FOBISIA CPD Digest, Volume 3 Issue 1, 2nd November 2020

CPD Digest Volume 3 Issue 1, 2nd November 2020

INSIDE Who could

have ever imagined an online INSET? CPD at the British School New Delhi

by Sneh Wadhwaney

Upcoming Events Confirmed JAWS 6th November 2020

Media Studies eJAWS

4th December 2020

Teaching Gifted and Talented Students eJAWS

26th-27th February 2021

The Challenges of Senior Leadership JAWS

The Alice Smith School, Kuala Lumpur Taipei European School

The British International School of Kuala Lampur

Meetings and Conferences 9th November 2020

CPD Leader Region A Meeting

9th November 2020

CPD Leader Region B Meeting

12th December 2020

CPD Leader Region C Meeting

22nd-23rd January 2021

Leadership e-Conference with Jennifer Abrams

Zoom Zoom Zoom

Taipei European School

Join the FOBISIA Community....

C CPD Digest, Volume 3 Issue 1, 2nd November 2020

NPQML Online Sessions 6th November 2020

Leading Effective Partnerships 1

12th November 2020

Leading Effective Partnerships 2

3rd December 2020

Assessment help

15.30 - 17.30 ICT 15.30 - 17.30 ICT 15.30 - 16.30 ICT

NPQSL Online Sessions 13th November 2020

Leading Learning and Teaching 1

26th November 2020

Leading Learning and Teaching 2

3rd December 2020

Assessment help

14th January 2021

Leading with Impact 1

21st January 2021

Leading with Impact 2

15.30 - 17.30 ICT 15.30 - 17.30 ICT 15.30 - 16.30 ICT 15.30 - 17.30 ICT 15.30 - 17.30 ICT

NPQH Online Sessions 19th January 2021

Online Induction

25th January 2021

Succeeding in Headship

26th January 2021

Leading learning and teaching

13.00 - 18.00 ICT 13.00 - 18.00 ICT 13.00 - 18.00 ICT

Details of further sessions to be confirmed

CPD Digest, Volume 3 Issue 1, 2nd November 2020

Who could have ever imagined an online INSET?

CPD at The British School New Delhi

born!

T

he CPD programme in The

active’ 1 . Job embedded, ongoing profes-

British School New Delhi (TBS)

sional development allows teachers to

endeavours to strengthen and

engage in cycles of continuous learning.

promote practice which is root-

ed in educational research and enables

Updating of professional knowledge can

students to have the best learning expe-

be achieved by both formal and informal

riences. Effective CPD ensures that staff

means. Almost everything which is go-

have opportunities to keep their practice

ing on in terms of learning at the work-

invigorated by upskilling themselves and

place can be CPD. Offline and online

keep abreast with educational trends.

training programs, webinars, workshops

CPD must enable ‘learning to be conscious

and courses, School based Action Re-

and proactive rather than passive and re-

search, Professional Learning Communi-

CPD Digest, Volume 3 Issue 1, 2nd November 2020

ties, reading of professional journals, books,

a short time is calendared for purposes of re-

and blogs; peer coaching; learning walks; peer

flection.

observation; and feedback which meets the training needs of the individual and may also

At TBS, CPD has become a part of staffroom

inform professional practice and CPD.

culture. Morning briefings are a way in which professional development is leveraged and

There is research to prove that the hallmark

the school leadership has ensured that the

of effective professional development is when

buzz about education research, sharing best

there is a sustained focus on significant iden-

practice etc. continue during online learning

tified priorities over time. When the duration of

and remain contextually appropriate.

professional learning is sustained, teachers have the opportunity to identify a genuine problem of

Teachers judge professional development

practice and set about solving it. Teachers need

to be most valuable when it provides oppor-

time to apply new thinking to their classrooms

2

while support and follow up are accessible and readily available.

tunities to do “hands-on” work that builds their knowledge of academic content, how to teach it to their students, and when it considers the local context.3

Models of Effective Practice are valuable sources of professional development. Teach-

Developing in-house cultures of learning

ers benefit from seeing instructional practice

starting with the school’s annual July INSET

in action via peer observation, model lessons,

which was led by colleagues from across the

videos etc. Online learning provides ample op-

school, followed by setting up PLC’s and SARP

portunity to review one’s own practice or by

projects, CPD for middle leaders offered by

sharing one’s recording with a peer, asking for

the SLT, and an in-house CPD calendar for col-

feedback and then acting on it.

leagues based on priorities has been successful.

Teachers need guided opportunities to explore materials and see how lessons could

What made the INSET this July unique, was

unfold. Participating in a lesson study (a form

that all sessions were delivered online. The

of classroom inquiry in which several teachers

structure of each session was aspirational, us-

collaboratively plan, teach, observe, revise and

ing approaches that we wanted to see evident

share the results of a lesson with a focus on

in the classroom. The focus was the practical

student learning) or leading model lessons can

application of our High-Quality Teaching and

be powerful CPD. We have initiated this mod-

Learning Definition to an online environment,

el in our school as ‘mastery lessons’ in Years

driven by student wellbeing and ‘knowing your

5, 6 and 7. Teachers plan lessons focusing on

learner’. This was rooted in research-rich prac-

elements of mastery of a certain skill. Multiple

tice references in the webinars and courses at-

teachers watch the lesson being delivered and

tended during the pandemic. The presenters

CPD Digest, Volume 3 Issue 1, 2nd November 2020

engaged in extensive collaboration to ensure that the content was meaningful and applicable. Some of the sessions were: Engagement and Collaboration online - Importance of wellbeing for engagement, multiple means of engagement and collaboration, including ‘cutting out the noise’.

Inspiration online - Principles for inspirational teaching: know your learner, inspirational planning and teaching learning skills.

Assessment for Learning online - Strategies for effective AfL (Assessment for

Not only did we run the teaching INSET online,

Learning) and questioning.

but the Admin INSET too!

Effective feedback online - Evaluative v/s descriptive feedback, feedback as feedforward and response to marking time.

Assessing reliably online - Criteria for developing reliable and authentic assessments, importance of consistency in using apps / tools, and examples of well-designed online assessments.

Blended learning - The TBS blended learning model was shared, including those which support student agency and autonomy e.g. genius hour, flipped classroom, choice boards.

Improving Learning, Enhancing teaching - ensuring high quality online teaching

The pandemic highlighted the importance of effective communication skills.

and the development of the role of the individual, the team and the community in

Some of the topics that the admin staff en-

remaining accountable for high standards.

gaged with included: y business communication and developing

Multiple technology sessions ran simultaneously on useful apps and tools such as creating channels, flipgrid, padlet, bitmoji classroom

the effective written response y the different roles we play when responding in a crisis

etc. to enable teachers to practice using these

y knowing and adhering to school protocols

tools in collaboration with expert teachers and

y responsible use of social media

the computing department.

CPD Digest, Volume 3 Issue 1, 2nd November 2020

Cultures of in-house learning are a testimony

students, parents and colleagues. In order to

to the expertise available within school and

further evaluate the impact of blended learn-

also the school’s belief in building capacity.

ing strategies, a SARP has been initiated by a team of teachers which should help us to iden-

Our library is a haven for professional growth.

tify next steps in professional learning.

Journals and online resources are circulated to

staff regularly. Some of our valued journals are

A known fact about CPD is that it should not be

the Marshall Memo, The Reading Teacher and

done to you, there should, in fact be a sense of

Educational Leadership.

ownership and a feeling of being invested, as Guskey shared in the #CPDConnectUp webi-

So, how do we ensure that all this CPD has

nar5. CPD at TBS aims to increase professional

impact and is disseminated?

expertise of teaching practitioners, administrative staff and colleagues in leadership roles.

As Thomas Guskey has rightly pointed out,

We are privileged to work in an organisation

what a teacher does with CPD has little value

where CPD is a priority.

if it doesn’t have an impact on student learning outcomes.4 As a result of the CPD, changes are observed in teacher attitude, behaviour and knowledge

Sneh Wadhwaney Cross Phase Leader The British School New Delhi India

which results in changes in practice in the classroom. This is evident through learning walks, lesson observations, and feedback from

1

https://cpduk.co.uk/explained

Seven Elements of Effective Professional Development, Celeste C Bates and Denise N Morgan, The Reading Teacher Vol 71 No 5 Page 625 March – April 2018 2

3

Darling-Hammond, 2010, p 227

4

http://tdtrust.org/cpdconnectup

https://tdtrust.org/making-a-difference-a-practical-approach-to-evaluating-the-impact-of-professional-development 5

#TBSINSET2020 – twitter tag on our INSET2020

CPD Digest, Volume 3 Issue 1, 2nd November 2020

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CPD Digest, Volume 3 Issue 1, 2nd November 2020

CPD Digest, Volume 3 Issue 1, 2nd November 2020

Upcoming FOBISIA WEBINARS

Register here

Friday 13th November, 16.00 ICT This webinar will explore the successful elements of motivation, with a special focus on motivating others during a pandemic.

This practical and interactive webinar will be useful to senior and middle leaders alike, as well as those aspiring to leadership positions in the future.

Register here CPD Digest, Volume 3 Issue 1, 2nd November 2020

This webinar will be presented by Richard Hester, Director of School Leaders Training Limited, a former head who is now the director of School Leaders Training Limited, a professional services company for schools, which works with schools throughout UK, Europe and Asia. Richard has presented at many educational conferences in England as well as in Glasgow, Amsterdam, Colombo, Rome, and Prague.

Leadership in Uncertain Times

A series of leading edge seminars with Professor Steve Munby FOBISIA affiliate members ESP are pleased to be able to offer leaders in FOBISIA schools access to a unique series of seminars with Professor Steve Munby as they navigate the most significant challenges to educational leaders in a generation.

This programme is led by Professor Steve Munby, CBE Professor Steve Munby is a highly-acclaimed education consultant and speaker on leadership and system reform.

Steve was Chief Executive of the National College for School Leadership in England, and subsequently Chief Executive of Education Development Trust. Steve is Chair of the Teaching Awards Trust and Visiting Professor at University College London Institute of Education.

Session 1 - Leadership at a time of crisis and uncertainty 1 December 2020

17:00 Indochina Time

None of us were taught how to lead in a pandemic nor is it on any leadership development programme. There is no operating manual or set procedure. So how do we lead in times of crisis and during this unprecedently challenging period?

Session 2 - Imperfect Leadership 9 February 2021

17:00 Indochina Time

Too often we hear talks or read books about perfect leaders; super-hero leaders who are hugely successful and are exceptionally good at what they do. It is supposed to inspire us, but it actually has the reverse effect. In this webinar Steve will argue that the concept that we need to be good at all aspects of leadership is not only unrealistic but is also bad for the mental and physical well-being of leaders. The more we seek to become the perfect leader, the more likely we are to make ourselves ill and to disempower those around us. In contrast, imperfect leaders have a deep self-awareness, they know their strengths and weaknesses. They value their teams, they distribute leadership responsibility and they build trust amongst their colleagues.

Session 3 - Learning-Centred Leadership. Developing our students, our staff and ourselves 30 March 2021

17:00 Indochina Time

How do we lead in order to ensure that the focus remains strongly on effective learning for students? How do we remove some of the barriers that get in the way of their learning? We know that most teachers learn to improve their practice by teaching and most leaders learn to improve their practice by leading.

But we also know that experienced teachers and leaders can often struggle to change their established ways of doing things. This session will consider what we know about the differences between novices and experts in teaching and leadership and what we can do, at school level, to ensure that everyone can be learners and that everyone is able to improve their practice, including, of course, ourselves.

Programme Fees This programme is available at a charge of ÂŁ350 per leader with discounts available for schools booking multiple candidates from their leadership teams.

For more information or to book places for your staff please email Mark Bignell on info@espeducation.co.uk

CPD Calendar 2020-21* Date

Name of Event

06/11/2020 Media Studies eJAWS 04/12/2020 08/01/2021 16/01/2021 22/01/2021 22/01/2021 05/02/2021 05/02/2021 19/02/2021 2627/02/2021 26/02/2021 26/02/2021 05/03/2021 05/03/2021 05/03/2021 12/03/2021 23/04/2021 30/04/2021

07/05/2021 28/05/2021 04/06/2021 04/06/2021 04/06/2021 04/06/2021 TBC

Name of School The Alice Smith School

Contact

Maria Osowiecki mosowiecki.ep@alice-smith.edu.my Teaching Gifted and Talented StuTaipei European School Aidan Stallwood dents eJAWS aidan.stallwood@tes.tp.edu.tw Planning for Innovative Curriculum Discovery Bay International School Susan Walter Design and Student Learning JAWS swalter@dbis.edu.hk The Underlying Principles of Health Shrewsbury International School Victoria Rotheram and Well-Being eJAWS Riverside victoria.r@shrewsbury.ac.th Social, Emotional and Well-being International School Brunei Rachel Instone JAWS Rinstone@ac.isb.edu.bn Leadership e-Conference w Jennifer Taipei European School Aidan Stallwood Abrams aidan.stallwood@tes.tp.edu.tw Education for Sustainability JAWS St. Andrews International School, Diane Field Bangkok diane.fi@standrews.ac.th Excellence in University Guidance North London Collegiate School Neil Tamlyn JAWS Jeju ntamlyn@nlcsjeju.kr Psychology CIE JAWS Tanglin Trust School Benyna Richards benyna.richards@tts.edu.sg The Challenges of Senior Leadership The British International School of Aidan Edmanson eJAWS Kuala Lumpur aidan.edmanson@britishschool.edu.my Mastery in Mathematics for KS2 & The International School @ ParkNathan Phipps KS3 JAWS City nathan.p@isp.edu.my Secondary English JAWS North London Collegiate School Neil Tamlyn Jeju ntamlyn@nlcsjeju.kr Challenging all Learners in Mathemat- Garden International School Kuala David James ics JAWS Lumpur james.d@gardenschool.edu.my Principles of Instruction JAWS Garden International School Kuala David James Lumpur james.d@gardenschool.edu.my Digital Learning JAWS Sri KDU International School Frances Baxter f.baxter@srikdu.edu.my Communications JAWS (targeted at The British School New Delhi Sneh Wadhwaney admin staff) s.wadhwaney@british-school.org The future of boarding JAWS and King Henry VIII Martin Knights conference martin.knights@kinghenryviii.edu.my Approaches to the development of Shrewsbury International School Victoria Rotheram subject language and literacy for Riverside victoria.r@shrewsbury.ac.th all students across all disciplines in a senior-school context JAWS and Conference Outstanding Teaching JAWS Regents International School Mike Harrowell Pattaya michael.harrowell@regents-pattaya. co.th Communication, Language and Litera- The International School @ ParkNathan Phipps cy in the Early Years JAWS City nathan.p@isp.edu.my Modern Languages (primary & High St. Andrews International School, Jennifer Harvey School) + First language programme Bangkok Jennifer.ha@standrews.ac.th JAWS Promoting creativity through visual Garden International School Kuala David James arts in the International school setting Lumpur james.d@gardenschool.edu.my JAWS Developing a wellbeing focused International School Brunei Suzy Pugh school JAWS spugh@ac.isb.edu.bn Excelling in Middle Leadership JAWS Sri KDU International School Frances Baxter (cohosted with BSKL) f.baxter@srikdu.edu.my Approaches to teaching English (KS3- Garden International School Kuala David James 5) JAWS Lumpur james.d@gardenschool.edu.my

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*Due to COVID-19, this year’s CPD calendar is subject to change. The events and dates listed here may not be confirmed. Please refer to page 1 and our website for more details.

CPD Digest, Volume 3 Issue 1, 2nd November 2020

For queries, please contact...

Fariha Ebrahim CPD Executive fariha.ebrahim@fobisia.org

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