Ross Parker is a teacher with a passion for engaging students around understanding, using, demystifying and building computer technologies. Ross is responsible for leading technology, pedagogy and assessment at International College Hong Kong – Secondary. As an educator, Ross is committed to giving students the choice and freedom to find their own passion, the support and encouragement to develop understanding and skills, and the intellectual tools and curiosity to make up their own minds about life.

Abstract

Free Learning: Unlocking Student Potential in an Uncertain World?

International College Hong Kong (ICHK) and the Education University of Hong Kong (EdUHK) will introduce ICHK’s innovative curriculum delivery approach “Free Learning”, the EdUHK research findings of this approach and how it can be implemented in different settings.

The presentation is centered around what Free Learning is, how it came to life and how it is perceived by students and teachers, focusing on the effect on the role of the teacher and students’ learning. The assumption is that this perspective on education provides a meaningful alternative to the current educational discourse that emphasizes high stakes testing and ranking.

During this presentation participants will:

The presentation is an example of a constructive and enriching collaboration between research and practice that can inspire other educators to reflect on how this researched innovative curriculum delivery approach could be applied in their context, also providing a strong theoretical underpinning. The session also aims to inspire the audience in looking at the purpose of education from a different perspective.

Bill has over 25 years of school leadership and management expertise gained across Europe, the Middle East, and Africa.  He has been an education consultant and trainer for many years, specialising in performance management and school improvement. He’s also held many advisory positions on education policymaking and teacher learning practices.

As a current accredited Ofsted (Office for Standards in Education, Children’s Services and Skills) inspector and school improvement governor in Dubai, he understands what’s required to shape and maintain an outstanding, modern learning experience in International Schools.

Bill’s impressive breadth of experience also includes various senior school leadership positions, including leading one school in the UK to achieve five Outstanding Ofsted judgements.  He currently works with the Best Practice Network to facilitate the National Professional Qualifications for Schools Leadership in the middle east.

Bill’s impressive breadth of experience also includes various senior school leadership positions, including leading one school in the UK to achieve five Outstanding Ofsted judgements.  He currently works with Best Practice Network to facilitate the National Professional Qualifications for School Leadership in the middle east.

Unlocking Senior Leadership Potential

Abstract:

Underpinning every successful school lies the quality of its leadership capacities and sustainability, from emergent and middle leaders, through to senior leadership and principal level. The verities of successful school leadership are well documented from successive generations of academics and practitioners. Coupled with the confirmation and iterations emerging from inspection and accreditation, across the globe, there is ample evidence to show that a true investment in leadership development is rewarded many-fold by the outcomes of effective leadership.

Whilst the bedrock of effective leadership can be established through prescribed courses and programmes; through the clarity of role and responsibility; through the title of position and a good understanding of team dynamics and leadership style, these do not necessarily provide the essence of what makes a powerful senior leadership team function beyond expectation.

This seminar explores how a combination of old, new and evolving theory and practice can unleash some of the hidden potential of what creates an outstanding world class leadership team.

Expected Outcomes of the Presentation

This session aims to underline the important knowledge that we already have around effective leadership and then to explore the CRAFT of leadership and how key leadership characteristics are enhanced through known, new and emerging theory and practice. The interaction between one person and another has an immense impact. We are social beings congregating in an amazing network of opportunity and challenge. The ‘leadership factor’ has no small part to play in ensuring the best outcomes are achieved for all within the school, the individual the family and the community a school serves.

Virginia Hunt Is the Primary School Principal at Hong Kong Academy. Virginia is an International Baccalaureate (IB) World Leader trainer and regularly presents regionally and Internationally with a focus on leadership in the Primary Years Programme. She is also a Next Frontier Inclusion Reviewer and has supported schools on their journey to inclusion regionally. Virginia has taught grade levels Pre-Kindergarten – Grade 5. She began her international career by opening an international school in Frankfurt, Germany. Prior to joining Hong Kong academy in 2007, Virginia worked at the American School of Dubai in a range of teaching and administrative roles.

Abstract

Collaboration through Teaching Partnerships

Collaboration is critical to successful working relationships. The Continuum for Effective Teaching Partnerships was developed by Kristel Solomon Saleem and Virginia Hunt for the Next Frontier Inclusion Tool Kit as a framework to support teaching teams in developing effective teaching partnerships.That will allow teachers to apply a common understanding and language. It supports teaching teams in exploring the complexities of working collaboratively on an ongoing basis. The continuum follows 4 strands; roles and responsibilities, curriculum development, instructional approach, leading and adult learning. The continuum recognises the developmental stages teaching teams experiences in their teaching partnerships and ranges for observing and exploring to leading, modelling and mentoring. The continuum is applicable and appropriate for various teaching roles and age ranges throughout a school.

During this workshop participants will:

Participants will be introduced to the Continuum for Effective Partnership and will follow a protocol that they can apply in their learning environment to develop effective teaching partnerships. The protocol will support teaching teams in finding a common language and understanding of the continuum strands and stages. Participants will explore exemplars of descriptors to support developmental growth of teaching partnerships.

Trish Oliver believes coaching is a powerful tool that fosters a culture of self-belief and trust. Student success is created through meaningful relationships and Trish enjoys being part of the ongoing learning journey with students and teachers. She is passionate about empowering students to reach their full potential – to be the best they can be.

Abstract

Empowering Students through a Coaching Approach

Equipping student leaders with powerful tools for self-improvement and helping others is an often overlooked aspect of school development. Coaching helps people produce extraordinary results in their lives and allows them to bridge the gap between where they are now and where they want to be. By teaching students coaching skills, and giving them opportunities to use them, we empower students to be effective leaders.
ESF is dedicated to supporting all students on their path to being the best that they can be. Teaching secondary students the science and skills behind Coaching has proven to be a valuable part of their education and life skills that they will take forward with them into Year 12 and beyond. Participants will learn how we implemented this coaching programme at Discovery College and hear student voice and reflections.

During this presentation participants will:

In this session, participants will learn about the peer-to-peer coaching approach taken with a Year 12 student cohort, the tools used to support instruction, the curriculum connections and practical activities integrated into the course to ensure a high level of student engagement.

Stuart worked in international education for 17 years prior to joining the IB. Before moving to his current role as a Head of IB World Schools, Stuart worked for several years with the IB School Services team and then as Head of the IB Professional Development team for Asia Pacific.

Within the IB World Schools (IBWS) department, Stuart’s team focuses on developing better understandings and services for public schools and groups of schools.

Providing a High Quality Education throughout the Key Stages

Abstract

Ensuring a child receives a high quality education throughout the duration of their school life has become of increasing importance across the world. This presentation will use the four IB programmes (K-12) to demonstrate how a continuum of education can be developed across a school and will explore the benefits of an IB continuum education for a child’s learning. The case for ensuring schools can seamlessly guide a child from one stage of education to the next will also be discussed, using the example of how an IB continuum education aims to develop students through the attributes of the IB learner profile.
The practicalities of implementing a continuum education will be discussed and different contexts and scenarios will be explored, such as: schools implementing a selection of programmes, multi-campus and school group approaches. This session will showcase how organisational support is available to schools to help with the implementation of multiple programmes.
Finally, the presentation will discuss the unique role and shape of formal programme evaluation and will provide practical advice on approaches to a continuum school evaluation, with updates on the IB’s new programme standards and practices and evaluation protocols (2020).
Delegates will have an opportunity to reflect on the innovative principles that underpin an IB education and how, working at this level, schools can bridge grade, department and school boundaries to create a continuum of IB education.

Preparing Students for Life Beyond Schooling

Abstract

As students reach the final stages of secondary education, this is the time where they will be making their preparations for university study or the world of work. As such, there are a variety of life skills an upper secondary curriculum is responsible for providing to a young person to help them succeed in their life beyond school. This presentation will ask the audience to consider the key principles needed within a curriculum to ensure students receive a coherent education, and will provide an example of how the IB’s Diploma Programme (DP) has been developed to meet these requirements. Using data, research and case studies, this session will demonstrate the impact the DP has had on student outcomes in a variety of school contexts across the globe. The presentation will also highlight some of the new initiatives being considered in the development of the DP to further enhance student outcomes, and will ask delegates to consider what their school can do to enhance their pupils life beyond schooling.
Delegates will have an opportunity to reflect on the innovative principles that underpin the DP, the various ways it is implemented around the world to support students, and the opportunities this may present in their own school context.

Stu Lowe is an educator passionate about students using technology to learn through invention. He works as an EdTech and Making coach at ESF Beacon Hill School in Hong Kong. The school has become a global leader in the use of micro:bit across the primary school age range and often shares the students’ amazing creations at events across the region.

Abstract

Explore, Tinker and Create with Micro:bit

BBC Micro:bit is a tiny programmable computer that enables students and educators to make amazing electronics infused creations. In this session, participants will work with experts to explore, tinker and play. You will learn to build wearable devices, code LED lights, make moving models and imagine new inventions you and your students could create. The session is suitable for any educators wanting to give coding opportunities to primary or secondary age students that go beyond the screen.

Dr. Soleiman Dias is the Director of Admissions and Alumni Relations at Chadwick International in Songdo, South Korea, where he has lived for more than 18 years. Soleiman presides over the Korea Council of Overseas School (KORCOS), which is the oldest association for professional international educators in Korea. He received his Master’s degree in international education in the U.S., and a PhD in International Relations with a specialization in Korean Studies from Hanyang University in Korea. Dr. Dias is also the founder and President of the Incheon Free Economic Zone Foreign Advisory Board, president of Seoul Council of Honorary Citizens, founder and president of the Brazil-Korea Association and a member of the Academy of Social Sciences in Ceará, Brazil.

Abstract

UNDERSTANDING DIFFERENCES: The Role of International Education in Inclusiveness

The world has sunk into a pit of divisiveness and insincerity, and some burning questions of our times more than ever need to be asked, and there is no better place and time than in international schools and colleges, while opinions about politics and society are being formed. This presentation hopes to address the role of international schools in the promotion of acceptance and peaceful coexistence in the context of inclusiveness. Classrooms offer an optimal setting to discuss international issues, development objectives, values such as compassion and tolerance, or the human rights declarations adopted by the international community. This presentation will also share the 5 Steps to Positive Dialogue and Inclusiveness in which questions are asked to establish parameters that can produce actual dialogue rather than simultaneous monologues.

During this presentation participants will:

There are five major outcomes, based on 5 Steps to Positive Dialogue and Inclusiveness:

(1) Believe it is possible to have a positive vision of society without distinction;

(2) Practice and refine communication skills based on tolerance;

(3) Understand where there is and is not room for compromise;

(4) Recognize suffering as a springboard for compassion; and

(5) Build the polis with constructive action.

From Vancouver, British Columbia, Shelley Moore is a highly sought after teacher, researcher, speaker and storyteller and has worked with school districts and community organizations throughout both Canada and the United States. Her research and work has been featured at national and international conferences and are constructed based on theory and effective practices of inclusion, special education, curriculum and teacher professional development. Her first book entitled, “One Without the Other” was released to follow up her TEDx talk hosted in January 2016. Shelley completed an undergraduate degree in Special Education at the University of Alberta, her masters at Simon Fraser University, and is currently a SSHRC funded PhD candidate at the University of British Columbia.

Abstract

Keynote

Inclusive Education: Getting To Know And Planning For Learners From A Strength-Based Perspective Curriculum and Inclusion

This session will deconstruct what inclusive education means in today’s classrooms and communities. We will also discuss common misunderstandings and myths and leave with ideas and possibilities of inclusive leaning communities and all who benefit.

“Deep-Dive” inclusion workshop

Inclusive Education: It’s Not More Work, It’s Different Work

This session will look at how changing planning models are moving away from deficit medical based frameworks to plans that look at the strengths and contributions of individuals. We will see examples and share strategies of how these strength based perspectives can guide program planning with a focus on balance and growth rather than retrofitting and standardization.

During this workshop participants will understand:

– what inclusion is and how it has evolved over time
– how inclusion is connected to diversity
– how to implement inclusion strategies for both individuals and class groupings
– the importance of inclusion in our classroom and school communities

Sandra is currently Principal of ESF Bradbury School in Hong Kong, a position she has been in for 14 years. Bradbury School is an IB World School of 720 students, ranging from Years 1-6. Sandra is also President of the Association of China and Mongolia Schools (ACAMIS). Both are roles she delights in! This presentation is the result of her PhD studies, which are about to be concluded.

Moving from ‘Talking at’ towards ‘Learning with’: Stories of Private International Schools’ Partnership with Families in Hong Kong

Abstract

Existing models of family-school partnership assume a sense of longevity. However, international school communities are mobile and face unique challenges, such as a wider definition of family that includes grandparents and domestic helpers. In Hong Kong, moving the family-school partnership from theory into the everyday life and practice of the school has proven to be a difficult transition. While the concept of ‘education’ and ‘schools’ has expanded over time, the way schools interact with parents has not evolved in a similar way. School partnership with families is not so much a programme or policy, but rather a willingness by schools to share power with parents; to move away from constantly ‘talking at’ them, towards an inclusive approach where all family members are brought into the knowledge circle, where their input is valued and their voice is heard. Thus, a new paradigm of family-school partnership is created.

Expected Outcomes of the Presentation

To present a thought provoking look at the family-school partnership in schools that may help the audience to reflect on their own school practises around this area of partnership.

Sam Fraser is Head of Asia Research at ISC Research. He lives in Singapore and manages a team of skilled field-based researchers who gather the crucial data and intelligence directly from international school leaders and government bodies that inform the reports and services available from ISC Research. He is an expert on the international schools market in East and South East Asia. He has also been based in Bahrain where he worked with the international schools in the Middle East.

ISC Research is the leading provider of data and intelligence within the world’s English-medium K-12 international schools market. The company produces independent, primary sourced market data, and also supplies trends and intelligence to inform investment and development potential within the market. Products and services include a range of reports and a database platform. ISC Research was established in 1994 and has specialised in the international education sector since then.

Abstract

How the markets in East Asia are impacting international school development

Regulations, supply and demand, and student and staff demographics are all impacting international school growth and new development throughout East Asia. Sam Fraser, Head of Asia Research at ISC Research will share some of the latest data, trends and intelligence produced by ISC Research on the region, as well as some of the solutions that are being introduced to support the international schools sector in East Asia.

Russel Ellicott has been Headmaster at Pate’s Grammar School in Cheltenham since 2012. Pate’s is a Government funded school and consistently ranked in the Top 10 for academic outcomes in the UK.

Russel started his career as a teacher of History and before moving into leadership positions. He is a National Leader of Education, serves on numerous regional and national education advisory boards and leads training for Senior Leaders and serving Headteachers in the UK and overseas.

He regularly presents at conferences in the UK and internationally, talking about how Pate’s Grammar School is working with teachers and students in many countries to ‘Nurture Excellence’.

Abstract

Learning Together – Nurturing Excellence in the UK and China

Over the last two years Pate’s Grammar School has been supporting high-ability students and their teachers at Hailing Foreign Language School in Zhuji. Chinese pupils have enrolled in a ‘Pate’s Class’ supported by on-line resources, virtual ‘TeachMeets’ and Pate’s style teaching resources.

The outcomes have been outstanding. Teachers are using new education research and thinking to plan and deliver challenging lessons and students have improved their grades and raised their aspirations – they are now aiming for Oxford or Cambridge University! Working collaboratively we really have ‘Nurtured Excellence’.

The ‘Pate’s Class’ support is based on our outstanding work in the UK, current education research and collaboration with other world-class schools. This session will focus on this unique provision, the benefits for staff and students at both schools and how it has changed our thinking on working internationally.

During this workshop participants will:

Delegates will understand how one of the best schools in the UK has worked with a large K-12 provider to improve the learning of teachers and students.
This model is transferable and delegates will understand how the ‘Pate’s Class’ could work in their environment.

We will consider how working collaboratively can help an education provider move from being ‘good’ to ‘World-Class’.

Rob Street has been an international educator and school leader for 20 years. A student-centred, growth mindset advocate, he believes student excellence goes beyond grades: the best education is one that equips students with tools for lifelong success.

Abstract

Empowering Students through a Coaching Approach

Equipping student leaders with powerful tools for self-improvement and helping others is an often overlooked aspect of school development. Coaching helps people produce extraordinary results in their lives and allows them to bridge the gap between where they are now and where they want to be. By teaching students coaching skills, and giving them opportunities to use them, we empower students to be effective leaders.
ESF is dedicated to supporting all students on their path to being the best that they can be. Teaching secondary students the science and skills behind Coaching has proven to be a valuable part of their education and life skills that they will take forward with them into Year 12 and beyond. Participants will learn how we implemented this coaching programme at Discovery College and hear student voice and reflections.

During this presentation participants will:

In this session, participants will learn about the peer-to-peer coaching approach taken with a Year 12 student cohort, the tools used to support instruction, the curriculum connections and practical activities integrated into the course to ensure a high level of student engagement.

Rehana took up post as Principal of Sha Tin Junior School in August 2019, moving from Edinburgh, Scotland with her family. She is the current serving Chair of BELMAS (British Educational Leadership Management Administration Society). Rehana completed her undergraduate degree at The University of Glasgow. She has a Masters Degree in Educational Management and Leadership and is in her final year of her Doctorate of Education, focusing on Human Capability Theory. Rehana is delighted to be working at Sha Tin Junior School where she can deploy her passion for teaching and learning and associated teacher learning.

Abstract

Working within an inclusive classroom

This session focuses on inclusive working and collaborative learning in Schools, to put ideas in practice and create inclusive environments. Schools are a space where students and teachers spend a third of their lives, yet where they often have little control. Working within an Inclusive Classroom is the starting point and fundamental to inclusion and the core of best teaching practice.  The development of connected learning ecologies through shared learning spaces is a central element to achieving this aim and vision for teaching, learning and inclusion in a school environment. A connected learning ecology is about enabling and identifying the systems, structures, support mechanism and people involved in the learning community but also in enabling learning, developing action and praxis. This session is designed to help you think about your role within a inclusive environment as an educator and what interventions you can make in your own spaces both in cognitive participation and collective action to create capabilities.

Paul is an experienced primary teacher and leader, currently with responsibility for external school evaluation and validated self-evaluation. Paul is also a Doctor of Education (Ed.D.) Candidate at the University of Glasgow where he is writing up his research on collaboration for school and system-wide improvement. To support this research, Paul was awarded the British Educational Leadership, Management and Administration Society (BELMAS) research grant. Paul also serves as Chair of the International Professional Development Association (IPDA) Hong Kong Association, and sits on IPDA’s International Committee. He is also Co-Coordinator of the International Congress for School Effectiveness and Improvement (ICSEI) Educational Leadership Network, and Co-Chair’s ICSEI’s Publications Committee. Paul also serves on the Editorial Board of the journal ‘Management in Education’, and is a reviewer for the journals ‘Professional Development in Education’, and ‘Practice’.

Abstract

Working with complexity in contemporary educational leadership

Complexity has become a given in the field of education today and requires careful negotiation in the pursuit of the vision and aims of any educational institution or organisation. To navigate the contextual complexity that results from diverse groups forming learning communities with a shared purpose, a recognition of the ‘living things, language, cultural, and social systems’ that make up a learning community is key (Cilliers, 2000:41, in Robertson & Patterson, 2016:1). Also required is each group involved in the community to move from solely independent control or autonomy, towards a commitment to collective thinking and action, while acknowledging the context’s history and culture (Ainscow, Muijs & West, 2006). In doing so, meaningful planning and action can be taken to develop connected learning ecologies where communities connect the people, culture, language, histories, expectations, and aspirations of all those that make up the community in the pursuit of learning.

Expected Outcomes of the Presentation:

Exploring the nature of the complexity we face, and the role of connected learning ecologies for effective learning should enable those in attendance to:
– Explore the form and function of different actors and ecological influences within a learning community and how this can affect our day to day work.
– Develop and explore strategies for productive collaboration between and within groups that make up the learning community that are action orientated and foster sense-making.
– Through exemplification, identify the role and possibilities of connecting professional capital, culture, and strategy in the pursuit of enhanced learning and achievement.

Based in Hong Kong, Owen works with leading local and International Schools as well as Universities developing creative active learning environments. Owen is motivated by helping schools create flexible learning spaces that support ever evolving modern pedagodgies. He deeply believes that space ultimately shapes behaviour and that behaviour over time becomes culture. His focus therefore is creating spaces designed around the students, that enhance and build upon the school’s culture.

Owen Joined Steelcase from the Real Estate industry, with experience in corporate and residential real-estate all across Hong Kong. He has a degree in Politics and International Relations from the University of Kent. As a lifelong Hong Kong Resident Owen is well rooted in the region where he lives with his two boys and wife who is a Primary school teacher.

Harnessing the Physical Environment to Support New Learning Methodologies

Abstract

Owen will uncover the role of the physical environment in education and how it reflects and influences modern teaching practices and curriculum. Discover how flexible learning spaces – both inside and outside the classroom – can encourage self-directed enquiry, develop soft skills and support a diverse range of learning styles, as teachers guide each student on their unique journey to foster confidence, success and a life-long love of learning.

Monita Sen has over 19 years’ experience in education in a variety of roles, including both teaching and leadership positions. She currently works with the International Baccalaureate (IB) as the Primary Years Programme (PYP) Authorization Manager, providing support to schools implementing the Primary Years Programme as they work towards becoming an IB World School. She has also designed and led workshops and training sessions for teachers and heads both within and outside IB frameworks.  Monita holds a Masters degree in Education and English Literature and is currently undertaking an Ed.D with The University of Bath. Her areas of interest and research include early childhood, creativity, STEAM and transdisciplinary learning.

Abstract

Enabling Agency and the Early Years

All learners have agency or the power to take self-directed action but what does this look like in the early years and how can educators enable agentic engagement? This session will examine definitions of agency and encourage the audience to reflect on what agentic engagement may look like in their own environments. It will unpack the concepts of voice, choice and ownership as well as what it means to be an assessment capable learner in the early years.

The aims of the session are to:

– Support participants to construct a deeper understanding of the concept of agency and agentic engagement.
– Reflect on your own practice and learning environment in the context of voice, choice and ownership.
– Explore the concept of assessment capable learners and how this connects to agentic engagement.

The Learning Ecology: Why we need transdisciplinary models of education

As we live an increasingly networked and connected world, integrated learning is now becoming the norm with multi-, inter- and transdisciplinary approaches becoming as desired educational approaches. This session will examine some of the differences between these integrated learning and teaching approaches, particularly in the values embedded within them. It will also explore the relationships within a transdisciplinary learning ecology and why this are particularly significant for today’s learners. Collaboration is a key factor in the effective design and implementation of transdisciplinary learning and this session will provide some practical examples and strategies for educators planning for integrated learning.

The aims of the session are to:

– Examine the different approaches to integrated learning  and their relevance
– Explore a transdisciplinary theory of knowledge
– Provide practical ideas and strategies for  the design and implementing effective transdisciplinary learning

Leaving a corporate consulting career after 28 years, Martha Collard founded Red Doors Studio in March 2015. Having worked in the field of human performance and effectiveness she knew too well the negative effects of stress in the workplace. Through coaching and psychometrics she helped clients bring meaning to their lives. Six years ago a chance encounter led her to pursue a practice that requires no effort, can be done by anyone, is effective and possibly life changing. She now has the largest meditation gong collection in Asia, regularly teaches in four countries and plays for all sectors of society from special needs children to CEO’s, cancer survivors to rugby players in shopping malls and board rooms, conferences and beaches. Her passion is her life – to improve the wellbeing of others by offering an opportunity to simply rest. Most recently she was a key note speaker at the Global Wellness Summit in Singapore and City LUXE guide says she is the ‘best kept secret in HK’.

Alternative Solutions to Stress

Abstract

In our youth stress and anxiety is is all pervasive and detrimental to their ability to thrive, to grow and to learn. Not to forget the long term negative effects of stress on mental and physical wellbeing. Looking to the past to find relevant solutions to the present Martha Collard presents three effective, efficient and scalable options to reverse the trend. She connects mind, body and spirit through walking meditation on labyrinths, deep relaxation to the sound of meditation gongs and meditations taken from the Kundalini yoga tradition= each serves to restore, rejuvenate and energise. These grounding practices are known to increase creativity, defuse conflict, enhance mental clarity and in the case of the gongs offer life sustaining relaxation at the molecular level.

During this presentation participants will:

An experiential introduction to practices ancient in origin yet relevant for today to destress, refocus and energise. Martha will share an overview of simple to implement, scalable and highly effective tools to not only destress staff and students but to also increase creativity, focus and energy.  You will benefit from deep relaxation to the sound of a meditation gong, learn the benefits of walking meditation on a labyrinth and find your focus through a short meditation.  Come learn about practices that are rapidly gaining in popularity around the world to address the number one medical condition affecting mankind – stress and all of it’s ramifications.

Mark S. Steed has spent his career working in top independent schools both in the UK and Overseas

In the UK he worked as a Teacher, Head of Department, and Boarding Housemaster prior to his two senior leaderships roles as Headmaster of Kelly College in Devon; and then as Principal of the Berkhamsted Schools Group. He moved aboard in September 2015 to be Director of JESS, Dubai, before moving to Hong Kong in September 2019 to take up the reins as the Principal and CEO of Kellett School.

Mark has degrees from Cambridge and Nottingham Universities and from Ashridge-Hult Business School where he researched ‘Alternative Business models for Secondary Schooling’. He has a particular interest in how new technologies can be used in education and chaired the UK Independent Schools Council IT Strategy Group from 2007 to 2015.

Mark writes extensively on a range of educational and IT issues on his blog, http://independenthead.blogspot.com and is active on twitter @independenthead and @Kellett_CEO

Abstract

How automating performance management can drive school performance

This presentation will discuss the development of a performance management tool for teachers, middle and senior leaders and administrators. The tool uses an structure that looks at the key teaching/ professional competences which allows appraisal to focus on improvement and development and not just on results and outcomes.

By automating the performance management, schools are able to collate important data which can identify key training needs not only for the individual, but also for the organisation.

By focusing on incremental small improvements across the organisation, schools can drive up standards of school performance.

During this presentation participants will:

Sharing of best practice and ideas about performance management and driving whole school improvement.

Dr Mark Harrison is the Deputy Principal at Victoria Shanghai Academy, where he oversees Student Support Services.Originally from the UK, he has worked in Hong Kong secondary schools for 19 years. A graduate of Oxford University (Balliol College), he holds Masters degrees in Educational Management and Counselling, and his Doctorate is in Developmental and Educational Psychology with a focus on School-Based Counselling. Dr Harrison is a UK qualified teacher, a registered member of the British Association of Counselling and Psychotherapy and a registered counsellor with the Asian Professional Counselling and Psychology Association. His research interests are School-Based Counselling and Mentoring.

Abstract

Models of Mentoring

The Victoria Shanghai Academy team will describe and discuss three forms of mentoring that they have implemented at our school. The first, peer mentoring, involves students supporting each other with homework completion and social-emotional development through a club they refer to as ‘Learning Buddies.’ The second, teacher mentoring, has students paired with a teacher mentor who supports them in developing academic skills. Lastly, in the form of ‘coffee mornings’ and workshops, they engage parents in conversations around parenting, social-emotional learning and academic support. They describe how they have implemented each form of mentoring, discuss lessons learned, and seek to show how each form of mentoring has impacted our community.

During this presentation participants will:

In sharing their experiences, they hope to give participants ideas that they can take back to their schools and try themselves. They have seen improvements in student learning and engagement in those who have participated in these mentoring programs. They have also noticed increased levels of targeted and thoughtful support from parents who regularly come to our sessions. Mentoring has proven to be a worthwhile use of time and resources in our school community, and they hope to inspire others to develop their own similar programs.

Maegan and Yiannie are both Year 13 students at King George V International School here in Hong Kong. Their interest in Coaching began in Year 10 when they started studying GCSE Psychology with their teacher Ray Heath and were trained in the skills. During Years 10 and 11 they took part in a number of different coaching practice and training sessions with other students and with teachers. They helped to plan and lead “Alice in Coachland” workshops (with a Wonderland theme) at the International Coaching Conference that KGV hosted in 2016. Maegan and Yiannie are both studying Higher Level Psychology on the International Diploma Programme. They are currently running a Coaching Club for senior students at KGV to provide a mutual skill exchange to help manage the many demands of their day-to-day lives. They are both delighted to have the opportunity to share their coaching experiences with conference delegates at this event.

Abstract

Alice in Coachland – a High School Student’s Perspective

Maegan and Yiannie will present their ideas and experiences on

– What coaching means to them
– The key skills and values required
– Key considerations when planning and running a student-led session and/or a workshop
– How coaching skills contribute to well-being and a sense of community within a school

During this presentation participants will:

The presentation will provide delegates with an opportunity to learn from High School students themselves what inspired them to get involved with coaching, how it benefits them as learners, and how it enhances their relationships.

Maegan and Yiannie are both Year 13 students at King George V International School here in Hong Kong. Their interest in Coaching began in Year 10 when they started studying GCSE Psychology with their teacher Ray Heath and were trained in the skills. During Years 10 and 11 they took part in a number of different coaching practice and training sessions with other students and with teachers. They helped to plan and lead “Alice in Coachland” workshops (with a Wonderland theme) at the International Coaching Conference that KGV hosted in 2016. Maegan and Yiannie are both studying Higher Level Psychology on the International Diploma Programme. They are currently running a Coaching Club for senior students at KGV to provide a mutual skill exchange to help manage the many demands of their day-to-day lives. They are both delighted to have the opportunity to share their coaching experiences with conference delegates at this event.

Abstract

Alice in Coachland – a High School Student’s Perspective

Maegan and Yiannie will present their ideas and experiences on

– What coaching means to them
– The key skills and values required
– Key considerations when planning and running a student-led session and/or a workshop
– How coaching skills contribute to well-being and a sense of community within a school

During this presentation participants will:

The presentation will provide delegates with an opportunity to learn from High School students themselves what inspired them to get involved with coaching, how it benefits them as learners, and how it enhances their relationships.

Lucy Wong, Ph.D. attendant, Concept-Based Curriculum Design trainer, and presenter, Action Research Coordinator, author of PYP readers and a teacher.

In the last few years, Lucy has been leading the action research in three ESF primary schools. Many international schools adopted the Generative and Integrative Approach designed by Lucy in the Asia Pacific.

Currently, Lucy engages herself in concept and literacy-based curriculum design, training and leading educators in the transition into a comprehensive and practical curriculum aiming to add values onto the current curriculum. She also engages herself in developing leveled literacy resources.

Abstract

Transiting to Concept and Literacy Based Curriculum ( Chinese as an Additional Language Curriculum)

In this session, the presenter will:

• share the innovative approach to design Chinese curriculum under the Generative and Integrative Approach
• share the finding of the action research on impacts of the Generative and Integrative Approach
• share how to design concept based and literacy-based curriculum

During this presentation participants will:

Participants include teachers, leaders, curriculum coordinators, and school leaders will be guided to understand how the innovative approach works and how it impacts students motivation, language proficiency and the development of thinking skill to support students agency; to be equipped with the tools of the Concept-based curriculum design; to be informed how leveled literacy resources will be developed to support students agency. It will support schools on the way to transiting their current curriculum to a concept based and literacy-based curriculum.

Louise is an experienced educator and former Head of a bilingual school in Switzerland, where she successfully led the school through a change of ownership. Currently based in Hong Kong, Louise has lived and worked in Europe, Asia and the USA, making her fully aware of the challenges and rewards for both individuals and schools in changing contexts. A graduate of the Co-Active Leadership ProgrammeTM and a certified Coach, Louise develops and facilitates organisational culture, conflict transformation and leadership programmes, working with students and leadership teams both in education and the corporate world.

Abstract

Coaching in an Imperfect World

Today’s world is more connected and faster paced and with that brings uncertainty. As individuals we can’t expect to have all the knowledge that we need. Coaching provides an excellent way to develop learner agency, resourcing and empowering individuals and teams to be more responsive and navigate the complexity with a sense of choice.
However, our values don’t always line up simply behind one thing and we can find ourselves unable to really confront conversations and situations with students and colleagues with the courage needed. It’s almost like we are pressing on the accelerator and brake at the same time!
The value of coaching is that it happens in real time, in the context of the school or environment we are in and with all the richness of that learning environment.

During this presentation participants will:

During the session we’ll tap into your own experiences to explore creative and reactive tendencies (the accelerator and brake), practice the difference between downloading and generative listening and use two light frameworks that support a shared language for approaching difficult issues with awareness and courage.

Louise is an architect with fifteen years experience on large scale complex projects more recently her focus has been on developing the next generation of workplace and education facilities.
She was project director on Arthur Phillip High School and Parramatta Public School, Australia’s new future focused vertical schools. In an aligned consultation process with the Department of Education NSW she lead the design team and stakeholder engagement process to deliver what will be a benchmark for future education projects across the globe.

Abstract

Future Learning Environments and Urban Schools

Equipping the next generation with the skills needed to navigate a new global economy and thrive in the future workplace will be the biggest challenge for learning institutions. In response Grimshaw have been at the forefront of developing new models for learning environments that are designed to respond to change across so many fronts.  Our work explores future focused urban schools, universities and next gen workplaces situated within the heart of contemporary cities responding to the impacts of increasing densification, shifting and diversifying demographics and technological change.

A hallmark of Grimshaw’s design philosophy is a commitment to design that is generated “from first principles”, rather than the application of a menu of predetermined settings.

Featured projects to include:

Arthur Phillip High School (APHS) and Parramatta Public School (PPS), a landmark education project for Australia and the first vertical high school in New South Wales,

Dulwich College Laboratory in the UK, a building based around the provision of 21 new flexible laboratories, together with exhibition spaces and an auditorium.

Dubai Future School, a proposed future focussed centre of education excellence for 2,000 students from K-12 in the UAE

Ms Lianne Lim is a Secondary School Counsellor at Victoria Shanghai Academy, where she also coordinates the in-school VSA Mentoring Programme.  She worked in the field of finance before she followed her passion and pursued a career in counselling. She holds a bachelor’s degree in Economics and Psychology from Tufts University, a master’s degree in Commerce from the University of New South Wales, and a master’s degree in Counselling from Monash University. Lianne is a registered counsellor with the Asian Professional Counselling and Psychology Association.

Abstract

Models of Mentoring

The Victoria Shanghai Academy team will describe and discuss three forms of mentoring that they have implemented at our school. The first, peer mentoring, involves students supporting each other with homework completion and social-emotional development through a club they refer to as ‘Learning Buddies.’ The second, teacher mentoring, has students paired with a teacher mentor who supports them in developing academic skills. Lastly, in the form of ‘coffee mornings’ and workshops, they engage parents in conversations around parenting, social-emotional learning and academic support. They describe how they have implemented each form of mentoring, discuss lessons learned, and seek to show how each form of mentoring has impacted our community.

During this presentation participants will:

In sharing their experiences, they hope to give participants ideas that they can take back to their schools and try themselves. They have seen improvements in student learning and engagement in those who have participated in these mentoring programs. They have also noticed increased levels of targeted and thoughtful support from parents who regularly come to our sessions. Mentoring has proven to be a worthwhile use of time and resources in our school community, and they hope to inspire others to develop their own similar programs.

Lam Tung-Fei is a Senior Fellow of the Curriculum Research and Development Division for Yew Chung International Schools and Yew Wah International Education Schools. He previously was Chinese Co-principal of two Yew Chung International Schools in Hong Kong and Qingdao. He holds a doctoral degree in Education and continues to offer seminars, workshops related to Chinese teaching and learning in international schools to in-service and pre-service teachers or researchers at the University of Hong Kong and the Education University of Hong Kong. Over the past nineteen years, he taught the IGCSE, IB MYP and IB DP programmes, and led several school-based curriculum development at different international schools in China and Hong Kong. His research interests include teaching material development, curriculum design, teaching and assessing in Chinese in international education contexts.

Abstract

Combining the Best of Eastern and Western Education

Yew Chung and Yew Wah are two sets of schools, offering international education. They all adopt co-principalship and the learning community model, but Yew Wah follows the Chinese National Curriculum from Years 1 to 9, with IGCSE and A levels in senior years, whereas Yew Chung offers a school-based programme, followed by the IGCSE and IB Diploma. The schools seek to combine the best of East and West as their core value, and this vision has been embodied in the programme and leadership, with one Chinese and one Western co-principal. With the leadership of their co-principals, over the last few years, the schools have been developing their learning communities, in which students are pedagogically placed at the center of learning within local contexts.  As an educational organization, what do we do to prepare school leadership team and new teachers to begin their journeys?

Expected Outcomes of the Presentation:

Through sharing our staff development programme(s) offered at the Organizational level, I aim to demonstrate strategies that we have used to enhance leaders’ cultural and/or pedagogical intelligences with reference to IB leadership capabilities.

Kristel Solomon-Saleem is the Director of Learner Support at Hong Kong Academy. She is a graduate of Temple University with degrees in Elementary and Special Education and a Master’s Degree in Educational Psychology. Kristel’s passion for teaching and learning has led her to work closely with the Next Frontier Inclusion as a workshop leader and Design Team Support member. She has had the opportunity to lead workshops for: Special Education Needs In Asia Conference (SENIA), Eastern Asia Regional Council of Schools (EARCOS), Association of China and Mongolia International Schools (ACAMIS) and contribute to the IB Guidelines for Inclusive Education.

Abstract

Collaboration through Teaching Partnerships

Collaboration is critical to successful working relationships. The Continuum for Effective Teaching Partnerships was developed by Kristel Solomon Saleem and Virginia Hunt for the Next Frontier Inclusion Tool Kit as a framework to support teaching teams in developing effective teaching partnerships. That will allow teachers to apply a common understanding and language. It supports teaching teams in exploring the complexities of working collaboratively on an ongoing basis. The continuum follows 4 strands; roles and responsibilities, curriculum development, instructional approach and leading and adult learning. The continuum recognises the developmental stages teaching teams experiences in their teaching partnerships and ranges for observing and exploring to leading, modelling and mentoring. The continuum is applicable and appropriate for various teaching roles and age ranges throughout a school.

During this workshop participants will:

Participants will be introduced to the Continuum for Effective Partnership and will follow a protocol that they can apply in their learning environment to develop effective teaching partnerships. The protocol will support teaching teams in finding a common language and understanding of the continuum strands and stages. Participants will explore exemplars of descriptors to support developmental growth of teaching partnerships.

Dr Connors joined GEMS Education in 2015 as founding Director of College Counseling for the flagship technology-focused GEMS Nations Academy Dubai and serves in a centralized role as global Head of College & Careers Counseling – to develop GEMS global brand of excellence for University and Career Advising with UniConnect partnerships. With over 3 decades of experience managing and advising international students, families and school staff through the complexities of the holistic post-secondary application process on a global scale to ensure our GEMS philosophy of “Best Fit” pathways are explored for all students after they graduate from our GEMS schools. As founder of GEMS UniConnect partnerships and scholarships, she is uniquely qualified to support international students, schools and advising teams in their efforts to gain admission to not only the best traditional and non-traditional post-secondary pathways, but to the most selective universities worldwide as well. Dr Connors has earned dual accelerated degrees from Stanford University and Universidad de Panama, is a Master Teacher for 8 different curricula in Economics and English teaching and methodology, and has a PhD in Economics and International Literacy and Language Education Studies from Indiana University.

Abstract

Best Fit Secondary Pathways for Post-Secondary Success: Using Innovation, Administration, Coaching and Inclusion to promote successful secondary choices and pathways for post-secondary student success through College & Career Counseling, tying purposeful secondary education to post-secondary options and successes on a global scale

College & Career counseling to promote Best Fit post-secondary pathways for all students, no matter what their challenges, is the life-blood and heart of every school. Using GEMS as an exemplary program, our International students have the power to create their holistic academic resume during secondary to create their Best Fit academic pathway after they graduate from high school-no matter what their curricula. Critical to Best Fit choices is using all secondary years to build a resume of academics, courses, extra-curricular programs, leadership, internships, career exploration, mentorships, research and community service to promote their learning and transition to post-secondary options that are focused on academic and career pathways. Our GEMS Best Fit Secondary Pathways for Post-Secondary Success philosophy is led by herself as Head of College & Careers Counseling Worldwide for over 50,000 GEMS secondary students in 8 different curricula and in 250 K-12 schools in 20 different countries.

During this workshop participants will know:

This presentation combines a forum for discussion, sharing and critical research from our 500,000 GEMS students worldwide to showcase best practices and pathway standards for developing a Best Fit Program and implementation plan in any international secondary school and any curricula. All secondary schools need to enhance and standardize their college and careers counseling opportunities – through university partnerships, advisor training, resource support, research, system enhancements etc. This presentation presents our key research and successes to give schools, advisors and administrators the opportunity to spark the need for change, design their own Best Fit program now.

Karen Killeen has been an educator for all her professional life and completed her MA in Special and Inclusive Education at The University of Nottingham (UK). From the UK, she worked in secondary and primary schools, before becoming an SEN specialist in Special schools. She has been living and working in China for the past 4 years, and is Head of Inclusion at Ningbo International School. Her main interests are around the methodologies of Forest School and has delivered many programmes showing how learning outdoors and connecting with nature links to positive behaviour , well-being and academic outcomes.

Abstract

Wild Readers Programme

The Wild Readers programme promotes the social and inclusive view of reading. It motivates a whole school approach in creating a culture of sharing and reading engagement. During the programme students are actively involved in their own learning, assessing their progress whilst supporting and learning with their peers. Reading in a natural environment is a crucial component to this programme and is underpinned by academic research showing that the outdoors promotes academic motivation and positive student well-being.

During this presentation participants will have:

Attendees will understand the aims and objectives of the Wild Readers programme. They will see how the programme is supported by academic research in relation to raising reading levels and lifting reading motivational levels. They will receive practical ideas and resources on how to deliver this programme to introduce a vivid reading culture within their school, have the opportunity to reflect on how this programme will link with, and enhance reading programmes they may already have in their school.

Helen is an experienced Inclusion leader with a passion for early identification of children with learning differences. She has worked in education for over 25 years in the UK, Belgium and Hong Kong, 17 years of which have been in the area of Inclusion. Helen is a specialist DysIexia teacher and assessor registered with the British Dyslexia Association. She understands the needs of children and families in the international context and is keen to share her expertise with parents and educational professionals through public speaking, workshops and writing articles on her blog and website. She writes an educational blog called Twice Exceptional which has up to date, informative articles about neurodiversity and learning differences. Helen has recently spoken for the Dyslexia Association Hong Kong on the ‘Early signs of dyslexia and effective early intervention’ as well aspresenting a workshop at an International Schools network meeting in China. Last year Helen spoke at the SENIA and the AISC conferences in Hong Kong and will soon be speaking at EduTECH in Singapore on Using Assistive technology to support students with learning differences.

Abstract

Below the Surface – the Hidden Difficulties of Dyslexia

Dyslexia is far more than a reading and writing difficulty.  While struggling to learn to read and write are the most obvious signs of dyslexia, underneath it are many other difficulties that are not so obvious and cause many of the stresses that dyslexics experience day to day. If we take the analogy of an iceberg, literacy problems are the part we all see and parents and teachers focus on this. However below the surface, there are whole range of issues that make learning challenging.  These include working memory difficulties, left/right orientation, auditory processing, visual processing and coordination difficulties.

If we fail to address these issues students will to make limited progress and we will miss implementing strategies that will help dyslexics be successful at school.  Understanding the challenges of daily life is also key in maintaining a dyslexic student’s self esteem and motivation.

For participants to

– understand that dyslexia affects many areas of learning and life

– know the implications of having a weak working memory, auditory processing and visual processing

– know how to help students overcome their key areas of difficulty and experience success

– be equipped with practical strategies and resources to fully support dyslexic students at school, including assistive technology, memory strategies and motor skills programmes

My name is Derek Pinchbeck and I am currently the Learning and Teaching Adviser for Early Years and Primary for ESF Schools in Hong Kong. Prior to moving to Hong Kong I was Head of Learning at ISS Singapore and previously served as the Head of Primary Years at Nanjing International School in China. In August 2020 I will take on a new role as Head of ICHK (Hong Kong).

I began my teaching career at an inner city school in the UK. For the last 26 years I have been teaching in International Schools around the World. I began my involvement with the PYP when I moved to Milan, Italy in 2001. I am a PYP workshop leader and visitor. I also ran a number of workshops and presentations for schools and organisations. My website https://www.thirstforthinking.org has proved popular with educators around the world.

Abstract

Can innovation ever live up to its potential?

Reading Seymour Papert’s 1981 book Mindstorms, one is struck by how, despite countless very expensive innovations, many of the changes he envisioned have still not come to pass. I will argue that the expensive failure of many educational innovations is because too often schools make the critical error of viewing the tool as the pedagogy and its presence in school as an end in itself. Looking at many school’s websites you will see phrases such as “We are a 1:1 Laptop school” or an “iPad school” etc. It is much less common to have schools who outline why they have the technology or what they are doing with it. I will propose that by careful analysis of the 3 P’s of Purpose, Pedagogy and Preparation when planning for innovation, schools can avoid many of the pitfalls of the past and enable impactful change.

During this presentation participants will:

Leave with a framework to assess their process of planning for innovation to ensure that they are clear about:

1) What do we hope innovation will achieve in terms of my students learning? (PURPOSE)

2) How we are going to make critical pedagogical decisions about innovation? (PEDAGOGY)

3)How we will ensure knowledge of technology, pedagogy and learning intentions enables schools to choose innovations to achieve their aims? (PREPARATION)

In reflecting on the 3P’s participants will avoid expensive white elephants and unleash the full potential of the innovations they introduce.

Connie is a highly accomplished educator with extensive experience in education globally.  She has been an administrator and educator in numerous international schools including Germany, Singapore, Brunei, China, Hong Kong and South Korea.  Her areas of expertise include Teacher Training, Early Childhood Education, English Language Acquisition, Curriculum and Admissions.

In 2011, Connie established a new admissions office in Seoul for Branksome Hall Asia, a new K – 12 IB school on Jeju Island South Korea, resulting in the enrolment of over 800 students.  She later joined the first United Word College in Mainland China to set up the admissions office, create policies and procedures and recruit students.  Prior to joining Branksome Hall Asia, Connie was the Assistance Principal at the prestigious German Swiss International School in Hong Kong.  As an IB Teacher Trainer and consultant she has designed and implemented many training programs for teachers, parents and administrators globally.

Her work is noted for developing effective, enthusiastic teaching teams who are focused on improving student learning.  Her focus on academic rigor and maintenance of the highest academic standards has helped her successfully launch the International Baccalaureate programs in many of the schools that she has been involved in.

Her passion for quality education is based on inclusion, equality and social justice.  As an educator Connie believes that we should encourage divergent thinking and creativity within our students.  Her qualifications include a Bachelor of Teaching, Cambridge University English language teaching qualification and a Master of International and Community Development.

Connie is currently the co-founder and Director of Wilderness International Kindergarten, a Reggio Emilia inspired Kindergarten in Hong Kong.

Creating ‘Wilderness’ A  Recipe for  Educational Success

Abstract

The workshop/ presentation will focus on establishing an exemplary Early Childhood Education Centre based on early years best and ‘next‘ practices.  Co-founder, Connie Kenny’s story describes the trials, tribulation and celebrations in achieving this vision.

The workshop presentation will include aspects and issues ranging from the aesthetics and design of learning spaces to outdoor gardens and play areas.  The technical aspects of procurement, licensing, budgeting and marketing will also be addressed.

The ‘Wilderness’ story will take participants from vision to pre- operations to registration and from challenges to ultimate success.

Key in establishing a quality early childhood learning centre was creating the teams, writing the policies and procedures, designing the curriculum and, of course, setting the QA parameters of performance and standards.

Designing and establishing Wilderness began with identifying what was not working in early years education here and around the world and what could be changed to improve the child’s experience at school.

From there, a plan was envisioned where the child was the focus, not a bland educational outcome.  A place where sustainability was modeled and authentic…not just an aspirational mission statement. A place where nature and ‘earthing’ children was part of their everyday experience.

Key Outcomes

My aim is that this workshop will provide participants with leading learning ideas that they can implement, change and experiment with. Participants will understand the practical aspects of establishing a school, but also learn that establishing a school is more about the people, the families, the teams, the children, the programs, and how they all interact and connect together to create a school full of learning, love and joy.  A school that celebrates human qualities, relationships, trust,  diversity and inclusivity and allows children to become better versions of themselves. Wilderness was established and flourishes at the speed of trust.

Cheung Siu Ming attended St Joseph’s College before going to the UK to study for his degree & teaching qualification at the University of Bristol. He taught in London and was a Lambeth Education Department Adviser before returning in 1994 as Vice-Principal of West Island School. In 2001 ESF appointed him as a project director to plan its two new schools, Renaissance & Discovery Colleges. When the Canadian Overseas International College collapsed, ESF rescued and renamed it as Phoenix International School, appointing him as Principal to steer Phoenix as the forerunner of RCHK. In 2006 he was appointed founding Principal of Creative Secondary School. CSS became Hong Kong’s first local IB World School, delivering the local curriculum through the IB Middle Years Programme. Its students have been graduating with either the IB or HK Diploma since 2012.

Abstract

The Crucial Contribution of Middle Leadership Capacity for Innovation

In the rapidly changing world of globalization, knowledge-based economy, AI, new technologies, environmental concerns and social justice challenges, it is essential for schools to innovate. This session will bring to delegates’ attention the need to facilitate students’ all-round development, and will ask them to consider the capabilities and attributes students need to contribute positively as future citizens of the world. Innovation will be discussed in the context of IB World Schools and the requirements for IB World Schools to periodically self-evaluate and innovate will be outlined. The speaker will draw upon the IB’s commissioned research “A Distributive Perspective on Middle Leadership” (Bryant & others 2018) to discuss Distributive Leadership as a developmental process that is entwined with a school’s organizational culture, and the challenges involved. This will lead into a discussion around the crucial contribution of Middle Leadership capacity to building to a school’s sustainable development, and the speaker will provide practical examples of how Middle Leadership is conceptualised and operationalised to meet its specific developmental challenges.

Expected Outcomes of the Presentation:

The speaker aims to show how Middle Leadership is conceptualised and operationalised to meet its specific developmental challenges.

Charles believes that “My Ceiling Is the Next Generation’s Floor” playing out that mantra in many areas of his life but especially as the Head of Human Resources for ESF (English Schools Foundation). ESF is the largest English-speaking education system (K – 13) in Hong Kong with 22 schools, 19000 students and over 4,000 full time and part time employees. Reporting to the CEO, Charles maintains that to prepare students for the future, we need to emulate a future-proofed workforce today. To that end, Charles uses an AI Assistant name Evie, two AI coaching tools named Replika and Rocky and other tools such as AI text analyzers when handling tricky HR situations. But Charles argues that digital transformation is not about speeding things up, it’s about slowing things down to give time for leaders to reflect.

Originally from Toronto, Canada, Charles holds a Bachelors Degree in Administrative Studies, Post-Graduate Diploma in Asia Pacific Management Studies and MBA from the Kellogg – HKUST Executive MBA program. Charles started his career as an entrepreneur at 16 years old. The success of his company landed him on the cover Canadian Business Magazine at 22 years old. The formative years as a general manager planted a fascination for everything leadership, culture and insightful. After joining the corporate ranks, Charles moved to Hong Kong in 1996 as the  Director Sales & Marketing for Achieve Forum.  From 1998 until joining ESF in 2011, Charles held regional Asia Pacific HR director roles at Rockwell Automation, Citrix Systems and Juniper Networks.

A firm believer in servant leadership style models (To Lead, One Must Follow)  in November 2014 Charles delivered a Hong Kong TedX Talk entitled, “Leading Through the Green Light” . Charles’ second TedX talk entitled “Love as a Leadership Skill”

Charles met his wife, Tess, over the Internet in 1996. They live in Hong Kong with their eighteen-year-old son and fifteen-year old triplets. (Being in HR, Charles claims he “has headcount issues everywhere!”) Charles is a Deacon of Union Church and a Board Member for International Care Ministries – an organization dedicated to helping the ultra-poor in the Philippines.

“We all live under the same sky, but we don’t all have the same horizon.” (Konrad Adenauer)

Attracting Top Talent During Challenging Times

One would think that the current Hong Kong environment is less than ideal for attracting professional teaching talent into the city. However, upon closer look, there are strategies for attracting talent during an environment similar to the present Hong Kong context. In this session, Charles Caldwell will discuss these strategies along with sharing how ESF is responding to the Hong Kong Unrest. In addition, Charles will share data from recent surveys on how companies are coping with the current crisis overall, highlighting preparedness and best practices.

Mr. Andrew Wailes
Learning Support,Victoria Shanghai Academy

Mr Andrew Wailes is the Head of Learning Enhancement at Victoria Shanghai Academy. Originally from the US, he is a graduate of Columbia University, where he received his Bachelor of Arts degree in Philosophy and Creative Writing. He began his teaching career as a New York City Teaching Fellow, while pursuing a city-sponsored Master’s degree in Special Education. Upon graduating, Andrew became an adjunct lecturer at New York’s Hunter College before transitioning to Hong Kong, where he has lived for the past five years. Andrew is a passionate educator, mentor, and student advocate.

Abstract

Models of Mentoring

The Victoria Shanghai Academy team will describe and discuss three forms of mentoring that they have implemented at their school. The first, peer mentoring, involves students supporting each other with homework completion and social-emotional development through a club they refer to as ‘Learning Buddies.’ The second, teacher mentoring, has students paired with a teacher mentor who supports them in developing academic skills. Lastly, in the form of ‘coffee mornings’ and workshops, they engage parents in conversations around parenting, social-emotional learning and academic support. They describe how they have implemented each form of mentoring, discuss lessons learned, and seek to show how each form of mentoring has impacted their community.

During this presentation participants will:

In sharing their experiences, they hope to give participants ideas that they can take back to their schools and try themselves. They have seen improvements in student learning and engagement in those who have participated in these mentoring programs. They have also noticed increased levels of targeted and thoughtful support from parents who regularly come to their sessions. Mentoring has proven to be a worthwhile use of time and resources in the school community, and they hope to inspire others to develop their own similar programs.

Jamie Schmitz has served as the Head of Primary at Renaissance College Hong Kong since 2011 and has been an international educator for the past 20 years. Jamie was awarded his doctoral degree after conducting research into the efficacy of coaching psychology as an intervention to facilitate self-directed learning in teachers. He is an avid and active coach and coach trainer with a particular interest in developing person-centred coaching models.

Abstract

Person-Centred Coaching – An Introduction to the In-to-Action Coaching Model

His own research into coaching has convinced him that learners benefit from identifying their core qualities such as strengths, purpose, and values before setting goals and planning actions. This approach helps people to tune into to their current reality and story, discover what is meaningful and motivating, and clearly visualise and describe their ideal future.

This quick-fire, 90-minute workshop will introduce you to a person-centred approach to coaching through the experience of actually being coached. The In-to-Action coaching model offers a step-by-step process that is easy to understand and use. In a nutshell, this is experiential learning.

During this workshop participants will:

• Have a basic understanding of a person-centred approach to learning and coaching
• Have a direct experience as a coach of the person-centred In-to-Action coaching model
• Have knowledge of how this approach might be used with learners of all ages

Gareth is the Director of Ashville International Education and Enterprise, and he takes the lead on all Ashville College external projects.

Nationally, he leads the UK “Top HoDs Educational Leadership & Management training programme” (or LAMP), which attracts a range of Heads of Department from over 25 independent schools in the north of the UK each year. Gareth also launched the commercial expansion of our LAMP in 2019.

Internationally, Gareth works with the Department for International Trade to export the Ashville brand – one international kindergarten in Hong Kong (2018), and a second international kindergarten planned in China (2020).

Previously, Gareth was Academic Deputy Head at Ashville College. He has also held various leadership positions at Millfield School and The Manchester Grammar School.

He is an official Ambassador for Harrogate, promoting all aspects of international inward investment into the region.

Gareth graduated from Manchester University with First Class Honours in Mathematics & Physics.

Abstract

“Pushing Boundaries in Educational Leadership and Management Training”

If you…

• are disheartened with the standard, outcome and cost of external academic training programmes;
  • prefer potential collaboration rather than necessary competition between international schools;
  • recognise that your academic Heads of Department, academic Leaders and potential academic Senior Leaders should “step-up” during a training programme, rather than be told how to “step-up”;
  • like the idea of a hands-on flexible, differentiated and ambitious four-day training programme, which goes against the educational norm of “risk-averse”;
  • think that linked themes of “Excellence”, “Whole School & Beyond”, “Accountability” and “Challenge, Resilience & Well-being” are relevant to your school context;
  • require formal certification? We offer a UK Master’s Degree in association with our training programme;
  • enjoy evidence statistics? We were rated in formal feedback as 100% “excellent” by our UK delegates in 2018/2019;
  • are reading this summary and are intrigued…

…then Gareth would like to meet you!

Gareth expects to have

• briefly expanded on the above points, and give colleagues a history of how our LAMP has evolved from “scratch” to become market leaders in the North UK since 2012 (30 minutes)
• delivered a hands-on interactive demonstration with colleagues in terms of

1. the bold academic “themes” for each of the four days
   II. how delegates’ differentiated needs are met
   III. specific sections of each of the four day’s programme
   IV. quality control, feedback and development of delegates’ leadership skill-sets (60 minutes)

He is available as necessary to follow-up with questions and answers.

Elke Van dermijnsbrugge is a Lecturer and Programme Coordinator of an International Baccalaureate (IB) accredited pre-service teacher training programme in the Department of International Education at the Education University of Hong Kong.

Before joining the university, she was an IB educator in international schools in Asia and Africa in the area of language acquisition and development. Her current research is related to international education, with a focus on curriculum theory and studies.

Abstract

Free Learning: Unlocking Student Potential in an Uncertain World?

International College Hong Kong (ICHK) and the Education University of Hong Kong (EdUHK) will introduce ICHK’s innovative curriculum delivery approach “Free Learning”, the EdUHK research findings of this approach and how it can be implemented in different settings.

The presentation is centered around what Free Learning is, how it came to life and how it is perceived by students and teachers, focusing on the effect on the role of the teacher and students’ learning. The assumption is that this perspective on education provides a meaningful alternative to the current educational discourse that emphasizes high stakes testing and ranking.

During this presentation participants will:

The presentation is an example of a constructive and enriching collaboration between research and practice that can inspire other educators to reflect on how this researched innovative curriculum delivery approach could be applied in their context, also providing a strong theoretical underpinning. The session also aims to inspire the audience in looking at the purpose of education from a different perspective.

David Sheehan is the International Principal at Nord Anglia School Beijing, Fangshan. In addition to a Master’s degree in Counselling, he has post graduate qualifications in Education, Inclusion/Learner Support and Psychology. David has extensive experience, both nationally and internationally, of providing educational, social, emotional and behavioral support to ensure that every child in his care can thrive.

David has 20 years’ experience in education. During this time, he has had a variety of curriculum, pastoral and leadership roles. In addition to the warm, nurturing environment that he is dedicated to developing, David believes that it is vital to create rigorous pastoral systems and procedures. This holistic pastoral system he has created at Nord Anglia International School Hong Kong has been identified as a feature of good practice, and David is keen to share this excellent practice with other schools.

Abstract

Inclusion through a Wider Lens: Reframing your Inclusion Philosophy, Approach and Framework

How often do we as educators go back and examine the philosophies that underpin our practice? Do they reflect current and best practice models? Are they fit for their purpose?

Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students can learn and participate together. However, a school’s philosophies and policies often evolve year on year and with the appointment of new staff, the prospect of closely examining their foundation can be a daunting one. The term ‘Inclusion’ can have many meanings and broad interpretations, but often is narrowly defined as the school’s level of support for special educational needs in the school.

This active workshop will broaden participants’ understanding of Inclusion and examine the interconnectivity of each aspect of a good inclusion framework, identifying areas of strength and opportunity to build upon.

During this workshop participants will:

– Develop/reframe new and existing philosophies into a broad vision of inclusive philosophy and practices

– Assess the needs from the perspective of your school as well as from the participant’s perspective

– Define the needs to be addressed in specific actions, programmes or activities

– Define methods and settings for the framework and how to put it all together

– With a solution focus, identify the overall challenges and problems faced by the professionals in their context

– Develop an implementation plan

Working in the IB World Schools department, Clark provides specialized support to schools regarding the implementation of IB programmes and the interpretation of IB principles into practice. This includes assessment readiness and evaluation. He has been working in international schools around the world since 2000, and in five different IB World schools since 2003. Originally from Washington DC, Clark has lived, studied and worked in Germany, Egypt, Italy, Cote D’Ivoire, India, Myanmar, Hong Kong, Vietnam, and Indonesia over the past 20 years. Clark has worked with the IB Educator Network for the past 8 years as an examiner, school visitor, reader, workshop leader, field representative, leader educator, and trainer for new workshop leaders.

Abstract

The Fourth Industrial Revolution: What Does This Mean for Assessment?

In an age when it’s almost impossible to justify schooling for content acquisition, how do we design a meaningful and reliable student growth for thousands of different learning contexts? It’s far easier to attack content teaching than to posit its successor in coherent and measurable terms. As Freire told us decades ago, you cannot expect to liberate the students before liberating the schools!

Expected Outcomes of the Presentation:

This talk will draw on the latest research findings within the IB as well as assessment theory and practice to instigate conversations around two key questions:

– How do we know that E-assessment is improving student learning and increasing student capacity?

– What changes in school practice are being driven by the shift to E-Assessment?

I have taught, administered and researched internationally since the mid 1990’s. I have done this in many contexts and environments, from the democratic, fair and equitable, to the authoritarian, corrupt, and unjust. The experiences of this chosen pathway in life drive my enduring interest in matters of leadership, management and administration in education. I explore how educators can improve the experience of teaching and learning, but centrally, I am concerned with how those with responsibility make education work for students and teachers, rather than non-educational ‘experts’. I am interested in the social practice of leading schools; about the moral and ethical gravity of organising education, and about putting educational matters front and centre in its leadership.

In short, my research into international educational leadership seeks to better understand globalising education and its leadership through the lens of equity, distinction and power. To date, my research has drawn upon a close understanding of the context of international schools. My research also sits in the emancipatory knowledge domain, and so, unlike much knowledge generation in this sector, my analysis usually sits in the critical paradigm. This means that I do not accept the status quo as a given and work on the technical and functional issues that arise, instead I look at,- and comment on,- how power structures operate: through whom, in what and for whom.

My research has been the first to explore IB international schools’ directors. It seeks to understand the character of leadership and not just the characteristics. Leadership in this context is characterised by transition and change, but also by instrumental pressures that may seem absurd or outlandish in other schools’ contexts. For example, the influence of the international schools’ board is often cited as one of the most debilitating external and non-educational forces that stymies international schooling. Another is the extreme frequency with which staff rotate, in a context where the very essence of education (compromise, risk and learning/failure) can be avoided, and staff vote with their feet.

I joined the Manchester Institute of Education as lecturer in educational leadership, from the Royal Military Academy Sandhurst where I was senior lecturer in leadership in the department of Communication and Applied Behavioural Sciences. Prior to this I was embedded as a teacher and middle manager of an IB international school for the five year duration of my research into its leadership. This allowed me to gain rare insight into what it is to be a teacher and teacher leader in this context, whilst researching IB senior leadership in six high prestige schools in (at the time a distant) Western Europe.

My PhD on international educational leadership at the University of Nottingham was supervised by Professors Tony Bush and Howard Stevenson. My current work at the University of Manchester as lecturer includes being course director of the Masters in Educational Leadership in Practice (ELiP). This masters degree is unique in developing unique critical ability in leadership, face to face and online with a international educational leadership as a key feature. It builds from practical ‘doing leadership’, to develop and foster an intellectual and critical competency required to engage and prevail at the level of policy. My research interests are in globalising and international educational leadership in autonomous schools, nurseries and colleges. I am a very active member of the British Educational Leadership Management Administration Society (BELMAS), and in particular of its Research Interest Group Critical Educational Policy (CEP). I count myself as very lucky to be mentored at Manchester by Professor Helen Gunter on forthcoming research into career progression in international schools. My published work is known for addressing issues of elitism and global citizenship in international schools, but also on leadership in this context notably the operationalisation of the IB Learner Profile, the pervasiveness of the ‘Anglo’ and Christianity and the effects of the international ‘gaze’.  My current publishing projects range from addressing the ideological privatising trends in educational leadership, to Whiteness in international schools, to an empirical review of research in IB international schools.

In the course of my life I have developed five little democratic questions. If one meets a powerful person–Adolf Hitler, Joe Stalin or Bill Gates–ask them five questions: “What power have you got? Where did you get it from? In whose interests do you exercise it? To whom are you accountable? And how can we get rid of you?” If you cannot get rid of the people who govern you, you do not live in a democratic system.

Tony Benn

Abstract

Leadership in International Schools: Empowered or Managerial; Just or Justifiable?

Global Citizenship Education (GCE) as Leadership Discourse.

This presentation explores educational leadership for international schools as being in a crisis of identity, unsure whether it is empowered or managerial – just or justifiable. It is a call to action to bigger thinking. It presents Global Citizenship Education (GCE) as a ‘Leitbild’ for leadership discourse in the international and globalising sphere. It shows how pragmatic thinking patterns pervade and impoverish educational (leadership) discourse and. practice. It presents another way for international schools’ leadership based upon intellectual independence and empowerment.

Teachers and teacher leaders in international schools usually enjoy higher levels of autonomy than their counterparts in state education. Yet, increased freedom, requires increased capacity, critical ability and confidence. Most if not all teachers and leaders have spent their formative years in national and state contexts which are defined by the philosophy of reduction, standardisation and limitation. This philosophy is naturally accompanied by the functional thinking of pragmatism. For the last 30 years, state educational systems around the world have followed liberalising US and UK policy initiatives. This means they are embroiled in an ideological drive to standardize education and focus upon STEM subjects with its perceived job capital. Knowledge generation of administration and leadership in this context is firmly US (and UK) centric in nature and characterized by business forms of adjectival leadership. As the nation-state divests itself of public ways of thinking, state policy is continually pushing privatising initiatives in public spaces that redefine concepts of democracy and citizenship.

In the midst of this, international schools now educate over five million students worldwide with over 500,000 staff. This is comparable to the educational system of a medium to large-sized country. Whilst such schools are defined by privilege, their staff emerges from a context that very often, is not.

Contrary to the mounting intellectual and fiscal impoverishment of state education, international schools are experiencing a boom. In the face of a stark arbitrary and functional educational reality in national contexts, international schools offer ways of thinking and being that move from the interpersonal into the emancipatory, engaging with the arts, humanities and even physical education, seeking for distinction through broad-mindedness and intellectualism. This boom is in fact a Renaissance in dark time. It places emphasis upon a rounded education; where success is equated to balance, and where collaboration and collegiality are key.

How then do international teachers and educators emancipate themselves from the imprint of stark realities form their national educational systems? How can they continue their own development and learning to fall in line with the emancipatory thinking of GCE and escape the imprint of standards, numbers and directives? Most crucially of all, how can leadership systematically foster GCE in word and deed?  How can leadership defend staff and students from functional thinking, whilst advocating for the critical competency required for the mounting challenges of the 21^st Century?

This presentation embarks on a journey to explore the challenges facing the generations of influencers attending international schools. It shows how international schools are strong potential havens of educational lucidity and abundance. It presents findings on how capacity is lost due to embedded ways of thinking and doing that are out of synch with GCE. It presents an alternative for International Educational Leadership that is stronger, bolder and more empowering.

Deep Dive Workshop

1. Global Citizenship Education and the Rise of the South

As the global South continues to grow, and middle classes increase, the demand for distinct forms of education has never been higher. Where for some this presents a valuable market opportunity, for others it signifies a chance to make the world a better place. What role do globalising middle classes play as influencers in international dialogue, and how can international schools empower future world leaders with the values and agency to overcome climate change, inequity, and the rich, old, white men, without replacing them with rich, old, international men?

This session will explore our professional identities as educators in a world in flux. How do we manage the advantages and rigours of international teaching and what happens to our ‘blue sky thinking’ when the rubber hits the road? How do we as educators manifest and how is our professional identity moulded in this changing landscape.

2 GCE: Leading the world through change and bringing it home.

This session moves on to interrogate leadership in the 21st Century and what it means to lead in a world dominated by a very distinct few. For most leadership specialists, the moral aspect is pivotal to leading people, yet ethical frameworks can vary according to cultural factors especially in international education. This sector is characterised by change and transition, yet good education requires stability and longevity. Drawing on my work at The Royal Military Academy Sandhurst, I examine ethics in leadership, and then pick apart GCE looking at how this outlook can provide the foundations for stable leadership in a world in flux. I examine what makes a good leader specifically in education, and how notions of GCE are now beginning to have a poignant reverse percolation effect for educators wishing to re-engage with national education, as they return home – be it now, or in a decade.