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Wednesday, 2 December 2020


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 Renea Bartlett Pope
How are teachers refining their practices today in response to diverse students’ needs in remote modalities? Renea Bartlett Pope spoke with colleagues around the world and reports on three major shifts that will likely carry over into post-pandemic schooling. ..more
By Theo Wilhelm
Teaching from home while parenting is hard. Parenting at home while teaching is hard. Could it be, however, that teachers, parents, and students are all learning and growing from these challenges in new and important ways? ..more
By Michael Griffin
“Will this be fun?” students often want to know. Too much focus on instant gratification can be problematic for children’s development. Fun and enjoyment are not the same. Effortful experiences such as writing result in enjoyment while building self-esteem and self-growth. ..more
By Chip Barder
No individual or group within our international schools has been spared from the challenges brought on by the pandemic, including the School Board. Those responsible for school governance have been attempting to navigate new and troubling territory. ..more
By Dr. Tiffani Betts Razavi
After some seven months of covid-19, educators and researchers are asking: what progress has been prompted by the pandemic? Are any of the lockdown-induced adjustments here to stay? Are there any old ways that won’t survive the virus? ..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
By Darnell Fine and Dana Watts
The Diversity Collaborative was born in 2017 to address the lack of diversity in international school leadership. Over the past three years, more than 600 educators from across the globe have signed on, committed to advancing the work of diversity, equity, inclusion, and justice. ..more
By By Anna Clara Fontoura Fernandes Reynolds & Xoài David
The Organisation to Decolonise International Schools held a webinar that brought together two alumni groups, Out For Solidarity (OFS) and #DoBetterDover from the Overseas Family School Singapore and the UWCSEA Dover Campus respectively. ..more
By Naima Thompson
After teaching drama and theater for more than 30 years in the international arena, Naima Thompson believes that all educators need to be asking themselves what deep-seated beliefs impact the way in which they engage with students and whether they are truly clear on where they stand in relation to such issues as anti-blackness and white fragility. ..more
By Jon Nordmeyer, TIE columnist
Two things worth rethinking in international schools are how we refer to multilingual learners and how we serve them. Terminology matters, and how we refer to students and programs can impact both identity and learning. ..more
By Corey Topf
The Innovation Academy Online Summer offering launched by The American School in Lima, Peru is a one-month, interdisciplinary learning experience available to schools and students around the world. ..more
By Tory Potter, Eric Semler, Dawn De Koker, and Ben Fishman
Having a strong, positive partnership between school administrators and counselors is critical in supporting student success. Concordia International School Shanghai has taken intentional steps to strengthen this partnership and shares the key elements of its model here. ..more
By Veenaa Agrawal
The Little Library, a student project spearheaded by Veenaa Agrawal of Lincoln Community School (Accra), is making a big impact on local students in her Abelemkpe community as access to learning resources grows even more limited due to the pandemic.  ..more
By Bruce Gilbert
Canada presents as an idyllic place to weather the pandemic. But while the move "home" has its obvious advantages, longtime international educator Bruce Gilbert is having trouble making small talk with other parents on the sidelines at his kid's soccer game. And that's a problem. ..more
By Scott B. Freiberger
This in-depth article provides six steps for instructional success at a time when fine-tuning online and blended learning environments is becoming paramount in international school settings. ..more
By Bill MacKenty
Schools have faced tremendous challenges since the start of the pandemic. In so doing, they have gleaned hard-won, hard-earned insights into teaching and learning. These insights that should not be lost with a return to “normal.” ..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
By Kristen MacConnell, Director of the Teacher Training Center Programs with the PTC
Due to the quickly spreading coronavirus, many schools in Asia and a growing number of schools in Europe have had to shift to short-term online learning to keep students, faculty, and families safe. Thousands of teachers are teaching online for the first time. ..more
Learn how to design for hybrid learning using ideas from teachers working with students in person and online. ..more
Three strategies for engaging learners in online and hybrid learning ..more
COVID-19 forced schools to undergo a huge amount of change. Learn what district and school leaders are planning to make permanent features of their co ..more
A competency-based approach to online and hybrid learning is more effective and sustainable for teachers and students. It is also the way to make high ..more
Learn how performing arts teachers are reimagining learning to bring their music, dance, and theater courses online. ..more
By Kim Marshall
Kim Marshall summarizes an interview with Salman Khan, the founder and chief content provider of Khan Academy, a platform used by almost 100 million students a year in more than 190 countries and 46 languages. ..more
By Kim Marshall
In this article in Principal, Carol Larson and Tyrone Martinez-Black say that too many schools make the mistake of identifying a problem--i.e., inequitable outcomes for English learners--and going straight to action planning. ..more
By Kim Marshall, TIE columnist
In this summary of an Education Week article by Catherine Gewertz, Kim Marshall offers a number of suggestions on how to reduce screen time for students. Teachers need to be critical consumers of technology. ..more
By Gordon Eldridge, TIE Columnist
Most of our schools include some conception of global citizenship in our guiding statements, perhaps a good umbrella for organizing a systematic approach to anti-racism and social justice. But what does research tell us about developing effective programs for global citizenship? ..more
By Gordon Eldridge, TIE Columnist
We all recognize the most common pattern of student talk: “listening to speak," or mentally preparing what they want to say rather than truly listening to understand. This kind of talk does not build shared understanding. So how can we get students to move beyond this? ..more