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Moving from Checklists to Culture: Safeguarding for Impact in International Schools

Presenter: Stephanie Johnson

In this workshop, participants will explore how to move beyond seeing child safeguarding as a set of tasks that need to be completed to an overall approach to student well-being. 

Drawing from her 24 years of experience as a clinical social worker, including as Safeguarding Manager of the Stamford American International School in Singapore, Stephanie will examine the main components of a comprehensive child protection plan and how to embed safeguarding tasks into the culture of the school community. 

Participants will be given the opportunity to assess the safeguarding practices of their school and set goals for their organization.

Understanding Spectrums of Gender and Sexuality

Presenters: Anne Payne, Bela Gligorova, Lindsay Kehl

We will focus on three parts – theoretical framing for a base understanding of what gender and sexuality are, a look at case studies within CEESA schools, and time for individual reflection and take-aways.

The theoretical framing will focus on an interactive unpacking of the key terms informing the spectrum of gender and sexuality; specifically questions like: “what is gender” and “what is sexuality.”

For case studies, we will pull from the rich experiences of CEESA schools and lead an informed discussion. What scenarios have our schools faced and how did they play out?

The “take-aways” will incorporate learning about tools that participants can use in their schools from lesson plans, to online resources, to staff training, and planning/reflecting on how to integrate into their school community.

This session is applicable for counselors, teachers and administrators.

Building Trust and Psychological Safety

Fran Prolman

As part of her course Practical Strategies for Rebuilding Community; Belonging and Connection, Dr. Fran Prolman will share the reality of the pandemic effects on ourselves and our students, highlight the practical skillsets necessary for addressing pandemic induced trauma and anxiety; rebuilding classroom community, strengthen the infrastructure of belonging, connection, building psychological safety and equitable classroom practice and embracing of the community when our world has moved to virtual space.

In this workshop, participants will:

  • Analyze the seven trust building behaviors as defined by the BRAVING acronyms
  • Compare Covey’s and Brown’s models of trust building and how you model them for your students.
  • Expand your repertoire of practical strategies to build psychological safety and establish trust.

The heART and Soul of Education

Cathy Hunt
 Many educators grapple with the idea that a redefinition of creativity is required for the contemporary student in the context of a world of fast-paced development and complex problems.
 
But when we look beyond the buzzwords and catch phrases, what does ‘being creative’ really mean? Have you considered that every moment in teaching is a creative act? Or that to be creative is to be ‘fully human’?
 
Get ready to remix and mash-up, make connections and make a mess, as we consider tra-digital approaches to education.
Prepare to learn, laugh and maybe shed a sneaky tear as we talk about learning, art and our hearts.
 
If we are true to an inclusive vision in schools, and educating ‘the whole person’ is a goal, let’s see what rich arts learning experiences in every class room can create for our future.
 
 

Making Creative Connections That Change Lives: Storytelling and Music

Join “Freedom Through Literacy Award Winner” and peace educator John Farrell in a hands-on interactive session that demonstrates how and why stories, music and creative arts connect us across cultures around the world.

You’ll help write an original song.
You’ll learn and experience activities to foster empathy building.
You’ll learn how to say hello in 20 languages and learn to sing in sign language.
You’ll also be introduced to collaborative projects that are connecting schools and students through meaningful service-learning projects.

John has visited over 1500 schools in 25 countries. Bridges of Peace and Hope, the non-profit he founded, has engaged with over 120,000 students from 55 countries. In an increasingly data-driven world, it’s valuable to set the data aside from time to time and let your heart be the judge about what it means to be an educator. It means making a connection that contributes to a better world.

Global Impact Schools: A Blueprint for Sustainable, Transformative Education for Community Impact

What does it mean to be a school that is dedicated to learning for sustainability, the full implementation of global competency in curriculum, and relevant community impact? The Inspire Citizens’ Global Impact School model provides a blueprint that allows educators and schools to pinpoint areas of opportunity and development around nine strands for greatest, sustainable impact.

Global Impact Schools model also provides a self-study tool for schools to monitor progress, collect evidence, and gain insights into potential next steps towards deep global competence. Participants will get hands-on opportunities to experience each of the stands, helping to pinpoint next steps towards transformative global competence education via:

  1. Analyzing opportunities and parlaying cultural, geographical, and educational strengths of the school and community.
  2. Supporting missions, visions, and unity of community culture around global competence.
  3. Establishing research-driven, best practices in professional learning communities and development.
  4. Implementing Empathy to Impact Curriculum and project design into pre-existing curriculum, pedagogical approaches, and new initiatives to bring relevance and life to teaching and learning.
  5. Applying Deep learning, global and intercultural competencies into curriculum and existing educational programs.
  6. Creating student, teacher, and community wellbeing programs that identify wellness strands connected to social-emotional learning, physical, financial, and mental health.
  7. Partnering locally and globally to implement the UN SDGs and global competence initiatives by students, teachers, and whole schools
  8. Sparking inquiry into the campus as a learning lab, highlighting operations and management practices of the school that allows for relevant learning and sustainable thinking.
  9. Facilitating soft skills: the human and people skills that support student leadership, communication, and collaboration to develop community impact projects and high level service-learning relationships.
  10. Amplifying digital citizenship through the responsible production and consumption of media through a unique Global Youth Media platform and program.

See more information on Inspire Citizens’ Global Impact Schools Self-study tool and resources here.

A Place Where We Belong

Belonging is a fundamental human need. This need for social connection is instinctive and deep-rooted. A feeling of belonging describes a sense of authentically feeling solidarity with others. Creating a sense of belonging increases overall community well-being. It impacts positively on employee engagement and retention and also increases an individual’s capacity for learning. A sense of belonging has also been linked to learners’ focus, resilience, and participation.

This workshop will focus on one school’s actions to create a strong culture of belonging. Participants will engage in individual exercises, partner interactions, small group activities, discussions and presentations by the co-facilitators. Content will include consideration for the significance of core values and of developing relationships based on trust and respect. The workshop will also explore the potential of a culture of coaching and a personalised professional growth plan. In addition, it will touch on creating opportunities for involvement, sharing successes and celebrating the good times.

Entrepreneurship Education in Blended Learning Environments

Lauri Vaara

The workshop is a case-based introduction to designing engaging digital and hybrid learning solutions, especially for business and entrepreneurship education. The aim is to share best practices concerning ICT-use in studies and forge them together into a pedagogical process that promotes activating and interactive learning in a blended learning environment.

The workshop also reveals research-based pedagogical practices and outcomes to provide insight and guidance for fostering technology-mediated entrepreneurship education in schools. However, solutions can also be applied to other subjects.

Tra-digital Approaches to Meaningful Making

Cathy Hunt
This session will allow participants to explore a range of art-making tools, pedagogical techniques that support a seamless integration of technology and hands-on, tactile ways of working creatively. Through this ‘tra-digital’ approach, educators will explore technology as opportunity. Alongside play, paints, clay, paper, leveraging mobile devices and a ‘meaningful maker mindset’ can inject facets of design, trial and error, aesthetics in arts classrooms, cross-curricular programs, STEAM initiatives, etc.
 
This presentation weaves together a showcase of best practice from schools across the world. As such, students from Asia, The Americas, Australia are represented in a global context.
 
Additionally, in this workshop educators will be provided with a connected ‘toolbox’ for workflows, and the pedagogical expertise, to design authentic, learner-driven activities and environments that recognize and accommodate learner variability in all classrooms.