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Sunday, 7 March 2021


What if all international schools and leaders…
* consistently celebrated diversity, fostered equity, and supported inclusion?
* removed historical legacies and systemic barriers that have been created? in the international education space?
* consistently committed to listening to and learning from diverse
voices, experiences, and perspectives?
* created and participated in courageous conversations and spaces that encouraged dialogue and the exchange of ideas?
* spoke up now about racism and all forms of discrimination in international education and around the world?
* became aware of racial and cultural blindspots by reading about, listening to, and collaborating with racially and ethnically diverse educators?
* focused on anti-racism work?
* challenged whiteness and white supremacy?
* were co-conspirators?
* actively amplified and mentored educators of all colors who come from all parts of the globe?
* said and believed #BlackLivesMatter?
-- Association of International Educators and Leaders Of Color (AIELOC)

By Dr Karen L. Taylor
Thinking routines are pedagogical tools that promote the development of critical thinking skills. This doesn’t happen by accident. Classroom teachers work hard to create an environment in which such powerful learning experiences take place. ..more
By Priyanka Jethani
Priyanka Jethani conducted 15 interviews with administrators from around the world about their perspectives on shared leadership. What is it? Why is it important? What are the benefits? This is the first article in a series she will devote to exploring this topic. ..more
By Kim Cofino
Women in leadership positions often appear to have advanced steadily with intention along a clear path towards an ultimate goal. A dozen women leaders shared with Kim Cofino that the reality is often quite different. ..more
By Will Richardson & Homa Tavangar
In their free ebook, BIG Questions Institute co-founders Will Richardson and Homa Tavangar offer practical steps to reflect on who we are now as individuals and institutions and to begin a process of reinvention to ensure our students can thrive in an increasingly uncertain future. ..more
By Joel Jr. Llaban
Courageous conversations centered on diversity, equity, inclusion, and justice may initially ignite denial about the different forms of oppression that are perpetuated in the international school sector, writes Joel Jr. Llaban. But what we need is to sustain that courage over time. ..more
By Ruth Poulsen
"These are international school teachers! They’ve lived all over the world—they're my people; they’re not supposed to be racist..." Ruth Poulsen considers the line between culture shock and racism, suggesting we ask four reflective questions and take up an additive lens. ..more
By Danau Tanu
“Racism” and “global citizenship” sound incompatible. This past year, however, we’ve been forced to acknowledge that systemic racism exists even within the international school ecosystem, where students unknowingly absorb the racial biases of a hidden curriculum. ..more
By Nayoung Weaver
Since international students are brought into tertiary education systems to diversify them, writes college counselor Nayoung Weaver, colleges should accordingly take responsibility and provide a supportive environment for these students rather than expect them to "orient." ..more
By Wyatt Franz
Listening to nature can bring us to the present moment in times of turmoil. Wyatt Franz would know. He has been teaching through the pandemic and now a coup in Myanmar. ..more
By David Willows
Has Covid-19 already started to mold and influence the ways in which today’s generation of students will choose the right school for their children? David Willows decided to test this idea on the school-aged people in his own family. ..more
By Lawrence Shepherd
All Grade 11 students were given the opportunity to organize a senior school Creativity Activity and Service (CAS) project. When no one else stepped forward, Lawrence Shepherd raised his hand. The experience was challenging but a huge lesson in the potential of student agency. ..more
By Rachel Ball
Teachers in a virtual setting may observe a lack of student engagement during synchronous instruction, resulting in classroom discussions that feel strained. Here are some instructional tips that will support the integration of class discussion in your current teaching context. ..more
David L. Di Maria Associate Vice Provost for International Education, University of Maryland
Associate Vice Provost for International Education at the University of Maryland feels that President Biden’s rollbacks on former President Trump’s travel restrictions signal new opportunities for international students. ..more
By Kristen MacConnell
What classroom assessment practices will contribute most to understanding and improving student learning? And what is the role of the teacher leader in supporting student learning through effective assessment practices? Here are some effective strategies and tools. ..more
By Bambi Betts & Kristen MacConnell
Your team needs your leadership more than ever. Here are the top three things you can be doing as you lead your team remotely. In our independent, international schools, teacher leaders are best positioned to have meaningful and lasting impact. ..more
By Bambi Betts, Director, Principals’ Training Center
After weeks of deliberation, we at the Principals' Training Center made the decision. We will not take our 28 international school professional learning “experiences” that were due to take place over a five-week period in Miami and Rome online. Impact? ..more
Learn how to ensure your online courses and experiences are perceivable, operable, and understandble to all learners. ..more
Key insights from our teacher panel on grading practices that emphasize mastery, agency, and student and teacher wellness. ..more
The teachers of the GOA course Race & Society share three strategies for guiding meaningful student conversations about equity, race, and justice. ..more
The GOA Student Program team outlines equity considerations for the design of online and hybrid classes and programs. ..more
In this article on student-centered assessment, we offer three concrete strategies that equip students to exercise agency in the assessment process wh ..more
By Kim Marshall
Teaching with some students in the classroom and some remote is “the most challenging teaching assignment I can imagine," according to Caitlin Tucker. The answer, she says, is designing lessons that allow the teacher to focus on one set of students at a time. ..more
By Kim Marshall, TIE columnist
Being a curricular gatekeeper is especially challenging in the current era. In this article, Wayne Journell insists that teachers have always had a responsibility “to turn classrooms into spaces where reason and inquiry trump ignorance and hyperbole." ..more
By Kim Marshall
Wiggins has found that a three-level feedback system Publishable/Revisable/Redo encourages students to work hard on revising their writing assignments and making significant improvements, without requiring extensive grading or commenting on her part. ..more
By Gordon Eldridge, TIE Columnist
When it comes to structuring curriculum for global citizenship, designing instruction and experiences around justice-oriented citizenship is what we should be striving for. So what might the elements of such a curriculum be? ..more
By Gordon Eldridge, TIE Columnist
In his continuing exploration of the thinking and practice behind global citizenship initiatives, Gordon Eldridge considers a study that examined the impact on students of a particular global citizenship curriculum in a private girls’ school in the United States. ..more
By Gordon Eldridge, TIE Columnist
As we make decisions about the kind of global citizens we hope our schools will produce, it is important to examine some of the beliefs and assumptions which underpin differing conceptions of what it means to be a global citizen. ..more