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General Interest Workshops

Venue: The Ritz Carlton Doha

General Interest Workshops are opportunities for NESA school leaders and NESA 'affiliates' to share resources, best practice,
effective programs and initiatives, and cutting-edge innovations with each other in a spirit of collaboration, one of NESA's core beliefs.

Friday, Oct 21, 1:00-2:00pm

MATT HARRIS, EdD, is the Deputy Head of School for Learning Technology at the British School of Jakarta, Indonesia. He has worked as an educational leader, teacher, educational technologist, consultant, author, presenter and researcher for the past 15 years. Dr Harris has taught at all grade levels from preschool to university graduate school as an ICT and mathematics teacher.

Using Data and Developing Data Systems in International Schools
Data based decision making is critical for academics and operations in international schools. However, most schools don’t have aligned data systems or even understand their own process workflows. We’ll discuss the design and integration proper data systems in school. Further, we’ll explore using those systems to develop operational efficiency and improve academic outcomes.

Dr Harris is also presenting two 3-hour workshops. Go to Dr Harris’ workshops

CLAY HENSLEY, College Board’s Senior Director, International Strategy & Outreach, presents frequently on international student mobility trends. He is proud to support the NESA school community through curricular programs and college planning resources, including AP and SAT. Mr Hensley, a practicing artist who lives in Brooklyn, was awarded the 2013 Distinguished Service Award by the International Association for College Admissions Counseling.

LARRY MCILVAIN has been the Superintendent at the American Community School, Amman, since 2009. He has served in teaching and administrative positions in the Dominican Republic, Russia, Malaysia, Saudi Arabia, and Oman. While in Jordan, Mr McIlvain has worked diligently to develop, enrich, and enhance a diverse community outreach program to help address and support struggling Jordanian communities as well as the challenges of refugees coming into the country.

BRENT MUTSCH has served as Superintendent of the American School of Dubai since 2012. Dr Mutsch previously led Singapore American School from 2007-2012, and Saudi Aramco Schools from 2002-2007. He seeks to create transformational learning experiences that enable students to see their world through a more global lens and empowers them to be contributors to the world in ways that make a difference.

MAHA AYYASH has over 20 years of experience in international education and administration, including 12 years in Education City. In 2004, she joined Texas A&M University at Qatar (TAMUQ) as the Associate Director of Admissions and Records, and was appointed Director of Admissions at TAMUQ in 2010. She has a Bachelor’s degree in Business Administration and Computer Studies, and a Master’s degree in International Management.

Innovative Service Learning with Academic Intensity - How NESA Students Are Leading through AP Capstone
Prepare to be amazed by inspiring, authentic and meaningful student work. This interactive session will highlight innovative, entrepreneurial service learning projects developed by students at NESA schools participating in the AP Capstone program.

A panel of NESA school leaders will discuss the role that AP Capstone plays to advance the goals and vision of their respective schools. We will focus on how AP Capstone contributes to a school’s distinctive culture and mission, as well as how the rigorous, flexible program helps students prepare for world-class higher education and life-long learning.

MICHELLE KUHNS is the Director of Learning at the American School of Dubai. She has been in international education since 1992, serving in Saudi Arabia, Indonesia, Poland, and the UAE. She leads the Learning Leadership Team at ASD, which is proudly building a culture of job-embedded, relevant, powerful professional learning supported by a cadre of teaching and learning coaches.

JohnEric ADVENTO serves as the Elementary Principal at the American School of Dubai. In his 20th year of teaching and living overseas, he has been an administrator and teacher at Singapore American School, Hong Kong International School and at Cairo American College. Continuously learning, he builds relationships and systems to support working alongside others to propel student growth and development.

MIKE DUNLOP serves as the Director of Educational Technology at the American School of Dubai. Originally from New Zealand, Mike has held technology leadership roles in Tanzania, Bahrain, Brazil and the UAE. He is currently responsible for the Information and Technology Literacy team at ASD. The team works alongside teachers to reimagine the learning environment and provide transformational learning experiences.

Cultivating a Culture of Coaching
“The primary purpose of coaching is to partner with teachers in reflecting on the impact of their decisions, in order to deepen student learning.”
Joellen Killion. Join ASDubai as we share our coaching model, coach-principal partnership agreements, coaching roles, dedicated learning for coaches themselves, and where instructional and technology coaching converge. Explore our model for sustained, job-embedded teacher professional learning!

STEVE MEDEIROS is the Dean of Academic Affairs and the Institute for Innovation and Creativity at ACS Athens. He has served as ACS Athens internal coordinator of MSA accreditation since 1994 and has served on numerous MSA Validation Teams – six times as team leader. Mr Medeiros was one of three coordinators of the school’s work on the MSA Sustaining Excellence Protocol for reaccreditation.

PEGGY PELONIS is the Dean of Student Affairs at ACS Athens. She has just completed her doctoral work on international schools and professional development. Dr Pelonis is an author, lecturer and workshop leader in the fields of psychology, education and leadership. She was co-coordinator of the school’s work on the MSA Sustaining Excellence protocol for reaccreditation.

The MSA Sustaining Excellence Protocol for Reaccreditation – Creating a Professional Community of Inquiry
What does a professional community of inquiry look like? How can research-driven, inquiry-based collaborative practice form the heart of a schoolwide professional development program, in which educators see research into their practice, collaborative inquiry and the dissemination of new knowledge about best practices in teaching and learning as central elements of their professional identity?

We will share the story of how our design and implementation of MSA’s Sustaining Excellence protocol transformed our community of educators into a genuine community of inquirers. ACS Athens educators have described their work during this process as one of the most meaningful professional development experiences they have had.

Discussion and workshop activities will focus on applicability of our process to other schools.

PETER C. MOTT is the Director of the NEASC Commission on International Education. Previously he served as Director of Zurich International School and Director of the American International School of Zurich. He was a Klingenstein Visiting Fellow at Columbia University, served on the Boards of CIS and AISH, is a Trustee on the ERB Board, and a member of the NAIS Commission on Accreditation.

ACE: Accreditation on Principle
ACE, NEASC’s new international accreditation protocol, proposes a set of Learning Principles that focus a school’s attention on learning impacts and charts its journey on a Continuum of Transformation. ACE accreditation supports learning communities by transforming the students’ learning experiences, powered by a shared understanding and definition of learning. This interactive session introduces participants to the compellingly simple ACE conceptual design.

RALPH PRUITT is an Assistant Superintendent (student services) for International Schools Group (ISG) in Saudi Arabia. He received his Doctorate in educational leadership from Lehigh University and a Masters degree in special education from the University of Oregon. He has served over 30 years in the US and internationally as school director, principal, special education director, curriculum director and teacher.

LEE ANN JUNG is Professor and Director of International School Partnerships at the University of Kentucky. She has worked in special education since 1994 and has served as teacher, administrator, researcher, and consultant. Dr Jung is actively engaged with schools in supporting growth in areas such as standard-based assessment, planning interventions, and measuring progress.

KRISTEN MISSALL is Associate Professor of School Psychology at the University of Washington. She received a Ph.D. in school psychology from the University of Minnesota, and completed post-doctoral training at the Center for Early Education and Development. Dr Missall specializes in early literacy and data-based decision making in RtIi/MTSS models.

Meeting the Challenge of Teaching ALL Learners: Bringing RtIi to International Schools
International schools could benefit from broadened perspectives and practices to better meet the educational needs of ALL students, particularly those at-risk of failing academically and needing ELL support or special education.

The International Schools Group (ISG) in Saudi Arabia is partnering with the University of Kentucky to find solutions to these challenges. We are designing and field-testing a response to instruction and intervention (RTIi) model for international schools to support reading achievement. Participants from two pilot schools will complete coursework, administer assessments, engage in professional dialogue around practices and challenges, learn from experts, analyze student data, and make data-based instructional decisions to support all students in reading. Join us to meet the professional team working to bring RtIi to international schools.

Members of the International RtiI Group:

  • Ralph Pruitt (ISG Assistant Superintendent, Student Services)
  • Lee Ann Jung (University of Kentucky, Professor and Director of International School Partnerships)
  • Kristen Missall (University of Washington, Associate Professor, College of Education, School Psychology Program)
  • David Putman (Oregon RtIi Director)
  • Kim Bane (Education Consultant, Pathways to Inclusive Education)
  • Johanna Cena (American School of Barcelona, Director of Teaching and Learning)
  • Tracy Murphy (ISG RtIi Coach/School Psychologist)
  • Brenda Pruitt (ISG, Reading Interventionist)

DANIELA SILVA is the District Coordinator of 21CL for the Qatar Foundation Schools. Her 11 years of experience come as Tech Coach, Head of Technology and IT Director. Ms Silva is an IBDP principal examiner, workshop leader, expert panelist for Horizon Report 2015, 2016 K-12 and ISA 2016 edition. Ms Silva has presented in-house workshops, QF T&L Forum, Google and 21CL Conference in Hong Kong.

DAN PARDY is the Lead Teacher of Library and Technology at QAD, and is passionate about developing 21C skills within students and capacity in the academic staff. His interest in creativity led to the development of the Makerspace concept at QAD. Mr Pardy has previously presented at mini-NESA conferences, T&L Forum, Google and TechFest Dubai.

Innovate Your Learning Commons
Engage in understanding the definition of Learning Commons and how these 21st Century spaces connect learners to construct knowledge in a student-centered environment. Collaboratively analyze how infrastructure adaptions can offer the biggest return in terms of student learning. Your biggest takeaways? — "smart tips" and "make-it-happen" suggestions for practical first steps in redesigning learning spaces.

ROGER SMITH is the Managing Partner at Rubicon International and has been involved in the educational arena for more than 25 years. He has extensive experience in conducting technology integration and has worked with schools in a wide range of strategic technology issues. He has been widely recognized for his work in leading the development of web-based curriculum design and analysis processes.

JOHN MOORE, a Partner at Rubicon International, leads educational technology and consulting initiatives in the Middle East, Asia, Africa and North America. He is experienced in bringing together diverse project teams to focus on common objectives. Mr. Moore has taught at the university level, presented on organizational strategies for curriculum renewal and consulted on educational projects for nearly 25 years.

Align the Planned and the Learned Curriculum
How can you better support curriculum decisions at your school? Join the Rubicon Team as we explore new ways to make connections between student learning and curriculum in Atlas. Expect conversations around tools in Atlas and come prepared to get a sneak peek at what’s next!

Friday, Oct 21, 2:15-3:15pm

LANA AL-AGHBAR is the Lower Elementary Principal at the American School of Doha. She has been an international educator for over 21 years and is experienced as both an elementary classroom teacher and an elementary administrator. Ms Al-Aghbar holds a Masters in Curriculum and Instruction and has worked with the IB PYP Program, as well as US standards-based curricula.

GEOFF HENEY is the Upper Elementary Principal at the American School of Doha. He is an experienced elementary/early childhood educator and guidance counselor. He has been at ASD for 10 years and is in his 16th year of international education. Mr Heney has served in leadership roles in both the lower and upper elementary divisions at the American School of Doha.

Data Through an Elementary School Lens
We will examine how data is captured and used across an elementary school -- stemming from the school’s mission and vision and extending to individual teacher use. This session will address the following topics:

  • Data profiling and data mining: learner dashboard IDP, school standards data and standardized norm referenced data;
  • The role of leadership in developing a data culture: faculty data focused professional learning and data conversations;
  • Effective use of student achievement data: individual student data profile, and class / grade level / divisional data and trends;
  • Data driven goal setting: individualized student / grade level / divisional and school-wide operational goals.

MICHAEL BARTLETT is the Executive Principal of The W-School, an American curriculum school in Sharjah, UAE. Dr Bartlett has been in the UAE for five years most recently as the Curriculum Coordinator at Victoria International School of Sharjah. He was also a consultant and trainer for Texas Instruments with STEM emphasis. Dr Bartlett also serves as an Inspector for AdvandEd and NCA.

Literacy Development Through Lexile Data Tracking of Students
Part of our Long Term Development Plan is to develop literacy and reading skills. Our first problem was that we knew a portion of our students struggled with reading and literacy, but specifically where? Phonics, sound processing, speaking and listening? Our second problem was what data should we use? We chose Lexile and Achieve3000.

As Managing Director of Interactive Data Partners, BRIAN BEDRICK helps schools use their data better. Solutions include dashboards and analytical tools based on the best practices of schools around the world. Prior to founding the company, Brian was a nuclear engineer for the Department of Defense, Director of Internet Transformation at AT&T, and Vice President of E-Commerce at General Electric.

GREG CURTIS is an author and education consultant based in Beijing. He has been a school technology director, a curriculum and professional learning director and a strategic planner. He has co-authored Leading Modern Learning: A Playbook for Vision-Driven Schools with Jay McTighe (Solution Tree); and Learning Personalized: The Evolution of the Contemporary Classroom with Allison Zmuda and Diane Ullman (Jossey-Bass).

Measuring Your Mission with the LearningBoard
Finally! A way to capture and analyze student learning data using both academic Standards and mission-driven Impacts. Learn how AAS Moscow and ISC Hamburg are building LearningBoards to capture learning feedback at the curriculum unit level with full integration to real-time dashboards, innovative report cards, and more.

The LearningBoard allows both teachers and students to provide feedback not only on traditional assessments but on non-traditional evidence such as photos or videos that are uploaded via a mobile app. Instead of a single end-of-term report card, evidence and feedback are captured continuously and can be reported in a variety of different formats.

MAX EISL is Director of International Sales at Finalsite. He began his 14-year career in schools as a Chemistry teacher then Principal in Ohio and Massachusetts. Mr Eisl has worked with schools worldwide in consulting, training and project management for educational technology products and services including student information systems, on-line learning platforms, communication portals and an array of other tools.

Engagement Online: New Strategies for Connection, Conversion and Security
We know online engagement is essential, but are you using the right social media and site tools to turn visitors into engaged members of your community, and are you maintaining security at the same time? We’ll look at the new ways you can draw on social media tools, website design and best practices for site security to connect with your community members around the world, and we’ll take a look at international schools who are having success online.

RONALD LALONDE, Middle School Principal at the American School of Dubai, has researched and presented within schools about the application of positive psychology to middle level education. In his 18 years in international education, Mr Lalonde has held school leadership positions in Mexico, England, and the UAE. He is most recently interested in applying principles of coaching to school leadership.

School Leadership Coaching
We have all witnessed the expansion of the idea of coaching as learning coaches have started to play an important role in our schools and the use of executive coaches has expanded in the business world. What is the role of coaching for school leaders?

In this workshop, Dr Lalonde will present some of the foundational aspects of Ontological Coaching, a form of coaching that develops distinctions that keep us open to learning about ourselves and our possibilities in daily situations. Dr Lalonde contends that our ongoing learning as leaders is critical for the continued growth and transformation of schools as learning institutions. The habits and dispositions that keep us open to new learning need to be learned and internalized themselves in order to serve us when we most need to reframe and see hidden possibilities.

JORGE NAVARRO began his teaching career in 1989 and was twice named his schools’ Teacher of the Year. He holds an M.Ed. in English Education, and was a Doctoral Candidate (Ph.D.) at the University of Florida. His research interests include bilingual education and assessment. At NWEA (Northwest Evaluation Association), Mr Navarro manages strategic business development throughout the Middle East region.

MAP Testing and the IB Setting: Oil and Water, or Bread and Butter?
MAP provides an effective way for IB educators to understand students’ progress across units of inquiry. Yet for many it seems counterintuitive that a curriculum known for valuing individual creativity can be strengthened by an adaptive, external assessment. Join NWEA for a panel presentation of school leaders discussing challenges and best practices for using MAP to support their IB programs. The workshop will be in panel format, with educators from several NESA member schools serving as panelists.

  • Dr. Shirley Droese, Qatar Foundation Schools
  • Daniela Silva, Qatar Foundation Schools
  • Melissa Murphy, GEMS World Academy

DIANN OSTERLUND is the Elementary School Principal at the American Community School at Beirut. She has held leadership and teaching positions in the USA, Singapore, New Delhi, Abu Dhabi, Beijing, and Jakarta. Ms Osterlund strives to create and sustain a culture of learning, believing that all educators have an obligation to improve their practice.

Clarify Your Vision with an Innovation Configuration Map
One of the key concepts undergirding the creation of a shared vision is the construction of a mental picture that describes what the change would look like when fully implemented. Innovation Configuration (IC) maps are a useful tool for this purpose. This workshop will share successful strategies for using IC maps as a collaborative and reflective tool to align the vision and support faculty through a change process.


* Workshop Presentation

* Completed Innovation Configuration Map

* ES Writing Instruction

* High School Initiative to increase student reading comprehension

* Identify Components of an Innovation

* Map an Innovation Configuration

* Six Steps to Create an IC Map

BONETTA RAMSEY is currently the Secondary Principal at Lincoln School in Nepal. During her career, she has held a variety of leadership positions in Singapore, Tokyo and South America and led multiple initiatives that resulted in comprehensive curriculum and program redesign. Ms Ramsey has a MA in Educational and Organizational Leadership, MA in Multidisciplinary Studies and MS in Counseling.

MOLLY NIELSEN began her career as a high school history teacher in Nebraska. She joined Lincoln School four years ago to teach Secondary Social Studies, and currently, she is the Secondary Learning Coordinator. She holds a degree in Secondary Social Studies Education and in December will complete a Masters in Educational Administration degree from the University of Nebraska.

ALLISON O’SULLIVAN began her career as an Elementary School Counselor in Oregon and has worked as a K-12 school counselor in Taiwan. She joined Lincoln School four years ago and is currently the Lead School Counselor and Student Support Services Coordinator. Ms O’Sullivan holds an M.Ed. in School Counseling from Lewis and Clark College.

A Standards-Based Learning Journey: Roadmap to Getting Rid of Traditional Grading and Reporting Systems
Lincoln School has been on a four-year journey that began with curriculum redesign to reflect standards-based learning and culminated with full implementation of standards-based reporting. The Lincoln Secondary School (grades 6-12) reporting system no longer includes traditional A-F grades! Like many schools, Lincoln School was successful in standards-based planning, learning and assessing, but struggled with standards-based reporting. This workshop will provide a framework for schools on how to implement effective standards-based reporting.

Our comprehensive plan includes addressing the college admission process, student information system management and examples of our report card purpose, proficiency scale, reportables, grade conversion chart, as well as meeting the unique needs of our learning community. We will share our beliefs, communication plan and town hall meeting structure that led to parent, teacher and student ownership of this initiative.

SUZANNE SARAYA has been involved with international markets from the beginning of her career in Canada, in international publishing and development. She worked with governments in North Africa and South America to support their international presence. Prior to joining ExploreLearning in 2014, she served for five years on the Board of Trustees for the International School of Charlottesville.

MEREDITH BRUCE is a PYP certified teacher with extensive, practical and effective differentiated teaching strategies. She has worked with classroom teachers to develop best teaching practices and use of rich sources beyond traditional teaching methods. She works with top private schools in the UAE and Saudi Arabia, and consults with ExploreLearning on their Gizmos and Reflex Math programs.

STEM Inquiry Teaching Practices and the Effect of Mindset
Science and Math educators dream of classrooms where teachers encourage scientific inquiry and exploration, letting students draw their own conclusions rather than guiding them to an answer — classrooms where teachers are facilitators that foster independent and creative thinking and exploration.

In this workshop, discover how STEM educator

mindsets can impact the adoption of more open and authentic forms of inquiry in classroom instruction and how STEM leaders’ feedback can support a growth mindset and develop true, concrete understanding of Math and Science.

Saturday, Oct 22, 3:00-4:00pm

JOELLE BASNIGHT is the High School Principal at the American International School Chennai. She has served as High School Principal at Cairo American College and the Lincoln School, Buenos Aires. Before moving into administration, Ms Basnight was a school counselor and teacher. She has always believed strongly in the power of including student voices in education.

Building Community Through Including Student Voice
AISC High School authentically values student voice through the use of a Student Advisory Forum (SAF). This body of 20 students and rotating teacher representatives work closely with the administration to develop school policies and enhance relevant practices while raising topics of import to the student body. Learn more about forming a SAF at your school!

DAVID CHADWELL is in his fourth year as Curriculum Coordinator at Cairo American College. He has worked with MAP data for over 10 years. Seeking ways to represent data to find questions is his passion. Mr Chadwell has been an educator and consultant for 25 years.

Translating MAP Reports into Data for Discussions
MAP not only informs classroom level instructional decisions, it can also provide critical program level information. See how MAP reports can be used within Excel and Google Spreadsheet to provide macro and micro information to prompt reflective discussions. Bring your laptops to access your MAP data.


* Presentation
* Google Folder
* MAP Client Serve Data Analysis Directions
* MAP Web Based Data Analysis Direction

REKHA CHARI is the Curriculum Coordinator for the Elementary Section of Mallya Aditi International School, Bangalore, India. She works with educators to develop curriculum in all core subject areas from Grades 1 to 5. Ms Chari has over 15 years of teaching experience in India and the US. She mentors teachers and works with students in technology integration.

ANITHA KITTA REDDY has been in the teaching profession for 14 years at Mallya Aditi International School. She has taught across all sections of the school. Ms Reddy has a Masters in Computer Application from Madurai Kamaraj University. Her interests lie in engaging students in engineering-based learning.

ROOPA PULAPAKA has more than six years‘ experience teaching K-10 technology classes at Mallya Aditi International School. She earned her bachelor’s degree in Engineering from Osmania University, Hyderabad, and a master’s degree in Transportation Engineering from West Virginia University, Morgantown. Ms Pulapaka started her career as a software developer but found her passion in teaching.

Knowledge Construction through Technology Integration
This presentation illustrates the integration of technology in an elementary school environment. We will present three case studies: the use of iPads by young students in documenting their 'Domains of Development' expeditions; using gamification to engage learners in the construction of knowledge; and tracing the evolving acceptance of technology by teachers.

DAVID CHOJNACKI is the Executive Director of NESA.
is NESA’s Director of Professional Learning

Professional Development Planning in NESA
about NESA's process for planning professional learning. Founded on the premise that sustained, systemic professional learning is the foundation on which improvement effort in schools must build, planning begins with identifying the student learning outcomes our schools want to affect. The model is based on Guskey's 5 levels of planning professional development. Models and templates will be shared.

ALISON DAVIS is a well-known keynote speaker and workshop presenter on quality instructional strategies and school improvement. She has been a principal, curriculum director, coach and classroom teacher for over 40 years. Ms Davis is committed to turning the latest educational research into implementation for leadership and the classroom.

Leading Learning - Early Years Matter
This workshop will discuss seven leadership strategies for success in early years learning environments: · Modeling teachers and teachers as learners; · Spotlighting the success of every learner; · Building a community of thinkers and learners; · Assessing to inform and transform learning; · Teaching to reach every learner; · Engaging young learners; · Creating respectful home-school partnerships.

MUHAMMAD JEENAH has a wealth of classroom, education management and technology implementation experience. In his current role as a Solution Specialist, he has presented globally and trained mathematics teachers throughout the Middle East on a variety of topics via Houghton Mifflin Harcourt mathematics programs all focused on developing outstanding pedagogy.

The Skill of Visualization
Mathematics for several thousand years emphasized mastery of a collection of standard procedures for solving well defined problems that have unique right answers. Today’s cheap, ubiquitous computing devices can solve the procedural mathematics faster and more accurately than any human being. “Being good in math” is no longer a super power! Suddenly, in a single generation, procedural fluency in mathematics has become largely irrelevant.

We as educators need to develop students that are able to think critically, think creatively and who apply new imaginative methods to solving real world problems. This hands-on workshop focuses on the need to develop students that can visualize mathematics. The session challenges the notion that numbers and variables are the foundation of mathematics and explores pedagogical opportunities to develop the skill of visualization.

RYAN McFARLANE is Director of Business Development for inRESONANCE (iR), focusing on strengthening iR’s impact in more than 30 countries worldwide. He is a graduate of Yale University with degrees in Economics and Chinese. Before coming to iR in 2007, he worked in the private equity, investment management, corporate law, and nonprofit spheres.

CLIVE UNGLESS is Director of International Operations for inRESONANCE (iR). Educated at Royal Holloway College, London University and the Royal College of Music, Mr Ungless began working as a professional musician in baroque ensembles. He has worked for over 20 years in international education as a history and humanities teacher, Dean of Students, Webmaster, IT Director, and Communications Director.

Enrollment Management - Using Data for Productivity, Strategy, and Research
How can admissions offices turn the great quantities of data they receive into a powerful tool for managing and informing the strategic needs of their school? In this presentation, we will show how information obtained in the enrolment process can be used to enhance productivity and efficiency within the admissions office, assist with school-wide strategic analysis and planning, and provide opportunities for in-depth research on the school's key challenges and objectives.

Before joining Search Associates, JOHN RITTER served as a Principal and Head at Lincoln School, Nepal; the International School of Beijing; Robert College of Istanbul; the International School of Amsterdam; the American International School of Lusaka, Zambia; and Vientiane International School in Laos. Since 2006, as a Senior Associate as Search, he has been helping international schools recruit teachers and administrators.

Child Protective Recruitment: It's Much More than "Screening"
Rigorous recruitment is part of comprehensive child protection. The International Task Force on Child Protection has recently completed a one-year project to field-test recommended recruitment practices. Learn results that may help you better protect your students.

LESLEY STAGG has been a CIS School Support and Evaluation Officer for more than six years, working with schools entering or in the accreditation process. Dr Stagg was an international school director for over 20 years on four continents, trained school leaders and student teachers, published articles and a book called International Mindedness, and is a Fellow of the College of Teachers.

An Introduction to CIS International Accreditation, 2016
This session is useful for schools in the accreditation process as well as those considering accreditation from the Council of International Schools. CIS serves as an evaluator and accreditor for its member schools. CIS International Accreditation, 2016 emerges from CIS’ mission, values, Code of Ethics and the views of our membership to shape the future of global education by offering schools a guarantee of quality provided through an international, independent and objective external evaluation.

Drawing on contemporary research, CIS International Accreditation, 2016 stays current with the philosophical, research and technological changes influencing schools today, while also taking into account the future of education. The protocol emphasizes the on-going development of the school and provides flexible guided development, helping schools focus on continuous improvement linked to long-term impact for the school.

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