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Recruiting international teachers can be complex and time-consuming, but Generations International School in Macau found success using Teacher Horizons’ Explorer tool. In just 14 days, they hired two aligned, qualified educators, showing how the right platform can streamline recruitment and build stronger school communities.
Education Consultant Sarah Pavey discusses best practices and creative uses of Library Management Systems (LMS), aiming to enhance the ability of international school libraries to serve a diverse and dynamic student population.
In the ever-changing landscape of education, schools must continuously seek innovative ways to empower teachers and enhance student outcomes. Dr Jake Madden discusses the Yearly Teacher Inquiry (YETI) model as a cutting-edge approach to cultivating reflective practice among educators.
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.
UNIS Hanoi believe strongly that great leaders are made, and not born. Megan Brazil and Jenny-Lee Moore from UNIS Hanoi share some advice to help empower international school leaders.
By engaging in action research projects, a team of advanced skills teachers have successfully improved the quality of teaching and learning against the school improvement plan. By supporting practice with educational research and emphasising the ‘why’ behind improvement efforts, staff members have bought into the process and are achieving more meaningful progress.
Since ChatGPT became publicly available in November 2022, schools have been reeling from the effects of artificial intelligence. In this article, Chris Ferrara discusses ways schools can build a consensus for a meaningful AI policy.
Alistair Goold discusses restorative practices – a growing phenomenon gaining traction in international schools – which hold the promise of transforming school culture and climate through evidence-based methodologies.
One problem that often appears in schools with a high proportion of local staff is the difficulty they have in accessing the plethora of professional development opportunities that are only accessible to those with a professional or proficient level of English. There is a solution, which does not seem to be common practice, which is to deliver professional development programmes bilingually. Jeremy Newton shares some tips to help international educators clarify what is possible and how to implement a professional development programme at their school.
This article puts forward the case for a formal leadership role at international schools focused on multilingualism. Jacob Huckle, Susan Stewart and Fatima Aissani-Miller share case studies of three international schools in different contexts that have a head of multilingualism, exploring the rationale for the role and what it involves.
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