The International Schools Network

Michael Southern-Augustine unpacks the importance of effective assessment and feedback in international schools, why it matters, the challenges schools face, and, importantly, how to do it well in practice.If you are interested in booking a meeting with Quest please register your interest here: https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isnKey Takeaways 1. Data shifts teaching from reactive to proactive Quest enables teachers to identify learning gaps in real time and adapt their teaching immediately. Rather than responding after issues arise, teachers can proactively reteach concepts, group students effectively, and personalise support, especially for EAL and SEN learners.2. Significant reduction in teacher workload The platform streamlines assessment through automated marking, instant feedback, and centralised reporting. Schools consistently report a shift away from time-consuming data collection toward meaningful, data-informed action, freeing teachers to focus more on teaching and intervention.3. Strong impact on whole-school strategy and leadership decisions Senior leaders use Quest’s dashboards to analyse trends across subjects, year groups, and campuses. This creates a “single source of truth,” enabling more consistent benchmarking, targeted resource allocation, and the sharing of best practices across international school groups.4. Improved communication with parents across diverse contexts Quest’s clear, visual reports help schools communicate student progress in a way that transcends curriculum differences and cultural expectations. Conversations move beyond grades to focus on skills, progress, and next steps, leading to more transparent and trust-based relationships with families.5. High adaptability for international and diverse school environments Quest is designed to work across different curricula (IB, British, American) and supports diverse student populations. Its accessibility features, consistent assessment structure, and holistic view of learners make it particularly effective in international schools with varied educational backgrounds.If you are interested in booking a meeting with Quest please register your interest here: https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isn

In this episode, Anna Bateman from Halcyon Education explores how schools can rebuild trust, strengthen relationships, and use leadership, data, and collaboration to create a sustainable culture of wellbeing for staff and students.Take 1, We’re in a Trust Recession “Trust recession” describes the decline in confidence across schools. Parents trust schools less, staff trust leadership less (Teacher Wellbeing Index), and young people trust institutions less. In international schools, high mobility makes trust even more crucial. AI accelerates this shift, not inherently negative, but changing how people access information, support, and connection. The key question, how do schools respond to growing disconnection?Take 2, Relational Culture Needs Strategy Wellbeing is often reactive. A planned relational culture, with shared language and collective ownership, makes mental health a school wide responsibility rather than one person’s job. Strategic leadership is essential to embed it.Take 3, Measure What Matters Schools care about wellbeing but may lack clarity on needs. Using validated tools alongside student and staff voice reveals patterns, who’s struggling, what works, and where intervention is needed. Data doesn’t replace professional judgement, it informs and strengthens it.Take 4, Staff Wellbeing Is Foundational Wellbeing isn’t a perk, it’s the foundation of school culture. Staff who feel trusted and supported extend that trust to students. In a world where AI can deliver content, human connection is what makes schools irreplaceable, and supporting staff is key.Take 5, You Can’t Do This Alone Many wellbeing leaders work in isolation. Networks provide support, shared thinking, and strategic insight. In January 2026, I launched a Senior Mental Health Leads network. With enough interest, an international focused group will follow.International Senior Mental Health Leads Network, Initial Session Join Anna Bateman online on 24th April at 12pm (GMT+1) to connect with senior mental health professionals worldwide. Share ideas, tackle challenges, and strengthen leadership in an informal, supportive setting.Whether experienced or passionate about mental health, this network offers a space to learn and grow together. Secure your free place here: https://www.eventbrite.co.uk/e/international-senior-mental-health-leads-network-initial-session-tickets-1984625290669Do you have an idea or area of expertise you would like to share on the ISN podcast? Please submit your ideas here: https://www.pages.isn.education/5-takes-podcast

1. Be curious: learn about yourself Building strong networks and relationships starts with understanding yourself. What are your key strengths, and how can you use them effectively? Are there aspects of your personality you could develop further? As Socrates advised, “Know thyself.”Tools like the VIA Character Strengths survey and the 16 Personalities assessment can offer useful insights into your traits and how others may perceive you. Reflecting on these perspectives can help you build rapport more intentionally and identify emotional or psychological barriers that may have held you back.2. Be brave Push yourself beyond your comfort zone. Reach out to someone you admire on LinkedIn or a similar platform and start a conversation - perhaps asking if they mentor or support aspiring leaders. Join discussions on topics that interest you and connect with others online.Networks like WomenEd provide fantastic opportunities to meet women and allies from around the world. I lead the WomenEd Italy network, where members support one another with advice and inspiration. At conferences or events, check the speaker or delegate list, introduce yourself, exchange details, and follow up afterwards.3. Nurture connections close to you Some of the most valuable learning comes from the people you work with. I have learnt a great deal from the leaders I worked for, and now from fellow heads with whom I collaborate at country and group level.Whatever stage of your career you are at, connect with others in similar roles. Sharing experiences - both successes and challenges - builds trust and lasting professional relationships. I still rely on colleagues’ perspectives when I need fresh thinking on complex decisions or new strategies.4. Put yourself forward Volunteer to lead professional learning, give a presentation, attend a conference, take a course, or lead an action research project. Then share what you learned and invite others to join you. Every opportunity can help you grow as a professional.Programmes such as CIS visits and other accreditation work offer powerful professional development and connect you with educators worldwide.Don’t wait to be invited - someone else may already have stepped forward. Be proactive about your career: make a plan, review your goals regularly, and embrace your ambition. Then seek out the people and opportunities that will help you achieve it.5. Give back Cultivate gratitude - it benefits both you and those around you. As your network grows, think about how you can support others. Promote someone’s work, nominate them for an award, mention their achievements, or recommend them for an opportunity.An art installation by Marinella Senatore in Florence during the first COVID Christmas displayed a powerful message: “We rise by lifting others.” Another read: “Breathe; you are enough.”These words resonate strongly with educators, who give so much to others. By supporting those around us, we strengthen our communities - and ourselves.

Take 1) Creating a Culture of mental health support Whatever role you play in a school or organization, it’s important for you and everyone you work with to be someone willing to act if a person may be in need of mental health support. This can be through starting a committee, facilitating a workshop, writing newsletters or any other way you can communicate and remind people of what to do if you are worried about someone. The culture created should be that is a collective responsibility to recognize, understand, and respond appropriately to someone experiencing a mental health issue. Take 2) Notice the signs and trust your gutThe signs of someone who may be in need of mental health support can be obvious or subtle but it is important to notice when they happen. Has there been a change in their behavior, are they experiencing mood swings, becoming withdrawn, voicing concerns, or are they going through high levels of stress, grief, or health issues? This is often the first sign to an outsider that something may be happening to a friend or colleague. If you feel something is amiss, or there has been a change, it could be hard to place exactly what that may be. It is important to trust your gut. It is far better to try and support someone and be wrong than to have a feeling about it and fail to act.Take 3) Have the conversationIf you suspect someone may be experiencing mental health distress, it is important to speak to them. Most of us are not trained psychologists and the conversation needs you to just ask the person if they are ok. Mention a behavior you may have noticed, share that you are worried and most importantly, actively listen with empathy. Allow them to speak and validate their feelings. We can’t fix their problems for them, but we can be a pillar of support and encouragement. Take 4) SignpostIf the conversation has led to the person potentially needing help, it is important to signpost them to appropriate support. In schools I have worked in we have kept an up-to-date contact list of doctors and therapists faculty can access and shared this in newsletters and kept available to everyone on shared drives. This can then be used to provide the person who may be in need of support with the resources to access professional help. This is especially important in schools with staff from around the world who may be new to a country and unaware of the help available. If applicable, also share how the health insurance operates if they do seek help and a step-by-step guide on what to do. These don’t have to be country specific if resources are limited in person, there are also excellent tele-health services available that some insurances will cover the cost for if other options aren’t viable. Take 5) Follow UpIt will often take more than one conversation and more than one attempt to signpost before a person feels safe enough to get help. Follow up with the person, ask if they were able to contact the services you signposted, offer any help such as calling to make an appointment, or accompanying them to the location. Do you have an idea or area of expertise you would like to share on the ISN podcast? Please submit your ideas here: https://www.pages.isn.education/5-takes-podcast

Drawing on her new book, Hannah Wilson, Director of The Belonging Effect, shares five practical insights on building belonging in schools.Take 1) Introduction: Why should we care about DEIB?It does not have to happen to you to matter to you.Understanding power and privilege.We need to stand up, speak out, show support for issues impacting others.Take 2) Belonging in Society: How do we develop it?Increased hate crimes.Riots.Flags.Media and social media.Derogatory language.Take 3) Belonging in Schools: How do we change it?Intentional inclusion. By design.Challenging assumptions and biases.High attrition and exclusion rates.Strategic intent from governance.Take 4) Belonging in the Staffroom: How do we disrupt it?Designing for inclusion.Diversifying recruitment.Talent pipeline and retention initiatives.ITTE and governance.Inclusive workplaces. Take 5) Belonging in the Classroom: How do we foster it?Inclusive classrooms.Psychological safety.Diverse curriculum.Better representation.Call to Action: What do we do next?Consciousness, Confidence, CompetenceCuriosity v CriticalityAllyshipShaping intention into impact.Links and ResourcesFind the book here: https://www.awesomebooks.com/book/9781036206451/a-little-guide-for-teachers-cultivating-belonging-in-schoolsSecure your place and join the virtual book launch on 9th February here: https://www.eventbrite.co.uk/e/1574054442209?aff=oddtdtcreator Learn more about The Belonging Effect here: https://www.thebelongingeffect.co.uk/

Episode 1, 2026: John Dolman, The AI English Teacher – 5 Ways Students Can Use AI to LearnIn this episode, we sit down with John Dolman, The AI English Teacher, who shares five practical ways students can use AI to enhance learning rather than shortcut it.Take 1: Have the Dialogue Start by simply talking with students about their AI use. Focus groups and surveys help uncover whether students are using AI effectively or not. Avoid assumptions—understanding their habits gives you data to guide discussions and teaching.Take 2: The Socratic Tutor Use AI as a guided tutor. LLMs can walk students through topics, answer questions, and summarize learning. The key is crafting prompts that position the AI as a Socratic tutor, e.g., “Explain this topic with questions and answers and summarize in 3–4 bullet points.” This encourages dialogue, comprehension, and active learning rather than passive reading.Take 3: The Quizmaster AI is excellent for quizzing and memorization—key for building knowledge schemas. Students can create flashcards, interactive quizzes, or even games like Jeopardy. Ground the AI with specific content or exam material, and use it as a sparring partner in groups. This turns study into an interactive, engaging process while reinforcing knowledge.Take 4: The Essay Explainer Instead of generating essays, students can use AI to analyze structure. Feed in high-quality essays or model answers and have the AI break them down into components, scaffolds, or step-by-step reasoning. This exposes the underlying patterns in good writing, encourages metacognition, and helps students understand how to structure their own work. AI can also show its “thinking” for each step, helping students explore strategies and techniques.Take 5: The Feedback Loop AI is most effective when used for feedback, not creation. After students write their work, AI can provide critiques and suggestions based on specifications, model answers, or examiner reports. The goal is to identify patterns, understand strengths and weaknesses, and then make improvements independently. Think of AI like a personal trainer: it guides, advises, and critiques, but the learning happens when the student takes action themselves.LinksLearn more about John Dolman: https://theaienglishteacher.wordpress.com/ Do you have a great idea for the ISN podcast? Submit your ideas and feature here: https://www.pages.isn.education/5-takes-podcast

In this panel discussion, our experts highlight the impact of deepfakes, algorithm influence and provide supportive strategies to help students navigate the flood of misinformation online.Speakers:John Mikton – Digital Learning Facilitator, International School of GenevaJohn Dolman – The AI English Teacher; Media & English Teacher, Ponteland International SchoolChristopher Blackwood – Head of Digital Innovation, Victory Heights Primary SchoolElliot Newman – Co-Founder, WellioKey takeawaysPractical Tools for Media Literacy: Gain hands-on strategies and resources to help students critically evaluate news, social media, and online content for credibility and accuracy.Identifying Misinformation: Learn how to teach students to recognise common signs of misinformation and disinformation in both traditional and digital media.Building Critical Thinking Skills: Explore methods for fostering independent, critical thinking in students, empowering them to question sources and cross-check information.Navigating a Changing Digital Landscape: Understand the impact of social media platforms removal of fact-checkers, and how to adapt your teaching to these shifts.Creating a Culture of Responsible Media Consumption: Discover ways to instil a sense of digital and ethical responsibility in your students, preparing them to engage thoughtfully in the digital world.ResourcesWhat is True: Media Literacy: Recalibrating Truth- - - - - - - - To share your story, thoughts or ideas with the ISN community, please send your article draft, podcast or event ideas by emailing our Head of Community at [email protected]

Safeguarding, mental health and well-being experts analyse the findings of Jonathan Haidt's ground-breaking book. SpeakersSian Jorgensen: Safeguarding Consultant and Trainer, International Schools Specialist, ©SAFE Interviewing Trainer Hayley Wilson: Deputy Head of Secondary School (Pastoral Community and Wellbeing) at Kellet School, The British International School in Hong Kong Anna Bateman: Senior Education Consultant, Specialising in Mental Health Strategy and Training.Jamie Ganley: Head of Sales at The National CollegeReports and resourcesPublic attitudes to smart phones 2025 https://www.moreincommon.org.uk/media/flrnzo5x/public-attitudes-to-smartphones-social-media-and-online-safety-1.pdf Lost boys report https://www.centreforsocialjustice.org.uk/library/lost-boys The Instagram post from the guardian that helped launch Kellett School |British International School Hong Kong's phone free school considerations https://www.instagram.com/guardian_us/p/C1pF8NvLHr7/- - - - - - - - To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]

In this session, international school leaders and experts, Mark Leppard MBE, Damian Bacchoo, Jarrett Brown and Jamie Ganley delve into Personalised CPD for Teachers' Growth and School Success, sponsored by our partner The National College.Personalised CPD is reshaping how international schools approach professional learning. When educators take ownership of their growth and leaders empower their teams with the autonomy to design their own CPD journeys; professional development becomes purposeful, motivating and transformative. In this session, our experienced panel will explore how this approach benefits all stakeholders, how educators can take ownership of their CPD journey and how leaders can develop personalised CPD frameworks within their schools. Key themes:How to take ownership of your CPD journey so it aligns with your goals and passions, shaping your professional growth around what matters most and makes CPD motivating and meaningful.How leaders can design personalised CPD frameworks that engage and energise staff, giving teachers real choice and autonomy while still supporting whole-school priorities and strengthening collaboration.How practical tools can be used to embed coaching, reflection, and choice into a school’s development culture, making these practices a natural, everyday rhythm rather than an occasional initiative.How international schools can implement personalised CPD successfully, improving teacher engagement, building expertise, and benefiting students, with real examples you could adapt in your own context.

In this episode, Jarrett Brown, Secondary Principal at ISA International Education Group, shares best practices for fostering meaningful and engaging language learning.Take 1) Go back to basics: Get students to practice in the classroom as much as possible because they won’t have opportunities elsewhere. Take 2) Library meets students' expectations: Having books appropriate for the language level and age appropriate level of the students. We don't want books that are Little Bobby going to school, but something for middle school that is more age appropriateTake 3) Competitions that bring enthusiasm: Everyone likes prizes, and having speaking contests, reading contests, library monthly focus genres, mystery booksTake 4) Make it meaningful: Shouldn't just be recitation, but students need to be active out of the classroom practicing English. Go to the canteen and practice words like "fork" or "knife" or "I would like some more broccoli please"Take 5) Have material relevant to them: Curriculum shouldn't be talking about Shakespeare, Henry Viii or Abraham Lincoln- we should have material relevant and interesting for the- - - - - - - -To share your 5 takes epiosde with the ISN community, please your ideas directly to [email protected]

In this episode, Abigail Alexis-Olubuyide, Head of Primary at The British School of Beijing, explores how Martin Seligman’s PERMA Model can be used to foster a culture of flourishing.5 takes1) Positive Emotions Create Upward Spirals2) Engagement Flows Through Strengths3) High-Trust Relationships Underpins Flourishing4) Connect to a Higher Purpose Through Meaning5) Frame Accomplishments as Progress That Inspires Growth ----------------------------------------- If you would like to feature on the ISN podcast please contact us by emailing our community manager [email protected]

Cliona McMenamin, Head of Careers and Teacher of Mathematics at Dubai College, shares the importance of embedding well-being in careers education.1) Start with Self-Discovery, Not Decision-MakingMost careers programmes jump too quickly to the “what” (university courses or job titles) before helping students understand the “who.”When students explore their strengths, values and motivations first, they make more authentic and confident choices later.By integrating reflection tools, personality frameworks and “career conversations” into tutor time or PSHE, we give students permission to see career exploration as part of their wellbeing journey, not a pressure-filled process.Take 2) Make Wellbeing the Foundation, Not an Add-OnA student who is anxious, burnt out or comparing themselves to others can’t meaningfully engage in future planning.Embedding wellbeing strategies (mindfulness, gratitude, resilience or even time to pause and reflect) into careers lessons helps students manage uncertainty with calm and confidence.When students feel psychologically safe, they are more open to growth and more resilient in navigating rejection or change.Take 3) Redefine Success: From Prestige to PurposeToo often, students equate success with prestige - top universities, big salaries or brand names.Our role is to shift that narrative. We should celebrate diverse definitions of success: joy in learning, alignment with values, contribution to society.Using alumni stories and real-world examples helps students see that there are many ways to live a successful, meaningful life.Take 4) Connect the Dots Between Curriculum and CareersStudents often ask, “When will I ever use this?”Careers education becomes transformative when we bridge classroom learning with the world beyond school. Whether through curriculum-linked career talks, employer projects or cross-subject challenges, this approach builds both relevance and confidence, showing students that what they learn today genuinely matters for tomorrow.Take 5) Build a Culture of ConversationThe best careers education doesn’t happen in isolation. It happens in conversations.Creating spaces where students can talk openly about uncertainty, comparison or changing plans builds resilience and agency.Teachers, parents and peers all play a role here. When a school normalises these conversations (from staffroom to classroom) students learn that their pathway doesn’t have to be perfect to be purposeful. Reach out to Cliona here: https://www.linkedin.com/in/cliona-mcmenamin-5279941a1/?miniProfileUrn=urn%3Ali%3Afs_miniProfile%3AACoAAC9PMu8B8VfXXlptgWsF8ggGfEcwZstEsrQ ----------------------------------------- To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]

In this episode of 5 Takes, counsellor and coach Micheline Foss explores how educators can recharge by recognising what supports them and replenishing areas that need care.Breaking Down Resilience: The 5 Buckets Resilience isn’t one thing—it has 5 capacities:Physical/Behavioral: Habits to overcome difficulty Cognitive: Ability to interpret and manage events Emotional: Tolerance for negative emotions Social: Connection to support systems Spiritual/Motivational: Purpose that drives persistenceReset Your Resilience Identify which type of rest refills your depleted bucket. Important distinction:Sleep = biological state Rest = targeted recoveryRest isn’t laziness—it’s intentional recovery. Pushing through drains, not builds, resilience.Micro-Actions to Recharge Daily Energy Using the 5x7 framework helps target what’s draining you and restore balance.Example: Sofia, a middle school teacher in Bangkok, feels emotionally flat after constant student needs and limited downtime.Emotional Resilience drained → micro-actions:Social Rest: Lunch with a trusted colleague (no school talk)Creative Rest: 10 minutes adding photos to a travel wallEmotional Rest: 2-minute “name it to tame it” check-in before leaving schoolThese small, intentional acts refill emotional reserves without adding tasks.Retoning Your Resilience System Think of resilience like exercise: strained muscles aren’t helped by pushing harder. When stretched thin, parts of your system—physical, emotional, mental, social, or spiritual—go offline. Re-toning gently restores energy flow.Goal: Restore flexibility and balance, not force strength. Requires: Dedicated attention and practice, not just knowledge.Putting It All Together Understanding resilience breakdown and targeting the right rest allows efficient recharge without overhauling your life. Habits, some familiar, help maintain balance and avoid burnout. Some implement alone, others benefit from coaching accountability.Links: Playbook and Coaching book: http://www.aging-boldly.com/store

In this episode, Martin Boother, Vice Principal at Azerbaijan British College, shares five key takes on investing in your teams and unlocking the full potential of every staff member.5 Takes:1) Getting to know them as people not just staff members: 2) Listening needs to be your superpower3) Don’t look for what isn’t there but what is4) It’s not all about you - build them up5) Be prepared to let them go - this isn’t a betrayal but a success storyIf you are interesting in featuring on the ISN podcast, you can learn more and register your interest here: https://www.pages.isn.education/5-takes-podcast

In this episode of the 5 takes podcast, Stephen Feeney, Founder of the Flourishing Man, shares his insights on how to build confidence and best support boys in school.5 takes:1) Confidence and positive behaviour go hand-in-hand.2) A lack of positive role models is a myth3) Celebrate strengths and not behaviour4) Boys need safe spaces for honest conversations5) The term 'Toxic Masculinity' needs to go in the binLearn more about Stephen Feeney here: https://www.theflourishingman.com/ - - - - - - - - Do you have 5 takes that you could share with international educators looking for expertise in a particular field? Learn more and register your interest here: https://www.pages.isn.education/5-takes-podcast

In this latest episode of 5 Takes, Head of Curriculum Support, Daniela Selhuber shares practical strategies for supporting multilingual learners.Take 1: Establish a Clear, Shared Framework for Language Development Clarity and consistency are key. Schools that adopt frameworks such as the Bell Foundation EAL Assessment Framework or WIDA can move from reactive provision to proactive and targeted support.A shared framework:Provides precise language to describe proficiency (e.g. “developing in speaking and listening but at an early stage in reading and writing”).Prevents overestimating social fluency (BICS) or underestimating academic needs (CALP).Equips all staff to scaffold learning, not just EAL specialists (Lucas & Villegas, 2013).Strengthens formative assessment across speaking, listening, reading, and writing (Heritage, 2008).Makes EAL inclusion visible at a systems level (OECD, 2018).Take 2: Know the Learner Behind the Language EAL learners are more than proficiency levels. Two learners at the same English stage may have very different profiles depending on literacy in their first language or prior schooling.Understanding learner backgrounds avoids a “one size fits all” approach. Collaboration between class teachers and EAL specialists combines subject and language expertise. First languages should be viewed as assets: using them for processing ideas, drafting, and vocabulary building accelerates English learning and affirms identity.Take 3: Scaffold, Do Not Simplify Lowering challenge lowers expectations. Learners need access, not easier work. Scaffolding strategies include:Graphic organisers to structure ideas.Talk partners for oral rehearsal.Visuals and realia to anchor concepts.Pre-teaching vocabulary to reduce load.Sentence stems to support academic talk and writing.Cummins’ quadrant model shows the most effective learning is cognitively demanding but well supported. Scaffolding, like building supports, is temporary and removed once learners are independent.Take 4: Prioritise Oracy Talk is the bridge to literacy and wider learning. Before writing, learners need to rehearse orally and practise new vocabulary.Effective strategies:Talk partners to rehearse answers.Sentence stems to structure contributions (“I agree with…”).Structured discussions, debates, and role play for authentic practice.Research shows exploratory talk supports higher order thinking (Mercer & Dawes, 2008) and that improving oracy boosts attainment (EEF, 2016). Oracy also fosters wellbeing and belonging by giving learners a voice.Take 5: Celebrate Multilingualism Multilingualism is an asset, not a deficit. Learners who use multiple languages develop unique perspectives, problem solving skills, and empathy.Ways to celebrate languages:Stock dual language books in libraries.Use signage that reflects community languages.Host heritage language days.Encourage home language writing projects.Greet students in their first language.Celebrating multilingualism affirms identity, increases belonging, and strengthens engagement. Research confirms strong first language skills support second language acquisition and cognitive development (Cummins, 2000).

Experienced Languages and English International Teacher, Suzzanne Pautler shares 5 takes on how to enact design-thinking to bring learning to life.Take 1) Because of design thinking, my students read, wrote, and spoke with a purpose. Title: Student Choice and Voice. Students focused on actual problems or issues they witnessed in their daily lives at school and at home. In their process to problem-solve, they researched online, interviewed others, created prototypes, and delivered a pitch to an audience. They were able to express themselves, listen to others, and seek feedback prior to presenting a solution. Suddenly, their reading, writing, and speaking had a real purpose.Take 2) Because of design thinking, my students were active readers and writers. Title: Active Engagement.Students directed their own learning by shifting their literacy from content consumption to content creation. Their creative collaboration as they problem-solved made the learning process relevant which resulted in high levels of student engagement.Take 3) Because of design thinking, my students deepened their connection with the text.Title: Empathy.Students read various texts about other teenagers (locally and globally) who are designing solutions for problems in their communities. My students then built empathy maps from the perspective of those facing the issues. This process allowed them to move from surface-level reading comprehension to deep, analytical thinking, interpretation, and inference.Take 4) Because of design thinking, my students’ writing was problem solving.Title: Experimentation.Students were involved in a process of trying out different creative formats to see what worked best for the group. The cycle of iteration and feedback allowed students to frame their drafts as prototypes to be tested, not as finished products to be graded. They tested their ideas through the writing of outlines, story maps, pitches, summaries, and explanations which removed the pressure to be perfect, but supported and encouraged the students to play and experiment. Each student could contribute his or her own strengths to the process.Take 5) Because of design thinking, my students connected with the real world and with each other.Title: Authenticity.Students connected with authentic global issues through their literacy work, but they didn’t do it alone. Students collaborated purposefully with one another in an effort to research real community issues, interview stakeholders, problem-solve, and communicate their solutions through websites, presentations, posters, devices, and models.Instead of a one-size-fits-all model, students discovered and developed their best literacy skills.

1) Do Your Homework as much as you can before you arrive: 1-2 minute explanation: Read up as much as you can in the appointment process and certainly in the time you have before you take up the role from Day 1. Know the school’s history, its vision and values, its strong points, its USP, and look at who you will be working with in your team and board. You don’t really get this time again once you hit the ground running from Day 1. It is also the most obvious way to demonstrate you are taking the role for pull factors as much as push. You are “theirs” now as their new school leader. They expect you to be so from Day 1. 2) No capricious fads or whimsical changes for its own sake. 1-2 minute explanation: Sounds obvious but the short-termism of some school leaderships means everyone wants to “make their mark” and then onto the next role. The problem is, the school communities are left with the mess and trying to make a fad work that they didn’t really understand and didn’t really own. The school community wants stability and certainty before change and this is where Take 3 and 4 come in. 3) Listen and Learn from everyone in those first weeks and months. 1-2 minute explanation: The very best time a new school leader can take is to see, be seen, and listen. Listen to everyone. Not just your chair, or deputy or COO. Everyone. This is where being at the school gate daily is vital. Be highly energetic and visible, but not just for this time, but every day. Talk to parents, student council, and walk the school to be seen. Listen and talk to the catering staff, the janitor, the bus drivers, the students in isolation. It will show you are serious and you want to lead the whole school. It is also the best way of knowing the school and taking the temperature daily. 4) Have some sort of plan and timescale of your time in post.1-2 minute explanation: it may seem daft but the days of a school leader sitting in post for years and years, are long gone. Sir Tim Brighouse believed 5-7 years is the optimum time and when a school leader is established and really makes an impact. Leading a school can be like sending an army into battle, the original plan soon is overtaken by the reality on the ground and events. And as the Woody Allen joke goes, how do you make God laugh, say you have a plan. However, having some idea of what your 4-6 years will mean and what meaningful change, leadership and stewardship you can make, given the parameters of context and organisation, is important. I would add in here, a succession plan too. Get the middle leaders and senior leaders trained and ready for the future and even if you could fall under the proverbial bus. 5) It is ok not to know everything. 1-2 minute explanation: A bit of humility in a school leader is not only refreshing but it goes a long way. No one wants to make an obvious faux pas like dropping a lunch tray in front of the whole school, or slipping over on the ice on break duty, it has happened to me, but this is about showing your ability to listen and learn. You are often jack of all trades and master of none. You have a team who are skilled and waiting for the new dynamic to establish with the new person. It is bad enough filling someone else’s shoes but confident is a world a way from arrogance so some humility and allowing the skills of others to support you and build a rapport when you start, is best achieved by learning and building the trust and respect of those you are going to lead and work with closely.

Take 1) Digital Tools Boost Learning OutcomesResearch shows that digital learning tools can enhance student achievement. In my own teaching, students use Quizlet to create flashcards and revise topics before assessments. This active repetition helps reinforce knowledge and improve recall. These tools support personalized learning, allowing students to study at their own pace and target their weaker areas.Take 2) Collaboration and Social Skills Through Game-Based LearningPlatforms like Kahoot and Blooket don’t just quiz students—they build social skills. When students play in teams, they collaborate, communicate, and support one another. This peer interaction fosters a positive classroom environment and strengthens 21st-century skills like teamwork and digital communication.Take 3) Finding the Right Digital ToolsOne major challenge is that no single platform covers everything—lesson planning, assessment, simulations, activities, quizzes, etc. Teachers must try different tools to find the right fit for their subject and students. While it promotes innovation, it also demands time and adaptability from teachers to integrate various tools effectively.Take 4) Cost and Support BarriersMany digital tools come with subscription fees, and using multiple tools across subjects can become expensive. This creates equity issues—especially when school budgets are tight. Schools need to invest not just in the tools, but also in training so teachers can use them meaningfully in the classroom.Take 5) Ethical Use and Student Data PrivacyTeachers must be cautious with student data when using digital tools. Questions around where data is stored, how it's used, and whether ads or external links appear must be considered. It’s critical to review tools in advance to ensure they meet privacy standards and are safe for student use.

For this interview, we are joined by Daniela Selhuber: Head of Curriculum Support at Taylor's International School - Kuala Lumpur, to explore Personalised Learning & Inclusive Pedagogy - specifically through an EAL lensKey Themes:Supporting EAL Learners in the ClassroomIdentifying and Supporting SEND in EAL StudentsParental EngagementEdTech & Learning SupportProcurement & Prioritisation

Laura Mitchelson from Veritas Wild, specialists in strategic HR for schools, presents five forward-thinking takes on professional development that are designed to remain effective both today and in the next five years. Take 1) We demand that people don’t get access to PD unless they ask for it Take 2) We get creative about what PD can beTake 3) We measure the impact of all PDTake 4) We offer multiple ways of accessing PDTake 5) We employ Futures Literacy as a way of stretching all functions to where they will need to be in 5 years timeLearn more about Veritas Wild here: https://www.veritaswild.com/ To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]

The leaders from our recent ISN Live event, Matthew Burfield, Lauren Binnington and Lucinda Willis answer a selection of your questions in this bonus Q&A session.QuestionsHow do you tackle performance issues and ensure your communication is both clear and compassionate?Do you have any advice on how to manage relationships when you feel unable to have open conversations? How can a team collaborate with a leader who is still gaining experience?How do you recognise and support educators who are experiencing burnout or disengagement?How do you set boundaries between your teaching staff and parents?How do you build trust and alignment in a team that is diverse in culture, background, and teaching experience?How do you incorporate team voices so that staff feel heard and part of bigger decision-making?What are the challenges of leading in a new region and in a new context such as fee paying, that you may not know very well?Which characteristics, in your experience, are best suited to school leadership and which struggle? Are there early signs of those who will succeed and those who may struggle whilst taking on this type of position?

In the latest episode of 5 Takes, award-winning educator and author Edd Moore explores practical and fun ways to incorporate sustainability into the primary school curriculum.5 TakesTake 1) Eco Warriors Take 2) Culture is King/QueenTake 3) Environmental Projects Take 4) Involving Community Take 5) Embed Sustainability across the curriculum LinksFind more about Edd's work and book release here: https://ecoedd.com/ Connect with Edd here: linkedin.com/in/edd-moore-a0369b86

Sponsored by the International Curriculum Association, senior leaders and subject experts explore ways in which international schools can help achieve the UN SDGs 2030.Key themes:Examples of successfully integrated sustainability projects and initiatives.The role of student voice and agency in shaping a school's sustainability agenda.The role of global citizenship and collaboration with local community to encourage action on the SDGs.Looking ahead, the role international schools have in shaping the global narrative.How ICA’s materials support the effective teaching and learning of SDG’s 2030.

In this ISN Live event, sponsored by The National College, safeguarding, mental health and well-being experts analyse the findings of Jonathan Haidt's ground-breaking book. SpeakersSian Jorgensen: Safeguarding Consultant and Trainer, International Schools Specialist, ©SAFE Interviewing Trainer Hayley Wilson: Deputy Head of Secondary School (Pastoral Community and Wellbeing) at Kellet School, The British International School in Hong Kong Anna Bateman: Senior Education Consultant, Specialising in Mental Health Strategy and Training. Jamie Ganley: Head of Sales at The National College Agenda:Session 1: Sian Jorgensen; The Research and Impact of Social Media and Mobile Phone Use on Young People SlidesSession 2: Jamie Ganley and Anna Bateman; The National College presents #WakeUpWednesday to support educators and parents. SlidesSession 3: Hayley Wilson, Sian Jorgensen and Anna Bateman: A panel discussion; How to support Teachers and Parents in International Schools

In this discussion, sponsored by our partner Chameleon PDE, we explore how emerging leaders develop essential leadership skills, tackle systemic challenges, and leverage professional relationships. Key themes:The key skills and competencies that are most critical for advancement into leadership roles in international education.The unique challenges faced by early-career leaders in the international education sector, how developing leadership skills and coaching helps address these challenges.External influences that can support personal development as an early-career leader.The importance of evaluating the demands and requirements of a leadership position, recognising when to take on a position or even step back.Significant learning experiences and challenges in early career leadership - the lessons learned and implemented.Strategies used to build trust and credibility within a team or with peers as a new leader. Guests:Angela Milliken-Tull - Director of Chameleon PDEHasna Hussein: PYP Coordinator at International School of DakarCiara Gilliespie: Teacher of MYP and IB Chemistry at ABA Oman International SchoolCharlotte Ward: PSHE Coordinator, Humanities Teacher at TSI International SchoolAndy Goga: Head of Humanities at The International Heritage School

In this new series, we will hear from a series of experienced teachers and leaders to give us 5 essential takeaways on key topics in international education. In this first episode, John Dolman, The AI English Teacher shares his 5 takes on AI for Inclusivity and how to best utilise AI to support all learners. 5 Takes...Differentiating Reading Material- the first easy win Any LLM like ChatGPT - acting in the role as an expert teacher skilled in differentiation. Great platforms like Diffit - are specifically built for differentiation. Differentiation is a proven pedagogical technique.Text to Image - visualisation for access Creating visualisations of place and character. Helping students create their own descriptions through prompts - Canva is free for schools and has advanced image generation built-in.Gamification - making learning more accessible Multiple choice questions - easy to make with LLMs, quick prompts. Any other quick quiz formats too. Quizizz - a brilliant platform for delivering gamified learning, has inbuilt differentiation. Interactive scenarios: Get LLMs to act as ‘dungeon masters’ and take students through scenario-based activities.Voice to Text Much better now than old voice typing. Mobile platforms available meaning recording on devices - Otter AI, Audio Pen. Put transcripts into an LLM and turn them into something else.Personalised Tutors Using platforms like Brisk and Mizou (both GDPR compliant) personalised tutors and guardrailed chatbots can work as assistants for students. These can be used for extension as well as scaffolding - inclusion means working with G&T too. LinksThe AI English Teacher Blog- - - - - - - - To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]

In this discussion, Hannah Wilson, Leadership Development Consultant and Founder and Director of Diverse Educators, shares how her passion for DEIJ has influenced every step of her career. Key Themes:Experiences of school, developing a passion for equity and inclusion from an early age.The decision to teach and Hannah's first experiences of teaching in very different schools.Journey into leadership, the challenges and successes Hannah experienced as a Vice Principal and a Headteacher/ Executive Headteacher.The power of disrupting the norm and creative recruitment practices.Deciding to step back from a school environment.How Hannah's disruption, creativity and passion for equity and inclusion spearheaded projects: WomenEd and DiverseEd.Discover more about Hannah and Disrupted Education hereRegister for your free ISN membership here

In this interview, Dr. Benjamin Freud—Head of Upper School at Green School Bali and founder of Coconut Thinking—shares the journey and insights that shaped his role as an influential environmental educator. Key themes:Personal experiences of school, the importance of understanding the why when learning and the benefits of a University environment.A varied career and the motivation to teach.Diverse teaching experiences, the key successes and challenges.Leaving a traditional international school settings for the Green School, Bali, the curriculum and schemes of learning.Advice for chools looking to make bigger changes in terms of their environmental impact and goals for sustainability.

In this interview, we sit down with Sabina Mammadova to discuss her journey from Educator in her native Azerbaijan to Science Teacher at One World International School Singapore.Key themes:Inspirations and aspirations. Training to be a teacher in Azerbaijan and first teaching experiences. Motivations to teach internationally, the financial inequity and opportunities available internationally.The challenges and successes of Sabina's transition to international teaching.Advice for local educators seeking international positions.

In this interview, we sit down with Matthew Burfield, Senior Vice President at GEMS Education, to explore the pivotal experiences and insights that have shaped his career and leadership journey.Key Themes:Lasting impressesions from school, the impact of adverse childhood experiences.Fast progression into leadership, the successes and challenges.Recognising signs of burn-out, taking time and first steps into International Education.The experience of establishing GEMS Founders School Dubai.Advice for aspiring school leaders.

In this discussion, our experts explore various strategies to integrate phonics instruction for SEND learners and the benefits of this.Key Themes: Difficulties that many SEND learners can face when developing levels of literacy. Specific strategies and adaptations that have been successful in teaching phonics/literacy to SEND students.How DK's Catch-up readers can support educators and learners to achieve.The role parents and caregivers play in supporting phonics/literacy development for SEND learners.Examples of how you can differentiate phonics instruction within a mixed-ability classroom that includes SEND and EAL learners.Recommendations for greater learning on this topic. Guests:Catherine McCluskey: Director of Whole School Learning Support - SEND and Inclusion at St Andrews International School, Bangkok. Yasmine Aslam - Hashmi: DEIJ Leadership Development Cohort Co-Facilitator at the Educational Collaborative for International Schools (ECIS) Asha Karam: Head of Inclusion at Dubai International Academy Kim Avery: Primary School Vice Principal at Stockholm International School and CIS International Accreditation Evaluator. Ann Sullivan: Special Education Consultant & Author of the Phonics for SEN and Pathway to Phonics programmes.

In this interview, Dr. Winnard shares experiences, challenges, and insights from his life, teaching in the UK and his time serving as Head of School in both Sudan and Brazil.In this new series of interviews, we want to learn more about exceptional practitioners who have developed their passion for education from their formative experiences. Join us for a peek behind the curtain of some outstanding international educators and how they have achieved their success. Our next guest is Dr Nigel Winnard. Dr. Winnard has had an exceptional career with 19 years of experience as a head of school in Sudan and Brazil. A keynote speaker at our previous live CPD event on inclusion, we are delighted to have this opportunity to learn more. Key Themes:Growing up in Bolton in the north-west of the UK and what school was like.Understanding motivations to teach from a young age.The experience of setting up the first IB World School in Sudan, Khartoum International Community School. The successes and challenges faced by the Sudanese people in light of the current civil war.The move to take on a headship of Escola Americana do Rio de Janeiro and how a passion for implementing training and policy around DEIJ stands out as a clear thread throughout Dr Winnard's teaching and leadership journey and the reasons for this.Challenges faced and lessons learned from an outstanding career in education, including advice for aspiring leaders.

This discussion, sponsored by our partner, the International Curriculum Association (ICA) explores the crucial topic of autonomy and agency for schools, their staff and students.A focus on agency enables individuals to take ownership of their learning journey and professional roles. By fostering autonomy and agency, we not only cultivate a sense of responsibility and self-direction among students but also empower teachers to innovate and tailor their instructional approaches to meet diverse student needs. However, this approach doesn’t come without its challenges. In this discussion, our experts explore workable strategies and best practices that really develop a culture of agency and autonomy. Key themes:Strategies that empower students to take ownership of their learning.Ways to support teachers to develop their own autonomy and agency within their professional roles.Examples of successful initiatives and strategies that promote autonomy and agency amongst students.How to measure the effectiveness of autonomy and agency initiatives.Advice for schools looking to enhance autonomy and agency within their community. Guests:Ann Lautrette: Deputy Head - Taipei European School British Secondary and High School Thomas Holmes: Head of Primary at The British School Warsaw Patrick Renouf: Concept-Based Inquiry Educator Mathematics Coach Concept-Based Curriculum Instructor & Workshop Leader Richard Pratt: Principal, JPED / Beijing BISS International School

In this interview, we sit down with Mathematics coach Patrick Renouf to discuss accessible Mathematics Education, the motivations to teach and enacting greater change through international education.Key themes:Growing up in a small place, individual experiences school and discovering personal identity.Inspirations to teach, the importance of acts of service.Motivations to teach internationally and the idea of 'fixing the fence'.Culumative learnings and inspirational educators.Where to learn more!If you would like to learn more about Patrick and how he can support your school reach out on LinkedIn or via email at [email protected]:Tilson Crew - Vice Principal at United Word College of South East Asia Dr Jo Boaler - Professor, Mathematics Education, Stanford University, co-founder of youcubed.org, Struggly Nicole Tripp - K-G5 Educator/Leader Olivia White - Head Of Development at HENRY Jim Knight - Edtech NED, legislator, schools and education expert Elena Aguilar - Founder and CEO of Bright Morning Consulting | Providing world class professional development to educators across the globe Dr. Brené Brown - University of Houston + University of Texas at Austin | Researcher. Storyteller. Courage-builder. - - - - - - - - To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]

In this discussion, we consider the practical implementation and benefits of integrating AI and robotics in schools to enhance learning experiences.Key themes:Ways in which AI can enhance the school curriculum, tools used by our experts and how to use them.Understanding emerging trends and developments in AI/Ed-tech that will likely have a significant impact on international education in the next five years.The impact of AI on assessments and feedback.The benefits and engagement from tools such as robotics.Recommendations for CPD for teachers to upskill their teaching through the use of AI.Guests:Laura Ligouri: Director of EducatorsAbroad, International Adviser and Lead Recruitment Adviser at Teacher Horizons, International EducatorDr Melissa Butt: Chief Executive Officer. UK Skills in Education, Robotics & AI board member. UAE Schools AI Strategist. Future of education speaker. Non-profit education entrepreneur. Driving the international #DisruptEd movement.Tonderai Mutasa: Secondary School Principal at Ascend International SchoolClive Dawes: Experienced international school educator, Ed-Tech specialist, Accreditation Coordinator at Kajonkiet International School Phuket (KIS)

In this interview, Educational Leader Juan Jacobs Sheblak reflects on his experiences growing up in South Africa during apartheid and how this inspired his activism and advocacy for DEIJ in schools. Key themes:Early childhood experiences of racism and discrimination, activism and resistance born from moral absolutism.A journey into education and making a wider impact.The importance of authentic representation in school leadership, not tokenism or gaining a leadership position through assimilation.A reflection on the role of morality and ethics in leadership.

In this conversation we speak to Matthew Barnsley, founder of outdoor education company, Polaris Outdoor. They offer schools and students incredible opportunities to build their leadership, personal, and teamwork skills in dynamic experiential learning environments around the world. We’ll also learn about their young leader's program which is the culmination of 15 years' experience running student trips. You can download a free copy of this guide below - this will give you the initial framework to think about how you might develop a young leaders program in your own school setting. We hope you enjoy this conversation and get some useful tips and ideas for your own school setting! Guest - Matthew Barnsley, Director and Founder of Polaris Outdoor. Key ThemesHow and why the young leaders programme was developed.The importance of developing leadership skills in students.The framework and key components of the young leaders booklet/program.Success stories and standout changes witnessed in students.Head to the article on the ISN platform to download your own copy of the young leaders work-book. https://isn.education/articles/open/watch-how-do-you-develop-student-leadership-skills-and-why-is-this-important/

In collaboration with our partner, Making Stuff Better, we discuss what skills and competencies future leaders will need to succeed in the rapidly developing landscape of global education. Key themes:The challenges facing international school leaders over the next 10-20 years.The critical skills and competencies future leaders will need to thrive in international schools.A reflection on how our senior leaders have had to adapt their leadership over their careers, including unforeseen changes.An exploration of connection economy, and the potential implications of this.The emergence of coaching in the international education sector and to what extent this skill will be important for future leaders. Guests:Michael Strachan - Head of Secondary, Arcadia School DubaiMatt Hall - Director, Making Stuff BetterTess St Clair-Ford - Principal at Oxford International College BrightonTor Del Federico - Principal at St Louis School of Milan

This discussion, sponsored by Zegal, focuses on the critical topic of compliance and risk management within an international school setting, spotlighting the different technological tools that active practitioners at schools based in Singapore have used in their own settings to streamline processes. Key themes:Practical ways to leverage technology in international schools to save human processing time and improve administrative efficiency.Challenges and lessons learned to ensure schools keep up to date with technological advancements more broadly.How to enhance student and staff experiences through tools and technologies implemented in school settings.Future challenges in risk management for international schools. Experts:1. Kasturi Thangayah - Head of Admissions at Global Indian International School 2. Karla Cienfuegos - Director of Teaching and Learning, International Community School (Singapore) 3. Dan Walker - Commercial Director at Zegal

Our partner, the International Curriculum Association, sponsors this conversation on the role of Social Emotional Learning in international schools to develop students understanding of themselves and others. Key themesDefining Social Emotional Learning, why it's important for schools to establish clear SEL in their curriculum offering.Effective strategies for integrating social-emotional learning (SEL) into various subject areas within the curriculum.Assessing and monitoring students' social-emotional development effectively.Ways in which educators can foster a supportive and inclusive classroom environment that promotes students' social-emotional growth.The role parents and caregivers play in supporting SEL initiatives, and how can educators collaborate with them to reinforce SEL skills outside of the classroom. GuestsLandon Seigler, M.Ed - Middle School Principal | Designated Safeguarding Lead at East-West International School, Cambodia. Representative for the International Curriculum AssociationDonovan Robus, Head of SEL & Student Support Service at Hsinchu International SchoolJonno Melia - Deputy Principal Pastoral & Wellbeing and Designated Safeguarding Lead at Brighton CollegeCorneila Weiner, School Principal at Dubai Arabian American Private SchoolMartin Boother, Senior Leader at GEMS Metropole School

In this event, four exceptional and innovative international leaders share their insights on what is needed to take the first steps into leadership. They highlight skills, barriers, strategies and challenges in middle and senior leadership. A must-watch for all aspiring leaders.GuestsGlen Radojkovich: Director of Education, Dubai - Taaleem Nicki Williams: Director of Charter Schools at Taleem Philip Stainton: Deputy Head Teacher. COBIS Peer Accreditor. Fellow of the Chartered College of Teaching. Matt Hall: Director and Lead Coach at Making Stuff BetterKey themesRecoginising potential; first steps into leadershipBarriers to leadership; self-belief and knowing your strengthsDeveloping a culture of effective leadershipFuture Leadship Literacies

In this discussion, sponsored by our founding partner, Chameleon PDE, our expert practitioners reflect on the pressing topic of cultural dissonance within international schools. Key themesRecognising cultural dissonance among students in international schools and the strategies educators use to foster greater empathy among students from diverse cultural backgrounds.How educators can collaborate with families and communities to support students to navigate their place in an international context.How to promote culturally responsive teaching practices that acknowledge and celebrate the diverse cultural perspectives and experiences of students.How to best support young people to successfully transition to Higher Education where their everyday experiences and cultures may be vastly different. GuestsIndu Bedi - Head of Senior School at HeadStart International SchoolRoss Moore - Assistant Principal: Safeguarding + Operations at Dar Al Marefa Private School - DubaiEllen Johnston - University & Career Counselor at International School DhakaAngela Milliken-Tull - Managing Director at Chameleon PDEInternational Schools Network is a free, online network for international educators and leaders to share insights and best practice. We provide opportunities to publish work and/or feature in panel discussions.Register for your membership here: https://isn.education/

In this discussion, sponsored by our partners at The Day, we explore how to create an environment where difficult and sensitive topics can be discussed, and the importance of this for young people. Key themesThe importance of creating space to address sensitive topics, and misconceptions.How to approach conversations about sensitive topics with young people from diverse cultural backgrounds.Effective strategies and techniques to create a safe and supportive environment for young people to express their thoughts, and feelings, on sensitive subjects.How to garner parental support, including in more traditional cultural settings.Examples of successful approaches and initiatives used in schools to encourage critical thinking and constructive dialogue among young people.How to ensure that discussions remain respectful and do not perpetuate harm or discrimination. Guests1. Richard Addis - Founder & CEO of The Day News & Media 2. Yasir Abrar - Deputy Headteacher at Nord Anglia International School Dubai 3. Stephanie Fedorowicz - Deputy Principal at St. Joseph’s Institution International Malaysia 4. Alexis Graves - Vice Principal and Head of Inclusion, Maplewood Canadian International School

In this discussion, we explore Maths anxiety and trauma and the innovative new approaches to Mathematics pedagogy that address these issues, framing Mathematics as a subject for everybody.Key themes:Traditional pedagogical approaches to Mathematics and resulting Maths anxiety and trauma.The importance of project-based learning and understanding the 'why?' in Mathematics.The role of assessment in Mathematics and the evolution of traditional assessments. Guests:Whitney Edmundson: Learning and Teaching Lead: Curriculum Maths and Individuals and Societies Raha KCC at Raha International School Patrick Renoulf: Concept-Based Inquiry Educator, Concept-Based Curriculum Instructor & Workshop Leader at ICS Inter-Community School Zurich Benjamin Steele: Mathematics Teacher at Rugby School Thailand

In this discussion, sponsored by our partner Polaris Outdoor, we speak with educators about the importance of experiential learning and the benefits of this for young people. Key themes:What is experiential learning and how do different curriculums foster it.The benefits of experiential learning for critical thinking, problem-solving, and decision-making skills.Strategies to successfully embed consequence awareness in the classroom.Differentiating experiential learning to meet the needs of diverse learners. Guests:1. Ben Goutennoire: Head of Student Wellbeing at the international school of London 2. Ben Dolbear: Deputy Head at Guildhouse School 3. Mat Jones: Head of Physical Education at TASIS The American School In England 4. Matthew Barnsley: previously senior leader at a number of schools in the UK, and now the founder of Polaris Outdoor

In this discussion, sponsored by our partners at The National College, we speak with three expert safeguarding practitioners on how to effectively support young people experiencing and/or carrying out child-on-child abuse.The National College is the leading professional development platform for International Schools around the world, helping international schools drive up standards through access to high-quality courses and expert-led webinars for all roles. Today they are sponsoring our discussion about an issue in which they can provide real insight and support, ‘child-on-child abuse’.Child-on-child abuse, the ‘physical, sexual, emotional and financial abuse, and coercive control, exercised within young people’s relationships, including their intimate relationships, friendships and wider peer associations’, are all issues that international schools will grapple with. In this discussion, we aim to spotlight the signs and symptoms of child-on-child abuse and how schools can take proactive measures to safeguard their students and support their teaching and wider school community with clear policies and procedures.Key themes:Common signs and/or symptoms of child-on-child abuse.Policies that international schools can dropt to successfully address child-on-child abuse.Supporting young people outside of the classroom.Resources and support networks available to assist studentsHow to effectively collaborate with parents and caregiversHow The National College #WakeUpWednesday campaigns can support educatorsTraining and professional development opportunities available to support a whole school approach to issues such as child-on-child abuse.Guest speakers:Priya Mitchell: Independent International Safeguarding Consultant, CIS Accreditation Evaluator, Proud BSME Partner. Hayley Wilson: Deputy Head of Senior School (Pastoral, Community and Wellbeing) at Kellett School, The British International School in Hong Kong.Peter Lynch: Assistant Headteacher (Whole School)- Designated Safeguarding Lead & Head of Pupil Safety/FOBISIA Executive Safeguarding Commitee (Region C), Harrow International School, Beijing.Jamie Ganley: Head of International Schools @ The National College.

In this discussion we explore the innovative work of Misk Schools to develop leadership and high performance learning for their students and their commitment to make this innovative approach available for other local Saudi schools.Key Themes:The 2030 vision for Misk Schools is to be a top school for leadership.The development of High Performance Learning and how this has been rolled out in Misk SchoolsHow Misk Schools recognises it's position of privilege and from this, is committed to its vision as a Beacon school.Preparing students for a rapidly developing world.Strategies to engage parents and the broader community in the educational journey of students.

In this discussion, we speak with four senior leaders about their experiences and the strategies they have found most useful for school development.Key themes:Ultilising professional development to create a cohesive school vision and to invest in staff.Student centred-learning to develop a supportive and inclusive school community. The role of love in education.Reflective curriculum development to best serve all students.Strategic planning and leading authentically when starting a new headship in a new school.Key takeaways.Guests:Christine Woods: Principal at The City School International, SharjahMelanie Hitchcocks: Principal, British International School of LjubljanaLauren Binnington: Director of Learning. M.Ed. MCCT.James Mattiace: Consultant BIG Questions Institute

In this discussion, we delve into the practical application of AI for educators and school leaders and consider the challenges we are still to face.Key themes:Practical application, choosing the tools and taking time to familiarise yourself with different AI applicationsThe role of AI to support professional developmentHow to create guidelines and regulations to support safe school use of AILooking ahead, the advancements in AI that may have the most significant impact on education in the coming yearsGuests include:Leon Furze: Consultant | Author | PhD Candidate | Director @ Young Change Agents | Director @ Reframing AutismStefan Bauschard: AI Education Policy Consultant at The Union College, New YorkAustin Farwell: Head of US Theatre at Taipei American School