The role of the school’s academic honesty policy in building an academic integrity “ethos” (1 Day: 28 Mar @ $150)
Please note that there are several pre-conference IBAP PYP, MYP, DP workshops & special sessions in Yokohama, Japan on 25-28 March 2017.
Pre-conference workshops, click here >
Pre-conference MEXT supported, click here >
Pre-conference IBAP PYP, MYP, DP workshops, click here >
For more than two decades there has been a wave of change brought about by the movement from segregated modes of teaching and learning to inclusive education.
While inclusion is still at a nascent stage in some schools and communities, there are others who have incorporated it since many years. No matter where a school falls in this spectrum, what every IB school will be is at some point in their inclusive journey of creating learning environments that embrace diversity and differences.
This interactive and collaborative workshop will first explore what inclusion really means to each one of us. At the heart of inclusion lies attitudes towards diversity. What is the breadth of diversity that we really embrace? Participative discussion will touch upon topics of inclusion in terms of in terms of disabilities, language, religious/ spiritual beliefs, ethnicity etc.
The workshop will then explore what constitutes excellence in inclusion. Ideally inclusive systems must be planned right from the start and developed intentionally rather than after other aspects of the system are already in place. However, in many instances, existing systems and programs need to make changes to become inclusive. There are several areas of focus and many elements that contribute to the quality of inclusion. Indicators of quality inclusion will be discussed along with the IB Guide to Inclusive Education, a tool that supports whole-school development of inclusion. The workshop will lead participants to reflect on inclusive practices and consider pathways to bring in excellence in inclusion within their school communities.
Your work as an IB teacher, coordinator, or school leader involves critical thinking about topics like pedagogy and assessment. But what about education research? In this workshop, we will give you the tools to improve your critical thinking about research and data. For example, how can an educator know whether a particular innovation will work for his or her own students, or whether it’s worth the investment of time and effort? We will teach you just enough about research methodology and statistics to help you discern between fads and true innovations. Further, we will discuss the importance of evidence-based decision-making as an educator, sharing practical tools that both teachers and administrators can start using immediately.
The purposes of this workshop are twofold: to deepen your research literacy (with an emphasis on thinking critically in this domain), and to help you weave empirical self-reflection into every aspect of your work. In doing that, we aim to improve your discernment and decision-making as you face the rapid pace of educational innovation. Go beyond the classroom with us and learn specific strategies for boosting your impact as a research-savvy educator.
International research has consistently confirmed that the most important in-school variable responsible for improving student outcomes is teaching quality. While this research affirms the importance of what teachers do, we also know that not all teaching is of equal value. In fact, the impact of high quality teaching can improve student outcomes by up to three times the impact of a lower quality teacher. So how do we evaluate teaching or teacher performance?
This pre-conference workshop will examine the research about teacher and teaching effect, explore a range of teacher evaluation models, discuss issues related to teacher evaluation, and proposes a research-based model of formative teacher evaluation. Participants will have the opportunity to build their own teacher evaluation model throughout the workshop. The model will draw on key design principles which are underpinned by research-informed characteristics of highly effective teacher evaluation strategies.
Culture is Crucial: In this workshop participants will explore how an awareness of culture and its influence on all aspects of school leadership can increase effectiveness, focusing on change management, communication and effective implementation of educational programs. Recent research into how people lead, decide and get things done, will be explored with specific reference to how culture impacts these areas. This is a particularly important topic for anyone working in diverse communities because different cultures have different beliefs values and expectations about how ‘things are done’ and sometimes cultures clash even when the goal is a shared and valued goal.
Join this workshop to explore how different cultures view leading, communicating, empowering and motivating school teams. The workshop will combine research and theory with practical examples and interactive exploration of what these ideas mean for schools in different contexts. Participants will leave with a variety of models to use to understand and become more effective leaders in culturally diverse communities.
Building a culture of academic integrity goes beyond the mere existence of an academic honesty policy or the consequence of penalties. All parties involved in the education of IB learners must support students throughout the learning process so they understand not only the technicalities but also the merit of a genuine piece of work.
Through a role-play exercise, participants will understand the types of academic misconduct cases investigated by the IB and the penalties applied. A wider picture will then be obtained through the analysis of the initial results of the IB’s academic honesty survey, and the scrutiny of exemplar academic honesty policies.
Workshop participants are expected to identify best practices to promote academic honesty at their schools. Further discussions of teaching and administration strategies should offer the tools to support not only students, but all school community members, to grasp that being “principled” (as described in the IB learner profile) is fundamental to all IB programmes.
The economy is changing more than ever before, and with that our society and the environment change as well. The Sustainable Development Goals, adopted by the UN in 2015, are a road map to address consequently arising challenges with urgency until 2030. These challenges are products of complex adaptive systems and do not have binary solutions. Rather, in order to grasp their nature students need to be introduced to systems thinking right from the start and learn to address these challenges, thinking scientifically and committed to wellbeing.
Our current economic development model is based on the exploitation of cheap and readily available materials and energy, but can it really work in the long-term? Attempts to resolve these issues tend to lack scale and a long-term vision, and, most crucially, fail to challenge the system itself. At the Ellen MacArthur Foundation, we argue that we need to adopt a system thinking approach to tackle the problems inherent in our economy. We promote the idea of a circular economy: an economy that is regenerative and restorative by design and aims to keep products, components and materials at their highest utility and value at all times.
In this pre-conference workshop, we will explore key challenges of the current economy and discuss the circular economy as a positive vision for the future. Apart from being explicitly mentioned in some subjects (e.g. Geography, ESS, D&T, Economics), a circular economy requires a range of skills and perspectives directly linked to different aspects across the learner continuum (including the learner profile and approaches to learning).
We will introduce these skills, including economic literacy, systems thinking and complexity, problem-based learning and student leadership, and demonstrate how they can possibly be unpacked at the different grade levels: • PYP: transdisciplinary programmes of inquiry and prompting children’s thinking about “wicked problems”
- MYP: interdisciplinary and project-based learning
- DP: Geography, Economics, Business Management, D&T, ESS, Group 4 generally
- CP: Personal and Professional Skills (PPS)
- TOK: Questioning our framing and way of thinking about the economy, society and resources
- CAS: Service learning and recognising agency within a systems
Throughout the workshop, we will introduce ways of engaging your students in a conversation about a positive future as well as concrete activities to build the necessary skills for the future economy, inside and beyond the classroom.
A member of the Assessment division in Cardiff, Kala leads the organisation in promoting access to IB assessments and inclusion of students in IB schools across the continuum of programmes. An educator with a specialization in inclusive education, Kala has a Ph.D. in Education, an MA in Special Education and an MA in Movement Therapy. Kala has past experience as a teacher, university lecturer, head of research, teacher trainer and inclusive education consultant in schools, universities and not-for-profit organisations in UK, USA and India. She has also served as an invited panel member to draft state and national policy in inclusive education in India and as an invited expert to the Department of Education in UK to examine accessibility of national examinations. She is a member of the Access Consultation Forum of Ofqual (Office of the Qualifications and Examinations Regulator), UK.
Lori Mack is a Research Analyst at the IB and works primarily in the area of programme impact research. After earning her MA in Psychology from Wake Forest University, she spent six years teaching in Seoul, South Korea and Viernheim, Germany before joining the IB Global Research team in 2015. Combining her love for both teaching and research, she co-designed and delivered this workshop for the first time at the IB Americas conference in Toronto in July 2016. Her research interests include language learning, non-cognitive attributes, and college and career readiness. She is currently finalizing a research study on the university destinations of Career-related Programme (CP) graduates in the US.
Since March 2015, John W. Young has been the Head of Research for the International Baccalaureate, where he leads a department staff of 12 located across the IB Global Centres on three different continents. He previously held positions as the Director of the Higher Education Research Group at the Educational Testing Service and as a Professor of Educational Psychology at Rutgers University. In 1999, he received the Early Career Contribution Award from the American Educational Research Association’s Committee on Scholars of Color in Education for his research on academic achievement and students of color. In his 30-year career as an educational researcher, he has authored or co-authored more than 50 peer-reviewed publications and has delivered more than 100 presentations at regional, national, and international conferences. He received his Ph.D. in Quantitative Methods in Educational Research from Stanford University.
Dr Gerard Calnin & Joe Lewsey
(Facilitating: Evaluating the work of teachers: A research-informed model)
Dr Gerard Calnin is a Senior Research Fellow in the Melbourne Graduate School of Education at The University of Melbourne. His research interests include the areas of school leadership, teacher evaluation and school effectiveness. He has recently consulted to the IB on the development of a leadership framework and is the Asia Pacific representative for the IB's Educator Certificates. Prior to working at the University, Gerard held leadership roles in p-12 schooling including head of school and he held executive level positions at the system level; he was also an international research fellow in the USA and UK.
Mr Joe Lewsey is a Research Fellow at the Melbourne Graduate School of Education, The University of Melbourne. Joe has over 6 years of experience in research and evaluation, working across social and government sectors with an emphasis on Educational programme evaluation. Joe is currently the Project Manager for The University’s review of the IB’s Professional Development programme, a 3 year evaluation of The University’s Network of Schools, and a 3 year evaluation of the 3a Abecedarian Approach Australia. Joe is also a registered psychologist practising in the area of education and developmental psychology. Joe has worked extensively with children and adolescents in school settings.
Matthew Thomas is currently Vice-Dean of International Education at Ritsumeikan Uji Junior and Senior and Senior High School. He served as Ritsumeikan's first Diploma Programme Coordinator from 2008-2013 before taking up his current post. Matthew is a long-standing member of IBEN, and has carried out numerous verification visits, school consultancies and evaluation readings in this capacity. In 2015, he was named School Services Lead Educator for IB Asia-Pacific and in 2016 was named Lead Educator for the region. In this capacity, Matthew works on quality control for School Services and various other support roles. In his spare time Matthew enjoys swimming, basketball, and reading depth psychology.
Darlene Fisher has worked for 30 years as a teacher and administrator in schools in Australia, Oman, Thailand, India, Turkey, UK and the USA. She is currently working with a number of schools and educational organisations as well as being a doctoral student at Bath University focusing on educational leadership in an international context. Darlene is currently working with the IB in the development of the Leadership Pathways workshops, and supporting leadership development and intercultural understanding. In her private consulting role she also supports schools in continuous improvement, strategic planning, and teacher and leadership development. She has been involved in starting up schools as well as taking new schools from a year to 10 years old and completing their development into IB world schools in 4 countries in Asia and Europe.
(Facilitating: The role of the school’s academic honesty policy in building an academic integrity “ethos”)
Celina Garza is the Manager for Academic Honesty based at the IB Assessment Centre in Cardiff and holds a doctorate in Agricultural Sciences. Prior to joining the IB in August 2010, Celina was the Diploma Programme Coordinator at an IB World School in Mexico. Celina has held several presentations at the IB Conferences, conducted IB workshops and produced academic honesty materials for schools. More recently, Celina is organizing the academic honesty competition inviting MYP, DP and IBCP students to create short films and posters; she is testing a new software that allows the cross-reference of students’ work.
Sara Heinrich & Sean Watt
(Facilitating: Enterprise, Innovation and the Economy: Exploring a positive vision for the future with students)
Sara Heinrich joined the Ellen MacArthur Foundation to embed learning for a circular economy into schools’ and colleges’ curriculum worldwide. She liaises with schools, school networks, teacher training providers and curriculum boards to incorporate the circular economy framework and systems thinking into the curriculum and curates materials created in the process, making them openly available to all educators on the Ellen MacArthur Foundation websites. Previously, Sara worked as an English teacher in a secondary comprehensive in Newham, London, completing Teach First’s Leadership Development Programme. She is a board member of emPOWER Training e.V. and has collaborated with different UWC national committees to coordinate international youth programmes, so-called UWC Short Courses, addressing international development, social justice and equality, and social entrepreneurship in Germany, Swaziland and Turkey.
Sean Watt has been in leadership roles for over 20 years in education. He has been a Head of a Middle School, Head of a Junior School, Head of Teaching and Learning, Director of a Sporting Club and now a Director of a company specialising in leadership and wellbeing. Internationally, he has developed and facilitated with the International Baccalaureate online and face to face workshops on wellbeing, sustainability and leadership throughout parts of Asia and Australia.