We See Genius in Every Child Making Quality Education Accessible Rewarding Excellence the GEMS DIFFERENCE

Total Page:16

File Type:pdf, Size:1020Kb

We See Genius in Every Child Making Quality Education Accessible Rewarding Excellence the GEMS DIFFERENCE We see genius in every child Making quality education accessible Rewarding excellence THE GEMS DIFFERENCE Trusted by parents around the world We are passionate about education and have been trusted by parents for 60 years. We are a family of committed teachers GEMS EDUCATION CORE VALUES Everyday, our family of 20,000 teachers make a difference to the lives of over 190,000 students. The GEMS Education Core Values are our collective beliefs. They set the standard that we expect from all GEMS Education people – from employees and teachers, to parents Our Students lead locally and internationally and students. GEMS students have won over 2,100 international, regional and Our Core Values also lie at the heart of our holistic approach to education – in our local awards in science, arts and planned curriculum, in our school life and other places of work. GEMS Core Values help sports. our learners become not just great students but great people. Our Students excel and go 1. GROWING BY LEARNING to the top universities 2. PURSUING EXCELLENCE GEMS students have been accepted into 1,050 universities 3. LEADING THROUGH INNOVATION in 53 countries – including all eight Ivy League universities in 4. GLOBAL CITIZENSHIP the US and all 24 Russell Group universities and colleges in the UK. Growing by learning_print_A2.pdf 1 5/18/14 9:17 AM Pursuing excellence_print_A2.pdf 1 5/18/14 9:09 AM Leading innovation_print_A2.pdf 1 5/18/14 9:12 AM Global Citizenship_print_A2.pdf 1 5/18/14 9:15 AM We are deeply committed to philanthropy Our philanthropic arm, C C C C M M M M Y Y Y Y CM CM CM CM MY MY MY MY The Varkey Foundation, supports CY CY CY CY CMY CMY CMY CMY K K K K initiatives that change lives around the world. Making quality education accessible GEMS Rewards is an exclusive rewards programme for our community of students, parents 1. Growing By Learning 4. Global Citizenship and staff designed to reduce the Strive to develop your potential. Making an active contribution to your impact of school fees. and further enhance their lifestyle. local and global community. » Along with our students, we never stop learning » We respect and celebrate our diversity We see genius in every child » Each and every one of us has a and recognize that there are many We believe that a quality education capacity for leadership things that unite us all. is the key to unlocking the » We make a difference in our local greatness that lies in every child. 2. Pursuing Excellence communities so that we have a Work to continually exceed sustainable planet to share expectations. » We build bridges of knowledge, push » Just as we set educational standards boundaries and unite young people. for our schools, we take care that » We aim to produce not just great We believe the diversity of the students studying at the GEMS Royal Dubai School, everything we do is delivered to a high students, but great people who live standard. is one of its greatest strengths. Through social interaction and by studying and with honesty, confidence and integrity. » We go the extra mile for our students experiencing other cultures and belief systems, this rich diversity will instill a and our colleagues. unique international understanding in your child - just what they need to succeed in an increasingly globalised world. 3. Leading through Innovation Find the courage to challenge With over 60 years’ experience in education, your child will also become an convention. important part of the global network of award-winning GEMS schools, comprised of » We dare to dream of the possibilities more than 250,000 students from over 150 nations, studying in 14 countries around » No idea is too small or too large if it the world. This diversity is mirrored by over 20,000 teaching staff, specialists and makes things better for our learners advisors who are on hand to ensure all students at GEMS schools, have access to and our people. the specialist resources and assistance they need. We see genius in every child WELCOME TO GEMS ROYAL DUBAI SCHOOL A message from the Principal Welcome to GEMS Royal Dubai School, leading to fun and wonder. Our curriculum a school where we place children at the celebrates the diversity within our school heart of all we do; because our pupils and equips our children with the skills and deserve the very best. attributes required to become active citizens in our international community and beyond. I am privileged to be part of this amazing school, where we value those marvelous The wellbeing of our children is paramount moments which nurture individuals to in all that we do and we place great achieve their true potential and build make emphasis on building high quality personal lifelong memories. and social skills, which has a positive impact on achievement and attitudes to As soon as you walk through the door learning. This is supported by an extensive at RDS you will experience the ‘family range of extra curricula activities including feel’ culture and ethos which we have sports, cultural and performing arts as developed since opening in 2005. We are well as access to holiday, residential an Outstanding learning community and camps, and cultural activities. we have a lot to feel proud of! Our school is an English Curriculum Our bespoke learning model (The RDS primary school situated close to the Mirdif Learning Wave), complemented by a area of Dubai. Mirdif has excellent traffic Concept Curriculum ensure a holistic links, affordable high quality housing, approach where students develop webs restaurants and shops. We are a truly of information rather than memorising international school with over 70 different straight facts. Our talented and dedicated nationalities with UK residents being the teaching team focus on the whole child, predominate nationality. The multi-cultural with their intellectual, emotional, social, experience that the children receive truly physical, artistic, creative and spiritual reflects the multi-cultural life of our host potential being developed alongside country and city. academic knowledge. GEMS Royal Dubai School is a special The GEMS Royal Dubai School offers place to learn and we welcome you to an Outstanding education that extends visit the school and become part of our beyond the New National Curriculum learning community for England. The focus is on meeting the needs of each and every one of our learners so that they are equipped with the learning skills and life-long learning dispositions necessary to be able to accept and embrace the challenges of an ever-changing world. This means equipping students with a wide range of traditional academic and technological skills and developing a range of learning dispositions and critical thinking skills that will promote creativity, problem solving and support learners to develop agency A VIBRANT, CARING AND HARMONIOUS (ownership) over their learning. Through this curriculum, we encourage LEARNING COMMUNITY – DSIB creative and critical thinking alongside Vicky Martin, Principal & CEO stimulating and meaningful experiences, GEMS Royal Dubai School has gone challenges of change that the 21st from strength-to-strength since it first century will bring. This has helped to opened its doors in 2005 and is today make GEMS Royal Dubai School the only acknowledged as one of the leading British outstanding school in the area offering primary schools in Dubai, further reinforced The New National Curriculum for England, by having been rated as Outstanding in with excellent teachers trained in the UK. DSIB inspections since 2015. Our ethos The school is certified as a British School and friendly atmosphere are complemented Overseas "combining the best of British by a commitment to excellence in both educational standards and methodology academic and personal development. with an awareness of the local cultural and regional context." The New National Curriculum for England, which places emphasis on the core Our school strives for excellence in subjects and careful monitoring of progress everything we do. Your child's academic to ensure a record of academic success. needs are our top priority. However, at This is complimented by outstanding our English Curriculum school we also facilities and provision in the foundation encourage our students to develop their subjects which include the Creative Arts, strengths outside as well as inside the PE, Humanities and Social Studies. classroom through an extensive range of Extra Curricular Activities (ECAs). A The school continues to move with focus on student’s personal development the times, embracing new approaches promotes positive attitudes to learning. to learning and technology, preparing our students well for the inescapable Rated ‘Outstanding’ by KHDA since 2015 LEARNING SKILLS AT RDS We are extremely proud of our students the ICARE learning dispositions understanding of the skills and processes complimented by the HPL cognitive that enable them to be an affective domains (ACPs) as well as the values, learner. This was recognised as part of attitudes and attributes (VAAs) RDS our latest DSIB inspection and continues students continue to devleop the to be a strong feature in the school. language to help them explain the current stage of their learning journey “The schools enterprising approach to and the next steps they need to take to the Learning Wave model is a developing improve and deepen their understanding. feature and has a positive impact on students’ acquisition of learning skills. “The school’s development of the Students in all years embrace the “Learning Wave” and “Concept concept of the learning wave, which Curriculum” enables teachers to plan encourages them to evaluate their own lessons that focus on learning. As part performance.” DSIB of this, students frequently initiate GEMS ROYAL DUBAI SCHOOL | VISION learning … various teaching strategies are To amplify the impact of the Learning being deployed to increase the level of Wave, which is the RDS learning model Achieving Excellence Together responsibility that students take for their used to help students articulate the learning, including the use of learning We embrace the GRDS prepares learning process, we are currently As a Learning Community Our Mission is to..
Recommended publications
  • The Promise of Technology Integration in Schools
    The Promise of Technology Integration in Schools The improvement effect: The improvement effect: Brightening the futures of 550 million sAuthorstude nts Foreword Contributors Justin Barbaro, Ph.D. JustineBrigh Casselltening theSusan fut Mannures of 550 Chandni million Trivedi students Mary Elizabeth Wilson, Ed.D. Maciej Jakubowski Jessica Beidelman Denise Gallucci L TRANSFORMING E A G RNIN B r h ig e t n i n the g f u t u r e s o 550 f m i l l i s on r imp The t n ude TRANSFORMING LEARNING t s o v e ement f f c e t: TRANSFORMING LEARNING The Education Partners | The Promise of Technology Integration in Schools About the Authors Denise Gallucci, a visionary strategist, innovator and committed education executive, is the Chief Executive Officer of GEMS Education Americas and The Education Partners. Mary Elizabeth Wilson is a teacher and teacher educator who brings more than 20 years of experience in public and private education across PreK-20 learning environments to the role of Chief Learning Officer at The Education Partners. Justin Barbaro draws on his experiences as a classroom teacher, leadership developer and academic researcher to inform his current work in the role of Associate at The Education Partners. Justine Cassell, Associate Dean, Technology Strategy and Impact, School of Computer Science, Carnegie Mellon University. Susan Mann, CEO of Education Services Australia, a company owned by all Australian Education Ministers that focuses on technology provision for the Australian education sector. Maciej Jakubowski, former Deputy Minister at the Ministry of National Education in Poland.
    [Show full text]
  • GEMS Education Implements Strong Azure Disaster Recovery Capability with Liveroute Solution
    GEMS Education Implements Strong Azure Disaster Recovery Capability with LiveRoute Solution Dubai, United Arab Emirates, September 25, 2019: LiveRoute, a part of MDS Computers Group and a leading Cloud Solutions Provider in the Middle East, has successfully implemented a complete site level Microsoft Azure Disaster Recovery solution for GEMS Education, one of the top international private school operators in the Middle East. This has enabled strong Business Continuity, enhanced compliance and has significantly reduced the overall operational costs. “For an organization that has the interests of over 120 thousand students from 176 over countries, the parent community and internal teams who are connected via several IT applications, it was important for us to be proactive in our approach to Disaster Recovery. We needed to implement a solution that we could rely on so as to ensure that we are not dependent on the existing network and avoid any lock down,” said, Shabeer Mohammed, Vice President – Technology, GEMS Education. “After an internal study, we decided to step away from the traditional Data Centre model and needed to have an optimized calculated environment which is hosted in the Cloud. One which would negate the high asset costs of a Data Centre and create a viable solution that would do an automatic failover and failback. We are a heavy user of Microsoft technology, and our discussions with LiveRoute, a Microsoft Gold Partner delivering Cloud-based solutions in the region, was the perfect fit to help us move into our Azure Cloud journey which also provides us with a strong Azure Disaster Recovery capability,” Mr.
    [Show full text]
  • GPS Rajkot Brochure Artwork
    WHERE THE WORLD IS A PLAY GROUND *In private school segment THE WORLD OF GEMS EDUCATION At GEMS Education we are educators first, driven by a singular purpose - to provide quality education within the reach of every child. We are World’s largest K-12 School Education Provider with more than 55 years of experience in the education sector. From a single school founded 55 years ago we now operate in 176 countries and are driven by the passion of over 20,000 teachers educating more than 1,90,000 children. We are the pioneers of education and what truly matters to us above all is how our students feel when they walk through our doors. Switzerland Uganda Singapore Egypt France Malaysia KSA UK USA UAE India Qatar Kenya Countries: Operations / Active Projects MAKING A DIFFERENCE TO 2,70,000 STUDENTS AND FAMILIES We provide a unique opportunity to collaborate, engage and interact with GEMS students around the world. More than 2,70,000 students have access to resources through our services division. It helps prepare your child to work alongside people from different cultures right from an early age. We now own, operate and manage over 250 schools across 176 countries. A NETWORK OF OVER 20,000 TEACHERS AROUND THE WORLD As a global team of educators, our teachers draw from each other’s experiences and resources to provide excellent learning opportunities for your child. } World's largest employer of British & Indian teachers } 20,000 teachers from over 115 countries GLOBAL ACCEPTANCE IN OVER 1050 UNIVERSITIES ACROSS 53 COUNTRIES These include all 8 Ivy League universities in the US and all 24 Russell Group Universities & Colleges in the UK.
    [Show full text]
  • Gemsinternational School AL KHAIL
    ﻣﺪرﺳﺔ ﺟﻴﻤﺲ اﻟﺪوﻟﻴﺔ - ﺷﺎرع اﻟﺨﻴﻞ GEMSInternational School AL KHAIL Educating Today’s Learners For Tomorrow’s World Unleash Your Child’s Potential Our International Baccalaureate students are taught by highly experienced (IB) teachers who utilise the most eff ective learning technologies. We prepare our students to learn far more than just a collection of facts, we encourage ongoing education so that they: • Gain an international outlook, critically appreciating their own heritage and culture as well as the values and traditions of others too; GEMS Education - a long-term commitment to quality education • Learn to move beyond conventional subjects by nurturing inquisitiveness and developing skills for inquiry and research; CSR initiatives, GEMS students also develop a • Show empathy, compassion and respect to both people and Why the 'GEMS’ name? the environment; social conscience. They are taught the values and Our name and the GEMS Education logo symbolize responsibilities needed to become active members of • Develop critical and creative thinking skills to analyse and our belief that every child is a GEM…precious and take responsible action on complex problems; the community, something which the modern world unique, ready to shine and achieve his or her hopes is desperate for. • Understand the importance of balancing diverse aspects of and dreams. their lives, including intellectual, physical and emotional to, achieving wellbeing for themselves and others. We value and cherish our children in school just as GEMS Core Values The GEMS Diff erence they are at home by providing individual care and We know academic performance is important because attention. We reinforce that each child: academic qualifications are the passport to accessing a good university but we believe a values-based • has special talents education is of equal importance.
    [Show full text]
  • GEMS Wellington International School
    GEMS Wellington International School British Schools Overseas Inspection Report Inspection Dates: Monday 1 October – Wednesday 3 October, 2019 Lead Inspector: Jim Alexander Team: Pauline Barker Judith Tolley Jeremy Barnes Age Group: 3-18 Report Published: 17 October 2019 Purpose and scope of the inspection This inspection report follows the English Department for Education (DfE) Schedule for the inspection of British schools overseas. This inspection was carried out by four Education Development Trust inspectors who spent three days at the school. Education Development Trust is a body approved by the British Government for the purpose of inspecting schools overseas and quality assured by the Office for Standards in Education (Ofsted). Education Development Trust is one of the world’s leading not-for-profit education companies, providing a range of education services in the UK and internationally. Education Development Trust employs over 2,500 staff worldwide, all working on projects relating to educational quality. To be recognised by the Department for Education, a British School Overseas must have an inspection report which shows that its performance against all the standards is at least satisfactory. This reflects the standards required for continuing registration as a school in England. Schools meeting the standards will have their inspection reports published on the Department's website and will be registered on Edubase. Inspectors report on the extent to which schools meet the relevant Standards for British Schools Overseas (BSO). These were updated with effect from September 2017. The inspection follows closely the framework for the inspection of independent schools in England but, where appropriate, also takes account of compliance with local regulations.
    [Show full text]
  • Davos of Education’
    THE 5 DAY PROGRAMME INVOLVES: INSTRUCTIONAL DAY 1 DAY 2 THE ART STUDENT-CENTRED LEADERSHIP OF TEACHING LEARNING TRAINING UGANDA Understanding Learners, Student-centred vs. teacher- Pedagogy, Lesson design. centred learning, How do we learn? DAY 3 DAY 4 POSITIVE STUDENT-CENTRED LEARNING ENVIRONMENTS ASSESSMENT · Low cost, high-impact teacher training 3 · Since 2013, we have trained The brain when we learn, Assessment, Learning objectives Classroom environment and success criteria, Peer and self- 2,313 School Leaders, who have trained factors that optimize learning. assessment, Effective feedback over 23,000 front-line teachers and DAY 5 impacted over 1,000,000 learners. PROFESSIONAL PRACTICE Professional learning communities, Lesson observations SUPPORTED BY MAKING · Ghana’s first interactive distance-learning project GHANAIAN · Uses cutting edge technology and multimedia content to GIRLS deliver quality teaching to students in 72 deprived schools GREAT! · 144 facilitators trained to support over 8000 primary school girl and boys SUPPORTED BY · Trains school leaders to become Instructional Leaders through TRAIN FOR face-to-face training, and a TOMORROW distance learning cascade · Made possible by a satellite link GHANA and solar-powered infrastructure · Instructional leaders cascade their training and impact up to 5000 front-line teachers over 2 years 4 DISTRICTS 40 880 HUB SCHOOLS / INSTRUCTIONAL TECHNOLOGY LEADERS ENABLED SCHOOLS 000 UP TO UP TO 85 STUDENTS FUNDED BY UP TO UP TO 000 5 TEACHERS EDUCATIONAL · Establishing Education LEADERSHIP
    [Show full text]
  • A Powerful Impact: the Importance of Engaging Parents, Families and Communities in Improving Student Success
    A Powerful Impact: The Importance of Engaging Parents, Families and Communities in improving Student Success Essays by GEMS Education advisers and partners About GEMS Education Founded in 1959 GEMS Education seeks to put a quality education within reach of every child. GEMS educates 130,000 students from over 150 nationalities across four continents. Our consultancy arm, GEMS Education Solutions works with governments to lift school performance and improve the standards and expertise of government schools across the globe. The Varkey GEMS Foundation aims to impact 100 underprivileged children for every child enrolled in a GEMS school. GEMS has offices in the United Kingdom, Switzerland, the United States of America, Singapore, India, the Kingdom of Saudi Arabia, Qatar, Kenya, Egypt and the United Arab Emirates. The GEMS Parent Engagement Advisory Board The GEMS Parent Engagement Advisory Board is made up of leading academics, educationalists, authors and researchers in the field of family engagement in learning and supports GEMS to stay at the forefront of best practice in this area of parental engagement. Our prestigious board comprises Dr. Joyce Epstein, Ms. Anne Henderson, Dr. Bill Lucas, Dr. Karen Mapp and is supported by Peter Davies. For further information about the work of the GEMS Parent Engagement Advisory Group, please contact Alice Cornish ([email protected]). © GEMS Education 2013 Printed by: Copytech, www.copytech.com Designed by: Paper Dog, www.paperdog.com About The Authors Advisory Board Membership Professor Bill Lucas, Chair (UK) Family‐School Partnerships (The New Press, 2007) was written with Karen Mapp, Vivian Johnson, and Don Davies. Anne has also written the Evidence Internationally renowned researcher and writer on learning, author of series, which reviews the research on the effects of parent and community Happy Families: How to Make One How to Keep One (BBC Active, 2006), engagement on student achievement.
    [Show full text]
  • Opportunity Statement
    GROWTHMOSAIC patient human capital Opportunity Statement The following opportunities have been identified for entrepreneurs to respond to: Opportunity 1 How might we develop and offer innovative methods of preschool teaching that promote the ‘learning through play’ methodology and derive from the science of facilitating the holistic growth of the child, that also comes from an understanding of Ghana’s context and what is feasible and affordable? Opportunity 2 How might we provide affordable access to holistic Early Childhood Education & Development to children? Opportunity 3 How might we provide effective teaching solutions aside traditional training methods to primary and junior high school children that are affordable [less than 10%-15% of the disposable income of their parents/guardians]? How might we provide teachers with access to affordable quality continuous professional development that enhances their teaching approach for impactful learning of primary school children? How might we empower educators with proven practical strategies that enable students learn effectively and develop critical thinking and problem solving? Preamble Based on our thorough research; interviews with experts in education in Ghana and Kenya, online reports and articles, and our observations and learning since inception, we present these specific fundamental problems of education in Ghana. Our research identified several problems of education in Ghana, and narrowed down to these three outlined in this document based on: the number of experts that raised this problem, the economics of the problem, and that it represents a big enough problem effecting a large enough market to sustain a business. Experts Interviewed: Afzal Habib, Co-Founder, Kidogo, Kenya Allison Rohner, Executive Director, IDP Rising Schools Program, IDP Foundation, Inc.
    [Show full text]
  • Wis-Ib-Options-Evening-20159566345
    Post 16 International Baccalaureate Choices 2016-2018 2 Post 16 International Baccalaureate Choices 2016-18 Aims for the Evening To outline the Post 16 Curriculum Structure at Wellington International School. To explain the nature of the IB programmes. To give some advice to students and parents about the best option subject choices to make Post 16. Format for the Evening: The Post 16 Curriculum Offer at WIS Richard McGrory, Director of Secondary Curriculum Vicki Hallatt, IBDP/IBCP Coordinator The Compulsory Elements of IBDP Amy Denyer, Curriculum Leader, English Anna Dalladone, Curriculum Leader MFL Carrie McNerney, Curriculum Leader Maths University pathways and Making the Best Choices A Diploma Student Laura Curran, Careers Counselor Aasiyah Patel Year 12 Subject Specific Conversations The IBCP BTEC Media Course With subject leaders teachers in the Claire Young, Subject Leader for Media and Falcon Centre. Head of Sixth Form An IBCP Student Annabel Thomas Year 12 The Post 16 Curriculum at WIS At GEMS Wellington International school we offer three pathways of study for students from the International Baccalaureate Organisation (IBO). What is the IBO? • Established in the late 1960s to meet the educational needs of students in International Schools. • Teaches over 600,000 students in 2300 schools in 127 countries. • Now taught in both International Schools and State sector schools across the globe, with the highest number of schools being in the United States. Three Pathways: An academically challenging and balanced programme of education with • final examinations in six subjects and • an additional ‘Core’ programme of study (TOK, CAS, EE), that prepares students for success at university and life beyond.
    [Show full text]
  • Sustainability Report Academic Year 2016 - 2017 TABLE of CONTENTS
    Sustainability Report Academic Year 2016 - 2017 TABLE OF CONTENTS ABOUT THIS REPORT ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������03 Message from the Chairman of the Board ����������������������������������������������������������������������������������������������������������������������������������04 Message from the CEO �������������������������������������������������������������������������������������������������������������������������������������������������������������������������05 ABOUT GEMS EDUCATION GROUP ����������������������������������������������������������������������������������������������������������07 Key Highlights �����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������07 Overview ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������08 Financial Performance ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 12 SUSTAINABILITY MANAGEMENT ��������������������������������������������������������������������������������������������������������������15 Listening to our Stakeholders ����������������������������������������������������������������������������������������������������������������������������������������������������������������15
    [Show full text]
  • GEMS First Point School
    GEMS First Point School British Schools Overseas Inspection Report Inspection Dates: 23–26 January 2017 Lead Inspector: Jim Alexander Team Inspectors: Helen Gaunt Robin Attfield Age Group: 3-18 Report Published: Feb 2017 Report Reference Number: 1039 Purpose and scope of the inspection This inspection report follows the English Department for Education (DfE) Schedule for the inspection of British schools overseas. The inspection was carried out by three inspectors from Education Development Trust who spent four days at the school. Education Development Trust is a body approved by the British Government for the purpose of inspecting schools overseas and quality assured by the Office for Standards in Education (Ofsted). Education Development Trust is one of the world’s leading not-for-profit education companies, providing a range of education services in the UK and internationally. Education Development Trust employs over 2,500 staff worldwide, all working on projects relating to educational quality. To be recognised by the Department for Education, a British School Overseas must have an inspection report which shows that their performance against all the standards is at least satisfactory. This reflects the standards required for continuing registration as a a school in England. Schools meeting the standards will have their inspection reports published on the Department's website and will be registered on Edubase. Inspectors report on the extent to which schools meet the relevant Standards for British Schools Overseas. The inspection follows closely the framework for the inspection of independent schools in England but, where appropriate, also takes account of compliance with local regulations. The Standards are as follows: 1.
    [Show full text]
  • Top Ten Finalists Announced for World's First $1M Global Teacher Prize
    10 March 2015 TOP TEN FINALISTS ANNOUNCED FOR WORLD'S FIRST $1M GLOBAL TEACHER PRIZE Ten teachers have been chosen from over 5,000 nominations from around the world as finalists for the one million dollar Global Teacher Prize. The top ten finalists announced today are (alphabetically): • Azizullah Royesh, Marefat High School, Kabul, Afghanistan • Kiran Bir Sethi, The Riverside School, Ahmedabad, India • Guy Etienne, College Catts Pressoir, Port-au-Prince, Haiti • Jacqueline Jumbe-Kahura, Bofa Primary school, Kilifi, Kenya • Nancie Atwell, The Center for Teaching and Learning, Edgecomb, Maine, USA • Naomi Volain, Springfield Central High School, Springfield, Massachusetts, USA • Phalla Neang, Phnom Penh Thmey, Phnom Penh, Cambodia • Madenjit Singh, GDI - SOLS 247 School (in Cambodia), Malaysia • Richard Spencer, Middlesbrough College, Middlesbrough, United Kingdom • Stephen Ritz, Public School 55, BronX, New York, USA Widely referred to as the Nobel Prize for teaching, the $1 million Varkey Foundation Global Teacher Prize, is the largest prize of its kind and will be given to one eXceptional teacher who has made an outstanding contribution to the profession. All ten finalists will be flown to Dubai for an award ceremony taking place on Sunday 15th March at the Global Education and Skills Forum. The winner will be presented the prize by Sunny Varkey, Founder of the Varkey Foundation, in front of Education Ministers, international education eXperts and global business leaders. The winning teacher will be chosen from the ten finalists by a global academy made up of prominent individuals including academy award winning actor Kevin Spacey; social activist Geoffrey Canada; entrepreneur Baroness Martha Lane FoX; Carina Wong, Deputy Director of the Bill and Melinda Gates Foundation; Wendy Kopp, CEO Teach for all; Brett Wigdortz, Founder of Teach first; Grammy award winning musician Esperanza Spalding; Nigerian businessman Jubril Adewale Tinubu; and Vice-Principal, Tsinghua International School, China.
    [Show full text]