Dates: 23 & 24 March 2017
United World College of South East Asia, Dover Campus, Singapore
Registration Deadline: 23 February 2017 


Strand A | Developing Culturally Competent Leaders & Teachers: Why & How

Chris Green | Strand Leader

Chris is one of the team of School Support and Evaluation Officers (SSEO) with the Council of International Schools (CIS).  She supports schools undertaking the accreditation process, including the latest CIS International Accreditation 2016 which has the development of intercultural competency and global citizenship as one of four driving ideas that underpin this protocol. Another focus of her SSEO role is to provide support to schools embarking on the project-based International Certification: Educating for Global Citizenship.  Chris is also a Qualified Administrator of the Intercultural Development Inventory (IDI).

Chris lives most of the year in Hua Hin, Thailand.  Beginning her career in education in her native Australia, she then spent more than 20 years as a teacher and member of school leadership teams in Kuwait, Sudan, Cambodia and China.  

Developing Leadership Capabilities for Global Education Contexts

Presenters: Dr Gerard Calnin & Sue Richards
Organisations: The University of Melbourne & International Baccalaureate

The trends of globalisation – such as increased migration and mobility - are an increasing reality for our schools and are creating new challenges for school leaders. Classrooms are increasingly diverse, as are faculty staffrooms. Given the importance of school leadership to teacher effectiveness and student outcomes, what are the key competencies and capabilities which school leaders need in order to successfully guide their learning communities within a global context? The IB community, with its 4000 schools in more than 134 countries, recognizes that high quality, effective leaders will be reflective and strategic, capable of leading people with varied values, beliefs and expectations in order to build communities of lifelong learners motivated to create a better world through education. In response to the increasingly complex work of school leaders, the International Baccalaureate has recently developed a Leadership Development Framework for aspiring and experienced leaders. The Framework draws on the IB’s signature inquiry approach to learning and aims to provide participants with the skills and capabilities to operate effectively in its global network. The workshop will share the research underpinning effective leadership capabilities for a global context and workshop participants will be asked to construct their own set of capabilities as they unpack the latest research. The workshop will ask participants to reflect and provide feedback on the constructs underpinning this new leadership development framework. It is hoped that the presentation and participant feedback will yield deeper understandings of the complex nature of leadership in schools within an international context.

The Relationship between Teacher Cultural Competence and Student Engagement

Presenter: Erin Robinson
School: UWC South East Asia, Singapore

Cultural competency is intertwined within the personal and professional lives of international educators and their students. The global nomad experience has a profound influence on international school communities. Yet, how does this translate into the classroom? We oftentimes assume that international school teachers are culturally competent simply because of their choice to work in international schools. Participants in this session will develop an understanding of the complexities of cultural competency and learn what a doctoral research study revealed about the relationship between teacher cultural competency and student engagement. 

What Can/Should We do About the Discrepancies in Diversity Between Student and Teacher Populations?

Presenter: Nicholas Alchin
School: UWC South East Asia, Singapore

International schools often pride themselves on a very diverse student body, as measured by number of different nationalities. However, staff diversity is often much lower, with a small number of countries dominating the staff make-up; further, there is often a sharp divide between local and international staff.

This is particularly interesting when juxtaposed against the mission and ethical stance of many international schools, for whom this data sits uncomfortably.  Simple solutions are elusive, however, when particular pedagogies are required (or in another discourse, privileged) by the school.

In this presentation we make no claim to having solutions; we simply consider the data that we have at UWCSEA. We discuss how this data led us to question what we mean by diversity, to re-explore what aspects of diversity we value, and which we do not, and to come to a definition which distinguishes diversity from inclusion, and which aligns with our pedagogical beliefs. We will share our current thinking and offer space for reflection and collaborative discussion.  We will also consider possible and practical implications for our recruitment processes. We make no claim to excellence here; this is simply the story of one school’s steps in one aspect of the diversity conversation. 

What? So What? Now What? CIS International Certification -- A Catalyst for Cultivating Culturally Competent Teaching and Leadership Practices: A Principal's Perspective

Presenter: Dr Eric Jabal
School: The Independent Schools Foundation Academy, China

After getting successfully CIS/WASC accredited (2014), as well as completing IBMYP Evaluation (2013) and IBDP 5-year review (2015), The Independent Schools Foundation Academy (Hong Kong) embarked on CIS International Certification (IC) in 2016/7. As a high-achieving, bilingual Chinese-English, two-programme IB World School of more than 1,800 students, The ISF Academy has been leveraging the CIS International certification process :1) to inform 2017-2022 strategic planning discussions; 2) to sharpen how it conceptualises and operationalises “global citizenship” (attitudes, knowledge, and skills) within the Pre-school, Primary, and Secondary; and 3) to improve its programmes (i.e. environmental sustainability, staff professional development, service learning, global citizenship learning, and co-curricular activities).

Working through the necessary 'what?' to 'so what?' process of inquiry and reflection, a number of salutary lessons have emerged that show how colleagues' mindsets have developed through readying the six CIS-IC projects over 9-12 months. In particular, the key realisations to have surfaced when mapping out the 'now what?' responses have catalysed generative conversations and actions to do with how best to cultivate culturally competent teaching and leadership practices at The Academy. This interactive presentation will share some of the main, practical takeaways for international school leaders and teachers regarding the CIS-IC process as a catalyst for whole-school improvement with a focus on student growth (and outcomes), as well as for professional support and collaboration.

Languages and Hyperspheres in our Brains: Towards a New Paradigm for Intercultural Learning?
Speaker: Bruno della Chiesa
Institution: Visiting Lecturer on Education, Harvard Graduate School of Education

Educating for 2030
Speaker: Michael Stevenson
Institution: Senior Advisor, Programme for International Student Assessment (PISA), Organisation for Economic Development and Co-operation (OECD)


Educational Universality Through a Humane Lens: We ≠ You + Me
Speaker: Haifa Hajjar Najjar
Institution: Senator in the Upper House of the Jordanian Parliament (Jordanian Senate), Superintendent of Ahliyyah School for Girls and Bishop's School for Boys Amman

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