January 25-26, 2019
Venue: American International School Chennai, India
LANA AL-AGHBAR is the Lower Elementary Principal at the American School of Doha. Ms. Al-Aghbar has been an international educator for over 24 years and is experienced as both an elementary classroom teacher and an elementary administrator.
She holds a Bachelor of Education in Elementary Education with a Specialization in Early Childhood Education, and a Masters in Curriculum and Instruction, both from McGill University.
Ms. Al-Aghbar has worked with the IB PYP Program and US standards-based curricula. She is presently pursuing a Doctorate of Education in Educational Leadership from the University of Western Ontario.
ZOE GARE is currently a Counselor and Student Support Services Team Leader at the American School of Doha, Qatar. She has worked in specialized educational establishments in her home country of Scotland, as well as many years in schools in New Zealand, Tanzania, China, USA and Taiwan
Ms Gare holds Masters degrees from both Scotland and the United States. Her counseling and teaching experience range from age 5 to 18 years. She has written Guidance Curriculum for PK to Grade 12, and supported international schools in developing a developmentally culturally appropriate Child Protection curriculum.
Ms Gare has presented at international conferences worldwide on a wide range of areas pertaining to neuroscience, counseling, child protection, behavior modification and special education. She is experienced in crisis management, and is currently leading a program in Lebanon for adolescents who are suicidal and displaced from their home country.
Recently, she has trained residential social workers and teachers in therapeutic behavior modification in a residential home for children.
The Internationally Minded Educator
This institute aims to raise awareness about the importance of international teachers having an internationally minded mindset. Participants will engage in identifying international school indicators and reflecting on the missions and visions of international schools through the lens of international mindedness.
A self-reflection tool will be utilized to engage participants in assessing their international mindedness by reflecting on their personal beliefs, values, skills and attributes. They will be engaged in examining what comprises an internationally minded mindset and internationally minded dispositions, with a focus on addressing their implications on international educators’ professional practice, including the hidden curriculum.
In the context of international mindedness, there will be a strong emphasis on developing an awareness about the importance of the inclusion of linguistically and culturally diverse students within English-medium international schools.
Target Audience: PK through Grade 12 International Educators (Teachers, Counselors, Administrators)
Continuum Level: 4
NESA's Learning Continuum:
- Identify international school indicators and reflect on the missions and visions of international schools.
- Develop an understanding of what comprises an internationally minded mindset and its importance to teaching in international schools.
- Learn about internationally minded dispositions and their implications on our practices as international educators.
- Engage in analyzing their attitudes and beliefs through the lens of international mindedness.
- Recognize the implications of an internationally minded mindset and dispositions on the hidden curriculum.