Alistair Goold discusses Restorative Leadership in schools, emphasising respect, relationships and community. He shares tips on becoming a Restorative Leader and explores the principles of Fair Process.
Restorative Practices and Leadership
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Balancing risk and opportunity with AI
Tom Wade, Assistant Head (Digital Strategy) at Haileybury, highlights a key conundrum in AI education: it can enhance learning and reduce teacher workload but also risks plagiarism and diminished student critical thinking. Balancing these factors is crucial as we integrate AI into classrooms.
The View from my Wheelchair – PART 1
In this two-part article series, Matthew Savage reflects not only upon what it means to be disabled in an ableist world, but also upon what he has learned from his disability, about schools, school leadership, and what it means to provide a truly inclusive education.
Reframing Diversity to drive Belonging in international schools
In the wake of George Floyd’s murder in 2020, international school leaders are more acutely aware of longstanding discrimination and harm, spurring intentional efforts to create inclusive environments. However, Dr Derrick Gay highlights that as society grows more politically polarised, diversity initiatives face increasing complexity, often misunderstood and resisted, leaving individuals from marginalised groups to bear the brunt. He shares strategies to reframe diversity efforts, aiming to foster deeper belonging for all community members.
Social-emotional learning in an international context
Sanjeev Baga underscores the importance of social-emotional learning (SEL) in fostering resilience among diverse students in international schools. He highlights the challenges of implementing SEL without a standardised curriculum and the need for teachers to embrace multicultural identities
Enhancing mindset and improving learning in international schools
International schools have significantly evolved to meet diverse student needs, emphasising critical literacies, cultural responsiveness, and holistic development. Sekolah Cita Buana in Indonesia turned to the International Curriculum Association (ICA) for guidance, using the International Early Years Curriculum (IEYC) to enhance resilience and adaptability among students, ensuring continuous, meaningful learning experiences despite the crisis.
Promoting awareness of human trafficking through primary and secondary connections
Jannapha Hubeny and Kennon Coe, primary educators at Atlanta International School (AIS), are dedicated to raising awareness about human trafficking both within their school community and on a global scale. They serve as key facilitators of the school’s organisation, Atlanta International School Against Human Trafficking (AISAHT), working tirelessly to educate students and combat this critical issue.
Transforming school communities with healthy food and farming
Award-winning Kopila Valley School serves 400 of the most vulnerable and at-risk children from the region each year using a holistic approach, with a major focus on experiential and place-based education. Sunita Bhandari and Rajen Karki discuss the school’s healthy lunch program and agriculture initiatives.
International mindedness at work
Lincoln Community School in Ghana won a 2024 International School Award for its hosting of the inaugural Model United Nations Conference. Johnny Schwerk, Counsellor at Lincoln Community School in Ghana, discusses the award-winning initiative.
More than just a grade: Improving assessment literacy with leadership from the middle
In the middle of the COVID-19 pandemic, the ISF Academy in Hong Kong embarked upon the Assessment as Responsive Teaching (ART) Project. This emerged from a Professional Learning Community (PLC) on Assessment for Learning. Nicholas Forde outlines how a PLC model with ‘leadership from the middle’ can act as a driver of change within a school community.
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