Reputation management is crucial for international schools, whether they're thriving, beginning or developing. Right now, benchmarking and managing a school’s reputation has become even more critical for some as they face a myriad of risks, some associated with COVID-19 and others that were already building. Stephen Holmes outlines risks, responses, benchmarking processes and recent examples.
Nunana's personal story provides us with a powerful starting point for what we can and will do at CIS for ourselves, the communities we serve, and the world at large. The Black Lives Matter movement is a significant catalyst for change and one that we will highlight. We can do better at CIS.
In the middle of the pandemic, a dedicated group of 102 educators from 71 schools in 39 countries across every continent found the energy, time and commitment to complete an online training course in April to develop the skills and attributes of a CIS accreditation team evaluator. School improvement and learning from each other, right now, is more critical than ever.
In the midst of a global pandemic, we’re learning and adapting to a whole new set of circumstances and a wide set of factors at play—cultural, personal, professional, and otherwise. We can begin to recognize the powerful role culture plays in our responses during times of stress and uncertainty.
Members of the International Taskforce on Child Protection are dedicated volunteers who maintain focus on their fundamental responsibility to keep children as safe as possible in education. Read their latest report and resources.
It's been a strange start for Nico Evers in his new role as CIS Director of Higher Education Services. He has established himself by bonding with his new team via video and quickly identifying where to focus his efforts and contribute to our community of schools and universities. Hear more from Nico.
Guiding an organization through a global pandemic whilst also attending to personal suffering requires extraordinary effort. Key amongst these are the efforts that leaders are making to protect the mental health and well-being of their communities. Read key considerations and accompanying in-depth article.
What does this new reality mean in terms of school reputation and what lies ahead for international schools? Marketing and reputation management consultant, Dr Stephen Holmes, reflects on the situation and offers some advice.
What can we do to keep ourselves mentally resilient despite these unusual pressures? Here are some ideas for you to consider.
Are you confident Zoom is configured correctly and provides a safe and suitable remote learning experience for your staff and students? Here are some effective practices and things to consider when using Zoom for your virtual classrooms.
This is the second article in our series on how schools and universities can adapt to new learning environments, prepared in response to the many questions we have received from our members in recent weeks.
'Campus closed' vs 'school closed'. The language we use as international leaders influences this conversation and should give assurance to the community that the mission and vision of the school guide the decisions we make as a Board.
Ellen Mahoney reflects on the mental health of educators during times of uncertainty and provides suggestions and resources to help address feeling powerless or ill-equipped or hopeless.
Schools and universities are making extraordinary efforts to support their communities right now. This is the first in a series of articles to address challenges and the many questions we’ve received, explaining how to keep students safe and protect their well-being in new learning environments.
March no longer looks like any of us would have expected it to. Managing uncertainty is now my most important role—in the face of a virus which has succeeded in disrupting education across the world. How do you manage a virus?
How do you fare in these uncertain times, in terms of managing ambiguity? Is this an opportunity to grow as you plough through the day’s uncertainties? Are you confident in your ability to manage ambiguity personally and professionally?
There's been a recent surge of online learning activity as schools and universities around the world look for solutions to continue their teaching, learning and student support while institutions close due to the outbreak of Covid-19/coronavirus. While this surge will help to protect the well-being of their students, these institutions now face the additional challenge of how to protect students while they learn virtually.
On #SaferInternetDay (11 February) we join thousands of you in promoting the safe and responsible use of technology for young people. Where do you start when tackling such a broad and complex topic in an international school context? We called on our colleagues at Childnet International and 9ine Consultancy for information, guidance and resources.
When our university members seek out students from CIS member schools, they want to diversify their own campus with students who want to continue their development as global citizens. Consequently, some of our university members actively incentivize students from our school members with scholarships, grants and other attractive opportunities.
A new year begins. And with it come our resolutions; taking on the challenges we have been avoiding, at long last solving recurring problems, reaching out to those who need our help, stepping up to take action where we know we can make a difference. What would these resolutions look like for those of us responsible for leadership in international education?