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Practitioners who have taught open-ended models of curricular frameworks will appreciate the liberating freedom and flexibility to not only curate but also experiment with content and concepts when developing a unit of study. However, with such freedom also comes great responsibility. It requires ongoing curriculum conversations and negotiations in terms of what is to be taught (the content), when it is to be taught (the pacing), and how it is to be taught (the methodology). The most important question in this process is, however, who gets to make these decisions? The term ‘decolonising the curriculum’ acknowledges that no one owns knowledge and that it is socially constructed.

What does global citizenship mean to your students and school community? How do you define, articulate, and implement global citizenship development and intercultural learning? Many schools that we support along their school improvement journeys continue to grapple with how to envision this work. And our conversations usually lead to one challenging question: how do we assess the impact and know whether students have indeed developed the traits of a global citizen?

I have taught critical race theory for the past ten years in three different overseas American schools, and that experience has solidified my unequivocal belief that teaching diversity, equity, and inclusion (DEI) are fundamental to an effective liberal arts education, still very relevant in preparing our youth for the world they will inherit.

If diversity means including other viewpoints and perspectives, and representation from groups other than the majority, then this surely includes linguistic diversity as well. And surely there is no better route to decolonising the curricula of international schools than to set local and student languages in parity alongside the colonial language that is English.

What constitutes effective leadership and ‘leadership by presence’ when uncertainty and crisis management continues to be the order of the day? The unpredictable nature of the pandemic and the lack of previous knowledge have truly tested the mettle of international school leaders. Sudha Govindswamy asked some leaders from CIS member schools to share their approaches and strategies.

From guiding statements to student learning, what’s your school’s ‘golden thread’? Is it linear or complex and messy? How does it guide your school? Simon Camby presents key questions for you to reflect on as you think about your school.

Peer evaluation is at the core of the CIS International Accreditation experience—educators lead, strengthen and shape international education together. Our new Director of School Evaluation & Development Services, Simon Camby, explored how peer evaluation training works from the inside.

Take a look at three of the salary gaps we identified in the 2020 CIS Heads of School Salary & Benefits Report. Each year, we ‘take the pulse’ of our community in relation to the salaries and benefits of heads of international schools worldwide. 

What does it look like to purposefully and intentionally 'tackle' racism in schools and universities? How will we hold ourselves accountable to each other and the young people we are educating? Conrad Hughes describes ways educational institutions can ‘decolonise the curriculum’.

We invite proposals that stimulate international dialogue on innovative practice in university admission and guidance by demonstrating how international schools, universities, and individuals in the higher education admission and guidance community are contributing to change across the world. Share your experience and expertise with the CIS community