unite are open to all students. We ask that ev- success. It was an opportunity to meet and and fight against climate change, then the ery school involved with GIN host a local share information and experiences with conference was a success. The conference conference in support of a sustainable local people from all over the world and it was will surely have a lasting impact on the tradition with a lasting impact. truly unforgettable. Similar to other con- students, teachers and professionals who GIN Conference Logos ferences ASM students have attended, stu- attended. The future of GIN in Marrakech  dents from every school initially huddled is bright and strong. On our website, globalissuesnetwork.org, together with their friends, but the ice was is a timeline of past and upcoming student quickly broken. Within just a few minutes, Mariam El Mansouri is a GIN Ambas- created conference logos. We hope to pique names were exchanged, and before long sador. Global Ambassador Program for the your interest to attend with insight into the plans were being made to meet our new globalissuesnetwork.org/ focus/themes and program of this year’s friends after the conference. Then we down conferences. Those who have attended a got down to business. GIN conference feel positive energy from the moment we come together and are for- There were four student-led presenta- ever. We hope to hear from you, as we always tions that really stood out at the confer- welcome innovation and suggestions to im- ence: two by students from the Bali Green prove experiences, increase empowerment, School, one by students from Global Kids and expand one’s empathy and resilience. in New York City, and one by students Click on “Read More” on each image on from Colegio Franklin Delano Roosevelt page 37 to learn about each conference.  in Lima, Peru. The Green School gave us two very thoroughly rehearsed and cre- Linda Sills is Director for the Global Issues ative presentations, one describing their Network (GIN). She works cooperatively school and one which was written and with AAIE and the Washington School. performed as an inspirational song and [email protected]. Ashley Sills is Deputy Executive for GIN. [email protected]

intered www.aaie.org 37 GIN NOTES The Vegan Metamorphosis

This essay is excerpted from the book, Carbon of animals in factory farms and slaughter- Yoga: The Vegan Metamorphosis. Excerpts houses. As for the environmental reasons The Great Work used with permission by the author. for embracing Veganism, imagine a weight- lifter lifting five times his weight above of Our Time by ould you ever delib- his head, discovers that he’s on quicksand erately hurt an inno- and sinking. What is the first thing that he John Liu cent animal unneces- should do? t certain times in human history sarily?” So far, among the generations at the time are the thousands of people that I have asked D rop the weight, of course! called upon to perform heroic this simple question, no one has said, “Yes.” Would you know that as of 2010, our live- deeds. Imagine the transition “W Though most of us wouldn’t identify our- stock consumed five times as much food as from “Flat Earth” to “Round Earth” or the selves as vegan, that’s who we really are – by all humans, while wild vertebrates dimin- Aend of slavery. Today, we face just such a mo- definition. But who we are and what we do ished by 52% from 1970 levels? We are defi- ment. Human progress and possibly human are not in alignment, which leads to unnec- nitely on ecological quicksand here! Indeed, survival depend on our understanding and essary suffering. if this exponential trend of destruction con- actions at this time. Problems like land deg- tinues, then by 2030, all wild vertebrates will This misalignment is supported by our so- radation, biodiversity loss, toxic pollution die off and our own necks will be on the cioeconomic system, which is based upon and climate change affecting everyone have chopping block. In contrast, if the whole consumption as an organizing value and been sublimated for the short-term profit world goes vegan today, we can sequester competition as an organizing principle. of a few. Human population is growing by 265 Giga tons of Carbon (GtC) on the land We are each bombarded with thousands one billion people every twelve years. We that’s freed up from livestock production of advertisements a day, persuading us to are aware that the materialistic mainstream just by returning the native forests that used consume some unnecessary product or the culture is corrupt and corrupting, it does not to exist on them in 1800. This is more than other. We constantly compete against each satisfy and is not sustainable. Everyone feels the 240 GtC that human activities have other to determine who is better at some the tension as the violent fringe strikes at added to the atmosphere since 1750! the heart of civilization. activity or the other. The social hierarchy so created greases this ritualistic consump- But for the most compelling reason for em- Yet for all our problems, the conditions are tion. But once we grant animals the rights bracing veganism, we need to circle back ripe for humanity to move to a new level of to life, liberty and the pursuit of happiness, to the spiritual one: Veganism is in perfect consciousness. If we realize, that knowledge it becomes impossible to maintain such a alignment with who we are! True, Veganism and generosity yield much better outcomes hierarchical system. Hence the widespread requires transforming our civilization than ignorance and greed, we can work to- “Cowspiracy” that has infected institutions around compassion, not consumption, as gether for mutual benefit. Restoring large- everywhere, especially in the developed the organizing value, and collaboration, not scale degraded landscapes and ecological world. competition, as the organizing principle. function is more valuable than everything But that is such a wondrous transformation But the vegan metamorphosis is inexorable that has ever been bought and sold. This to contemplate, especially for educators and and just as in Nature, the Caterpillar has no knowledge is a responsibility. We now have academics! Indeed, surely, we are truly lucky choice but to become a Butterfly. In the US, the technology to make the sum of human to be alive at this incredibly significant mo- as of 2010, according to a Hartman Group knowledge available to every human being ment in human history, to engineer such a Research report, 12% of Millennials, 4% of on the planet simultaneously and instanta- transformation! Onward with the meta- Gen X-ers and 1% of Baby boomers self- neously. We are called to restore the Earth and morphosis!  the Human Spirit. reported to be vegan. Since then, interest in Veganism has tripled according to Google  Sailesh Rao is the Executive Director of Cli- This is the Great Work of our Time. trends. The interest is especially strong in mate Healers. A systems specialist with a Ph. the developed countries of the world, which John D. Liu is Director, Environmental Ed- D. in Electrical Engineering from Stanford augurs well for its continued exponential University, Stanford, CA, USA, conferred ucation Media Project (EEMP) and a Visit- growth. ing Fellow, Netherlands Institute of Ecology in 1986, Sailesh worked on the internet and communications infrastructure for twenty (NIOO). John is an Ecosystems Ambassador, Veganism is like a four-legged stool with years after graduation. In 2006, he switched Commonland Foundation. johnliu@eempc. health, ethical, environmental and spiritual careers and became deeply immersed, full- org. knaw.academia.edu/JohnDLiu reasons for its adoption. As documentaries time, in the spiritual and environmental like “Forks over Knives” have shown, ani- crises affecting humanity. He is the author of Used with permission of the author. mal foods are a well-established source of the 2011 book, Carbon Dharma: The Oc- chronic diseases of the affluent, namely dia- cupation of Butterflies and the 2016 book, betes, heart disease, stroke and cancer. The Carbon Yoga: The Vegan Metamorphosis. ethical reasons for embracing Veganism are obvious to anyone who has seen videos

38 spring 2017 intered Funguka: Are You Ready? GIN NOTES

Sumana Dhanani, a student from the charity organization that promotes sanita- International School of Tanganyika (IST) tion among underprivileged school girls; conference planning team has written an ar- civil rights activist, writer, and publisher ticle that brings the 2016 Global Issues Service Walter Bgoya, who established Mkuki na Summit (GISS) and the hundreds of students Nyota, an independent scholarly publishing from around the world who attended, to life. It company in Dar es Salaam; Katia Geurts, will inspire you as she tells the story, with well- a health entrepreneur who founded the chosen photos, from this empowering never to Mabinti Centre, a project that seeks to edu- be forgotten experience. cate and empower women receiving fistula The Summit treatment; and journalist Daniel Hayduk, several students later said they had a fun- who initiated the independent news site rom March 12-14, 2016 at the guka moment when Beah declared, “Talent Dar Post. The change makers shared their International School of Tanganyika is universal, it is opportunities that are experiences, led discussions, prompted de- in Dar es Salaam, Tanzania, hun- limited”. Kobi Little, an activist with a fo- bate, and explored delegates’ questions. We dreds of students from 24 schools cus on promoting social justice, reminded were inspired by anecdotes of epiphanic around Africa and the world gathered at us that our global citizenship gives us the moments, stories of adversities overcome, IST for the region’s annual Global Issues power and the right to discuss the issues and fond memories of the little victories F affecting our planet, and should prompt Service Summit, one of the largest student- that made all the hardships worth it. These led conferences in Africa. The theme for the us to embrace the responsibility of acting sessions were a way for young activists to summit was “Funguka: Are You Ready?” considerately towards our fellow citizens learn about how regular people can make Funguka is a Kiswahili word that means to ensure social equity. Sam Farai Monro, tangible change in their communities. “to open up”, “stand up” and “advocate”. A stage name Comrade Fatso, is an activist- global citizen who embodies Funguka is one comedian from Zimbabwe who delivered Keynote speakers and change makers then that is open to new ideas, embraces differ- a hilarious performance that showed us by united to form groups known as Panels of ent perspectives, and recognizes that positive example how humor and the arts can be Change. We listened to these unique col- change starts with the self. Delegates were an excellent way to advocate for global is- lections of inspired activist debate questions encouraged to open up about global issues sues. Conservationist Josephine Smit talked that were central to global citizenship. This that were meaningful to them through- about the importance of spending more gave the delegates a chance to experience out the three-day summit, which involved time outdoors so that we learn through ex- meaningful conversations about concepts a range of different sessions and activities. periencing it and ultimately nurture a great- that are relevant when considering global Barry Nabholz, teacher at the American er appreciation for and love of nature which issues. The delegates were able to be a part School of Yaounde, Cameroon, expressed will, in turn, ensure we conserve it. She of these discussions by asking questions and that, “whether it was listening to a speaker, reminded us that the beauty of our youth sharing ideas with the panelists. I attended presenting themselves, debating, question- is that we are not powerless against global a session where Mr. Ishmael Beah, Mr. Kobi ing, or going on a service trip, the sum of the issues that seem permanent. Global health Little, and Mr. Daniel Hayduk had gath- parts was truly greater than the whole.” expert Dr. Rik Peeperkorn, with the chal- ered to debate the question, “How can we lenging work he is doing to address global preserve individual cultures while working Delegates listened to passionate speeches health problems, was an example to us of together to solve global issues?” Even after delivered by keynote speakers who embod- how someone can dedicate their life to solv- the session had ended, a group of delegates ied the funguka spirit. The speakers talked ing global issues. Adam Nothem, a health continued to talk to Mr. Beah about the about the various global issues they were extension agent for the United States Peace ideas he expressed during the discussion, grappling with. They described how they Corps who has spent the last two years vol- and a full-scale debate ensued about the became passionate about acting to better unteering in a village with limited access to merits of preserving individual culture in their communities, and explained strate- running water, electricity, and reliable trans- modern societies. It was fantastic to watch gies they used to overcome challenges they portation, used his story to explain how we young activists converse with such a promi- faced. They inspired us with their stories of can change the world at a local level. The nent global citizen. Keynote speaker Adam change, and compelled delegates to make a keynote speeches opened delegates’ eyes to Nothem noted that, “The delegates were at- change for themselves. Former child soldier the idea that not only is changing the world tentive, charismatic, and very engaged, with and best-selling author Ishmael Beah ral- a possibility, it is also a necessity. their questions being thought-provoking.” lied us with his opening speech, where his The topics covered by other panels included stories about the civil war in Sierra Leone Delegates were given the opportunity to the use of social media in global service, how served as a reminder of the resilient nature form deeper connections with global citi- bottom-up solutions can be used to solve of the human spirit and the significance of zens who are actively engaged in solving of a global health issues, and the role academic laughter in the healing process. He talked variety of global issues during change maker knowledge plays in addressing problems about the importance of making the most sessions. There were many change makers in of global significance. These panels were a of our situations by sharing our stories, and attendance, including Naureen Gamdust, the young founder of The Purple Box, a FUNGUKA, cont'd pg 40  intered www.aaie.org 39 GIN NOTES

FUNGUKA, continued from pg 39  committee stated that “these issues were discussed on a local, national and interna- tional level whereby delegates brought forth highlight for many of the delegates. their international-mindedness and diverse cultural experiences that allowed them to Each visiting delegation led workshops further their understanding on the global where they opened-up with other delegates issues being discussed.” regarding projects they had been working change in the world.” However, the sum- on. In doing so, the young activists were able Finally, on the third day of the summit, mit also allowed the students to recognize to share ideas and learn from each other in the sustainability teams participated in di- that they are not alone. There are hundreds ways to impact positive change in their sur- rect service programs in sites across Dar es of young activists out there. Watching in- roundings. For example, a student from the Salaam. These sites, which included a refor- spired discussions and strong friendships Aga Khan Academy Mombasa led a work- estation project, a beach cleanup, charcoal form between delegates as they came to this shop focused on the use of biogas as an al- processing (from biomass), and the build- realization was truly heartwarming. ternative fuel in rural areas. The American ing of a daycare facility run by local women, School of Yaounde’s workshop showed how were actively providing solutions to the The lasting change made by GISS is evi- one’s environment can be built and protect- global issues that had been explored during dent when looking at the numerous ser- ed through effective partnership with local the sustainability team sessions. Therefore, vice projects that have since been initi- communities. Lincoln Community School delegates were given the opportunity to ated by schools involved. The American led a session about Books for Change, a stu- see how others were actually solving issues International School of Johannesburg hosts dent-led GISS project founded in Ghana they had already generated theoretical solu- SASSY (South African Service Summit) that centered on renovating the library of a tions for. This allowed them to engage fully each year – a conference that aims to bring local Ghanaian school, and providing new as they interacted with the local commu- GISS ideas on a more local scale. Creating and relevant books for children. nity and break social barriers when learning clean light for homes with no electricity, about the tangible change that can be made and a project to aid handicapped people through considered action. are endeavors inspired by the conference What Happens Next? that are on the agenda for next year at the American School of Yaounde, Cameroon. The real beauty of GISS is that it inspires The KAUST School has decided to create action beyond the three day conference. As a long-term Global Issues Service Team, keynote speaker Kobi Little put it, “It’s not which aims to develop a culture of service sufficient to just come to a conference and at the school, and to facilitate the growth of talk about ideas — you must take action!” funguka-minded individuals. These are but In attending the summit, participants were a few of the many projects that have been able to swiftly progress from passively talk- catalyzed by GISS in schools across Africa ing about issues considered intolerable, to and the world. Delegates from different schools also col- accepting responsibility by actively talking laborated to form sustainability teams. about how to solve them. Rather than ask- For IST delegate and student change maker, Sustainability team sessions involved the ing themselves, “Why don’t we do some- Zahra Fazal, the summit provided a frame- young activists grappling with global issues thing?” young activists were able to collec- work for implementing “A Litre of Light” that hold particular significance to our daily tively discuss, “How will we do something?” in the Nyaragusu refugee camp in Tanzania. lives. In addition to learning about these This is a movement in order to address the issues, participants used Alan Atkinson’s People are often daunted by the idea of refugee crisis in Tanzania that seeks to pro- Pyramid Lite Model to discuss why and taking action because they believe the ac- vide people who have no access to electric- how to tackle them. According to Simon tions of one person will be insignificant in ity with affordable, sustainable solar light. Sinek’s analogy of the “golden circle,” while the face of a towering global phenomenon. Zahra collaborated with UNHCR, and has it is true that most people and organizations The GISS enabled delegates to realize that already managed to successfully install the are aware of what they are doing, they only they, as students, can make an impact on mechanism in a test location. Despite facing become successful in inspiring action when the world around them. One student, Abril obstacles along the way, Zahra is now push- they know how they do it, and why they are Soewarso-Rivera from The King Abdullah ing for final approval from the UNHCR so doing it. With this in mind, sustainability University of Science and Technology that her project can be implemented in the teams were given the challenge of generat- (KAUST) School, remembers, “I’d always camp. The summit motivated her, and she ing theoretical solutions to their global is- believed that my choices as an individual says that “GISS was almost like a spring- sues using a five step approach guided by the would never have an impact. However, I board. It has propelled me forward because sustainability compass: Nature, Economy, now wholeheartedly understand that it is in the end I realized that there is place for a Society, and Personal Well Being. Samana only the work of passionate, caring indi- student’s voice to be acknowledged.” Khimji, leader of the service learning viduals that has ever made positive, lasting FUNGUKA, cont'd pg 41  40 spring 2017 intered  FUNGUKA, continued from pg 40 conference equipped with knowledge, skills, GIN NOTES and connections that prepared them for a lifetime of successful service to the commu- It is clear that the future for GISS delegates nity, and changing the world for the better. is bright and filled with promise. After Global all, success comes from a marriage of tal- Next year, GISS will be held at AISJ in ent and opportunity. Daniel Hayduk, one South Africa. The theme of the confer- Ambassador of the change makers, expresses, “I was in- ence will be “Phambili,” a Zulu word which spired and encouraged by the steadfastness means “moving forwards.” Anyone who Program of the student delegates, who already em- feels passionate about shaping the future he Global Ambassador Program body the idea that change starts with the is invited to join. The GISS team at AISJ (GAP) is a student-led program individual. I can’t imagine where they’ll end is very excited to be hosting delegates, and and a huge success in support- up, but wherever it is, I am confident they’ll moving forward by preparing the next gen-  ing GIN. It has grown under do amazing things.” These young activists eration of global citizens. the leadership of our student Director made their talent evident throughout the and GINtern, Valeria Wu, a student from Sumana Dhanani, GISS Student Leadership three day conference, and opportunity of- T Franklin Delano Roosevelt/Lima. Valeria Team. Edited by Rebecca Gillman, Teacher ten arises when there is a combination of has also written a quite compelling article Mentor preparation, enthusiasm, and interpersonal featuring student quotes. It’s a celebration relationships. Delegates returned from the of the vast global empowerment of all of the students involved in this program. In addition to Valeria are GAP co-creators, Rafaela Damasceno, Rodrigo Rose, and Guilherme Grupenmacher, our amazing GINterns/GAP Youth Leaders from the International School of Curitiba. Together, these four amazing students work in a vir- tual environment in order to teach this in- novative and empowering program. Global Citizens: Y(our) Future: Global Ambassadors Program at the Global Issues Network GAP has been an incredible experience, filled with learning, unique opportunities, collabo- ration on a global scale, and has been unfor- gettable thus far. Mehek Jain, Singaporean, Singapore American School, Singapore

What is the greatest gift you can give a stu- dent? It is a two-word concept that is very easy to remember yet very hard to put into practice. It is a mindset that lasts a life- time – it is global citizenship. The Global Ambassadors Program (GAP) was found- ed in 2015, as a Global Issues Network youth directed initiative. The GAP was founded on the belief that to solve local- global issues, we must empower students to work collaboratively. Students from across the world are working as GIN Global Ambassadors to develop empathetic action as a global community of young leaders who value honorable leadership, collabo- ration, lifelong learning and civic engage- ment. Through group Skype sessions, re- search projects and the development of empowerment toolkits, these Ambassadors

GAP, cont'd pg 43  intered www.aaie.org 41 7-8 July 2017 Washington, D.C.

Association for the Advancement of SUMMER International Education 2017! CONNECT • SHARE • LEAD AAIE LEADERSHIP TRANSITION RETREAT IS A LEADERSHIP CHANGE IN YOUR FUTURE? BENEFIT FROM THIS HIGHLY INTERACTIVE AND INTERNATIONALLY FOCUSED OPPORTUNITY TO PREPARE FOR YOUR UPCOMING LEADERSHIP TRANSITION. Each attendee will craft a comprehensive and strategically aligned transition plan with the guidance and support of two experienced and highly respected school leaders, while sharing ideas and networking with other leaders transitioning in the coming school year to new schools around the world. Time for regeneration, reflection, and socializing will ensure you walk away with your plan in hand, a supportive community of colleagues, your vision for implementation clear, and the energy and inspiration to make it happen! Facilitator: Lee Fertig RETREAT TOPICS INCLUDE: ● Establishing A Comprehensive Transition Plan and Timeline ● Utilizing Strategic Processes and Resources ● Sharing the Experience and Learning From Others * For complete event information please visit aaie.org

WHO WOULD BENEFIT: All International & Independent School Senior Level Leaders transitioning into a new leadership position as a Head of School/Director, Assistant Head of School/Director, Principal, Director of Teaching and Learning, IT Director, etc... All levels of leadership experience will benefit and are welcome! Facilitator: Barry Déquanne REGISTER TODAY AT aaie.org REGISTRATION FEE For Hotel & Reservation Registration Includes: Information Register Today / Limited Spaces Available • All Conference Materials Go to www.aaie.org Early Bird AAIE Member: $760 and click on (After 1 May $840) • 1 Group Dinner EVENTS > SUMMER INSTITUTES Early Bird Non-Member: $960 • 2 Lunches > LEADERSHIP TRANSITION • Refreshment Breaks (After 1 May $1,040)

For more information contact Association for the Advancement of [email protected] or go to www.aaie.org International Education

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42 spring 2017 intered GIN NOTES

GAP, continued from pg 41  process, wherein we test, measure, evaluate and reiterate based on feedback, efficacy, and impact in alignment with our program- are actively working to strengthen them- matic and organizational goals to study and selves as leaders and their GIN school create sustainable positive change. As the communities. program director, and I know the course In the upcoming program semester, sched- leaders would agree with me, it is each stu- As an “introverted leader,” I have always uled to start on February 6, 2017, the GIN dent’s growth throughout the semester that struggled to make my voice heard and unite GAP Ambassadors will perform an evalu- inspires us to develop curriculum content my teams to effectively collaborate. Through the ation of their school’s level of engagement and try to expand our mission to all schools program, I gained many invaluable leadership as an activated GIN School. They will across the world. skills and strategies, but more importantly, work with their GIN School community confidence to lead my team forward. to study the past and present, evidenced The project fosters development within indi- viduals as people, before allowing them to form Li Chenqui, Chinese, Lincoln Community by a GIN School Case Study. Using these themselves as leaders. In the process of learning School Ghana, Ghana measurements they will design and imple- ment a plan with their GIN School Team who we are, what kind of people we want to The tasks were challenging and brought great to reduce carbon emissions and waste at be, we accumulate the knowledge and qualities learning to me. Not only did they make me their school, evidenced by a published required to be a leader of the next generation. improve as a writer, videomaker, and group GIN School Report. This will be passed Ana Samudio, Panamanian, British worker, but also as a human being, since they on to next year’s Global Ambassador who International School of Ho Chi Minh City, made me understand how much we, humans, will continue to employ strategies and in- Vietnam have damaged our planet and how we may terventions at their school with a goal of heal it. heightening awareness and sustainabil- The program has been proudly present- ed at 10 different conferences across the Carlos Pinto, Brazilian, American School ity as a GIN School community. As GIN world, allowing the cohort of leaders to be- of Belo Horizonte, Brazil School leaders, they will join the network of GIN Global Mentors and strive to as- come diversified and highly multicultural. As a global learning community, the GIN sist and provide guidance to GIN students However, our efforts don’t stop there, we Global Ambassador Program is constantly and the incoming cohort of GIN GAP are determined to empower as many stu- growing and developing its understand- Ambassadors. dents as possible. This is where we need ing and best practices for creating posi- your help. Whether you are a student, edu- tive change. The GAP has worked with Specifically, one of the courses pushed me to fo- cator or parent, spread our message, visit more than 80 student leaders from more cus on developing a detailed plan for a project our website, send us an email, and share it than 30 nationalities. The GAP empow- that I had been passionate about for a while: a on social media. The world needs students ers students to champion leadership and composting initiative in my own school. curious about the local-global issues that advocacy through their identity as global Celine Pham, Vietnamese, Saigon South surround them and who are determined to citizens. The GAP model functions on International School, Vietnam take collaborative action. The world needs multiple levels. It nurtures and fosters indi- students engaging with their community vidual growth through the process of self- Because my project centers on gender equality, and willing to lead from behind. The world discovery while at the same time asks our through this investigation I realized that ad- needs students who are global citizens. young leaders to collaborate as contributors vocacy is the best road for me to create mean- I have learned the importance of sustainabil- and creators. Students are working to build ingful, sustainable change. I am very grateful ity, the connections of local-global issues, the themselves and the organization simul- for this course because in the last 6 months it applications of conscientious daily living and taneously. Within the GIN GAP, Global has been a guide for me for creating my GIN the value of positive action. Ambassadors have discovered and grown project. their understanding of themselves as lead- Isabel Calero, Colombian, Academia Marina Siquiera, Brazilian, Pan American ers of today, researched, and used their own Cotopaxi, Ecuador School of Bahia, Brazil experience to draw out and define terms that will contribute to a common language In keeping with best practices, it is our be- In the process of learning who we are and of change that builds connections between lief that we as an organization, follow the what kind of people we want to be, we accu- empowerment and action. They have also methods we have developed. We do this by mulate the knowledge and qualities required to evaluated their current and future projects asking students to work alongside us as part be a leader of the next generation. through a comprehensive GIN Project of our organizational team. Students lend Yeonhee Oh, Korean, Asociaciones workbook in order to analyze their short- us their insights on the best educational Escuelas Lincoln, Argentina and long-term steps, and after understand- practices and methods we employ. GIN ing each platform’s dynamics and best prac- strives to make every program youth-led It’s exciting to sit on one side of the world, tices, prototyped powerful social messages and educator-supported. In doing so, we in Facebook, Twitter, and Instagram. see the GAP as a continuous prototyping GAP, cont'd pg 44  intered www.aaie.org 43 GIN NOTES GIN/MUN Synergy GAP, continued from pg 43  odrigo Rose, GINtern and GAP the issues afflicting our planet, just as you Youth Leader, has written an receive when debating at the MUN. speaking to and working with GIN members essay on an important and very Sometimes the same issues are faced in from all over the world. I’m continually in- timely topic – how we can ben- various regions of the globe, and in GIN spired by other Global Ambassadors and what efit from a much needed collaboration be- rather than just debate them, you learn to they have done to alleviate the global issues we tween GIN and the Model United Nations R implement them in your daily life in what- combat in GIN. (MUN). Many of our students take part and excel in both programs. Collaboration ever scale you choose. Additionally, the con- Roopa Kondepudi, American, Singapore will benefit not only the programs, but our tact GIN students have with people from American School, Singapore students and our world. Please share his all across the world at the GIN conferences gives it a truly international touch that few By inspiring us to become Young Global thoughts with students who are involved in or are interested to learn more. other initiatives can offer. The opportunity Leaders, the program is setting a forth a dom- to present your project to people from a ino effect that will last for generations. Collaboration/Synergy different continent and see what they have Nakari Alberto, Dutch, International between MUN and GIN done likewise or differently brings an enor- School of Curaçao, Curaçao In today’s globalized world, youths are get- mous capability for networking, which not ting more and more involved in our planet’s only helps people grow as students, but as Valeria Wu, GIN Global Ambassadors challenges, and many initiatives work to- individuals in a globalized world. Finally, Program Youth Director. valeria@ gether to create greater change – and GIN one last element both projects have in com- globalissuesnetwork.net. globalissuesnetwork. is no exception. Most students that partake mon is what I like to call the “drive.” The org/ginglobalambassadors/. Valeria is a in GIN worldwide do not limit themselves drive is all that pushes people forward, all 16-year old studying at Colegio Roosevelt, to this organization, and one of the most that makes a person look themselves in the in Lima, Peru. Her work with GIN dates common clubs students are also involved mirror and say, “I’m making a change.” The back to 2011, as a 6th-grade photographer for in is the Model United Nations (MUN). GIN and MUN both serve as huge tools the first AASSA GIN Conference hosted by Hence, as GIN believes in cooperation and in your own personal drive, a commitment F.D.R, The American School of Lima. Ever collaboration in both local and global scales, to changing your planet for the better. since then, she has built a strong connection we are strong supporters of synergy, espe- Through both you develop public speaking, to the program and participates actively as a cially given the many connections MUN articulation, interaction and a form of per- GIN community leader. She has attended five has with the work of GIN. An example sonal growth unparalleled by anything else. GIN conferences in Costa Rica, Peru, Mexico, of this is with one of the core elements of So, GIN asks you: Do YOU want to make United States (UNESCO GIN) and Brazil. MUN, research, which can be developed a greater change? If so, then intertwine your As part of her own GIN project, Valeria co-led greatly through GIN as well. When you initiatives, work with them in synergy, and an installation of 14 solar water heaters in undertake the process of creating a GIN undoubtedly your impact will exceed your her school that save approximately 75 metric project, the first phase is always the inves- expectations. tons of Co2 annually. The project got selected as tigation, where you explore and learn about finalist of the Americas for the Zayed Future Rodrigo Rose, GINtern/GAP Youth Leader, your cause, finding out what has already Energy Prize in 2014, and received a 50,000 International School of Curitiba been done regarding the issue you wish USD grant to expand renewable energy in her to tackle in order to bring you inspiration school. Valeria is currently the Youth Director Challenge for your own project. Just as in the MUN, for a new chapter of GIN programming, you are required to conduct an extensive Our ongoing request to you is to recognize called the Global Ambassadors Program investigation throughout many different and celebrate all of the ways you are involv- (GAP). GAP aims to create a network of sources, not all from your country and even ing youth in roles impacting your school. student leaders at every international school in your native language, and sometimes Then we ask that you challenge yourself who will promote service, leadership and even requiring direct personal interaction. to further involve youth wherever possible broaden accessibility to Global Issues Network Moreover, participating in the GIN brings in every part of the school. Students need programming. In two years, the program you international and multilateral views on to have a voice and they will prove to be a has already served over 80 students from wonderful asset. 30 nationalities and presented at over 10 conferences across the world. Student Leadership Opportunity! Applications and enrollment begin every year at the start New AAIE / GIN International TOP 100 Global Citizens of April, please check the GAP Student Leadership Challenge page for more information: globalissuesnetwork.org/ 23-30 June 2018 ginglobalambassadors/ Information & student applications available Summer 2017 at aaie.org Contact: valeria@ Also access globalissuesnetwork.org for more information globalissuesnetwork.net

44 spring 2017 intered 26-29 June 2017 • Nova Southeastern University • Fort Lauderdale, FL

Association for the Advancement of SUMMER International Education 2017! CONNECT • SHARE • LEAD AAIE - ISCA INTERNATIONAL COUNSELING SUMMER INSTITUTE PART 1: MONDAY & TUESDAY DEVELOPING A COMPREHENSIVE COUNSELING PROGRAM IN INTERNATIONAL SCHOOLS: LEVEL 1 TRAINING ON 26-27 JUNE 2017 THE INTERNATIONAL MODEL FACILITATOR: Counselors will engage in THE FOUR COMPONENTS Anchored in research and best collaborative sessions to develop practice in school counseling and improve their school OF THE INTERNATIONAL MODEL WILL BE programs, this experience will counseling program using the leave you inspired, motivated foundations provided by the EXPLORED IN DEPTH: and equipped to reach your full International Model. Participants ● Foundation potential to best support your N will learn about specific tools ● Program Delivery students as a school counselor W and activities as well as create ● Program Management O in your unique International R an implementation plan that can ● Accountability B School setting. CHERYL be put in place during the upcoming school year. For more information on the International Model for School Counseling please go to http: //iscainfo.com/the-model

PART 2: WEDNESDAY & THURSDAY AAIE SUMMER INTERNATIONAL COUNSELOR RECHARGE 28-29 JUNE 2017 This active and invigorating A special strand will focus on the 2017 COUNSELING TOPICS 2 day institute provides attendees ● Student & Family Transition Counseling Department Chair/Lead with a wealth of opportunities to role and ways to optimize your team and ● Shaping School Culture Through Mentoring learn, share and connect around school resources to best support your timely counseling topics while ● Crisis & Trauma Response community’s unique counseling challenges. recharging internal batteries for ● Child Protection Through the Counseling Lens Each day includes time for regeneration, the coming year while making networking and sharing of ideas with other ● Counseling Leaders: connections with colleagues and counselors in similar roles facing common experts from around the world. Team & Program Optimization challenges from across the world. FACILITATORS: Facilitators: Dr. Jordan

Greenbaum,

M

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Y Dr. Scott Poland,

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D A L U Dr. Mercedes E L A A N E N B A M Ter Maat, K N L M R O Ellen Mahoney, JO EE O E E E H AL RD GR S P RC S T LL MA C ST Chrystal Kelly & AN C O T T EDE EN HRY Cheryl Brown REGISTER TODAY AT aaie.org REGISTRATION FEES 4 DAY SUMMER INSTITUTE: 2 DAY COUNSELOR RECHARGE: Fee Includes: For Hotel & Reservation 26-29 June 2017 (includes Int. Model 28-29 June 2017 (This does NOT • All Needed Materials Information Level 1 Training & Recharge Institute) include the 2 day Model training) • Transportation to Go to www.aaie.org Early Bird AAIE Member: $890 Early Bird AAIE Member: $690 and from sessions and click on (After 15 April $950) (After 15 April $750) • Lunch and Refreshment EVENTS > SUMMER INSTITUTES Early Bird Non-Member: $1,150 Early Bird Non-Member: $945 > COUNSELOR INSTITUTE Breaks (After 15 April $1,225) (After 15 April $1,025) • 1 Group Dinner

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theSAVE DATE!

52nd AAIE International Leadership Conference & Expo Citizens GLOBAL & Leaders 5-7 February 2018 New York, N.Y. Watch for details and registration at aaie.org

UPCOMING AAIE INTERNATIONAL LEADERSHIP EVENTS

AAIE International 26-29 June, 2017 Child Protection Leadership SUMMER Nova Southeastern Team Training & University Certification Program Fort Lauderdale, Florida 2017! AAIE / ISCA International Counseling Institute Facilitated by: Dr. Scott Poland, Ellen Mahoney, Cheryl Brown, Dr. Jordan Greenbaum and more. 26-29 June, 2017 AAIE Instructional NSU Main Campus Leadership Institute • Fort Lauderdale, Florida Facilitated by: Dr. Fran Prolman

AAIE Leadership Transition Retreat

REGISTER TODAY AT aaie.org 7-8 July, 2017 • Washington, D.C. 46 spring 2017 interedFacilitated by: Lee Fertig and Barry Déquanne CONNECT • SHARE • LEAD

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