What the data tells us about diversity in international school teaching staff and leadership

We’re always looking for ways to use data to help solve challenges facing our membership community. And our work to foster greater inclusion across our global community via diversity, equity and anti-racism (I-DEA) continues at pace. One way we are linking these two priorities is to share our data analysis expertise via strategic partnerships, most recently to determine diversity baseline data in international schools, collecting data on gender, nationality, and ethnicity of board members, heads of schools, leadership teams, and teachers.

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Three themes for schools and universities to support international student transitions across cultures

Ten CIS schools and universities conducted sessions with their international students to understand better the pressures they face when making the transition from secondary school to university, especially in relation to moving across countries and cultures. Explore the three themes emerging from this CIS project so far.

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 This child is your number one priority

Imagine the scenario. A 16-year student sobbing in a school teacher’s classroom because on the surface it would appear that he is struggling to cope with the stress of his first semester school examinations. Then you discover that this young man has a known history of anxiety and lost contact with his professional support when he transitioned between international schools and countries. Natasha Winnard gives valuable advice to help schools and educators.

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English garden

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.

Read More about Beyond illusions—Using a social construct to decolonise the curriculum
Advancing global citizenship and intercultural learning in your school

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?

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What I learned teaching critical race theory to American teenagers overseas

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.

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Exclusion

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.

Read More about Diversity, equity, inclusion, and languages: What are the connections?
How we work with the IB and partner agencies: Helping schools align multiple accreditation cycles

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.

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Graduating students

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.

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Redefining well-being and leadership by presence during the pandemic

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.

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