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.
The cyclical nature of school accreditation and curriculum evaluations can be challenging for schools to coordinate when working with multiple organizations. That’s where our partnerships with the IB and other accreditation agencies help schools to manage that their evaluation cycles more efficiently and effectively. Here’s how it works.
As students explore and research their next steps beyond secondary school in the midst of the pandemic, we work with our members to support the best possible outcome for those who are interested in international higher education opportunities. Here's how our 2021 virtual University Exploration Days are proving to be a great solution.
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.
We’ve talked a lot about how our community of educators, counsellors and school communities can protect students online.But where do we start when helping students protect themselves online?
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’.
The vast response to the 2020 social media initiative ‘Everyone’s Invited’ where students (almost 15,000) can anonymously describe rape and assault within school communities has led to a special UK governmental investigation. We’re republishing this 2020 post with essential guidance to help our community learn more and educate school leadership teams and faculty.
By joining some dots, Leo Thompson presents an ‘unpacked’ model of global citizenship and intercultural understanding (GCIU). The ambitious model pulls together diverse research to provide an overview of the broad humanitarian scope of GCIU work and how core values, attitudes, concepts, and competencies intersect.
Does your board undergo regular health checks or evaluation? We explore the benefits, why your board might need it, and how do you go about conducting one in this post from CIS Affiliated Consultant Michael Iannini and his colleague Paul Smith.
We’re hearing about the significant efforts of many schools across the CIS community as they attempt to strengthen their practices around diversity, equity, and inclusion. Here's a great example from the International School of Dakar (ISD) to help schools visualize some possibilities that can be adapted to their own context.
Depending on the identities we hold, the inherent powers and privileges we have, or the ingrained oppressions we endure—the conversations and work on diversity, equity, inclusion, and justice require an unquantifiable amount of courage. Read more from Joel Llaban.
Our university members questioned international school counsellors during our recent webinar series about how to best connect with their students at this uncertain time. Here are their tips and advice.
How has the pandemic changed how secondary school students worldwide are learning about their university options and defining when and where to enrol at university? Through panel discussions in a recent webinar series, we've gathered a wealth of insights from international school counsellors worldwide.
Schools are expected to take particular care to protect student information as part of their child protection obligations. But what happens when a child moves to a new school? Schools can feel torn between safeguarding the student and protecting the student's sensitive information. We explore legal considerations and share practical tips.