Our schools and colleges have never done so much to ‘teach’ whole school wellbeing, support mental health and engage young people in learning. Yet, young people have never been so disengaged, demotivated or distressed in our schools.
Dr Street firmly believes that the only way we can sustainably, effectively support youth wellbeing is through the development of contextual wellbeing in schools and colleges. Our role as educators is not to tell someone how to be well, or to reward them for behaving well. We have to provide young people with a context in which they can flourish.
In this keynote, Dr Helen Street will share evidence-based research and practical guidance to help support academic, and social and emotional learning in schools, and build more cohesive communities and equitable educational practice.
Delegates are invited to attend this roundtable discussion on Home-School Partnerships.
Facilitated by Dr Chrissie Sorenson, Head of School and Executive Board at the Bavarians International School, this roundtable will be camera-on and delegate-led, to ensure all participants have the opportunity to share their experiences with one another, provide peer-to-peer support and guidance, and reflect on their current challenges and opportunities around parental engagement.
Delegates are invited to join this roundtable discussion on multilingualism in international schools.
Facilitated by Dr Lorna Caputo-Greenall, a multilingualism and language expert, this roundtable will explore what a multilingually-minded school is and is not, and how building multilingually-minded educational communities can directly enhance DIEJ work in your schools.
Key discussion points will include:
Education matters, for individuals and for society. However, most of the policies that have been pursued have been directed at the kinds of schools that students attend—policies that, even when well implemented (which most are not) would have limited impact on student achievement.
What matters for student achievement is what happens inside the classroom, and what matters most is the quality of interaction between students and teachers; teachers finding out what their students know, and making appropriate adjustments to their instruction as a result.
In this keynote presentation, Matthew will explain why we must use data in schools as a force for good, and also as a critical tool in our #deij toolbox. He will argue that, on a triangle of student-level data, it is the vertex measuring attitudes and wellbeing which is most potent and important, as we seek to understand each emergent learner. He will offer a data model for doing just that, ensuring we keep #wellbeingfirst for all staff and students, now more than ever before.
*Programme subject to change
Our schools and colleges have never done so much to ‘teach’ whole school wellbeing, support mental health and engage young people in learning. Yet, young people have never been so disengaged, demotivated or distressed in our schools.
Dr Street firmly believes that the only way we can sustainably, effectively support youth wellbeing is through the development of contextual wellbeing in schools and colleges. Our role as educators is not to tell someone how to be well, or to reward them for behaving well. We have to provide young people with a context in which they can flourish.
In this keynote, Dr Helen Street will share evidence-based research and practical guidance to help support academic, and social and emotional learning in schools, and build more cohesive communities and equitable educational practice.
In this session, Daniel Sobel and Helena Wallberg will discuss what it means to be truly inclusive, and how schools can create the necessary conditions to promote equity and belonging. They will also explore what makes an effective inclusion leader, and how leadership of inclusion can be nurtured and developed within all staff to support effective learning in the classroom.
Delegates are invited to attend this roundtable discussion on restorative practice.
Facilitated by Alistair Goold, Founder of Restorative360, this camera-on and delegate-led workshop will introduce a basic overview of the restorative approach in education, and allow time for meaningful group discussions allowing you to explore how restorative concepts can influence your leadership style for the better.
Key discussion points will include:
Delegates are invited to join this roundtable discussion on Character Education.
This session will be facilitated by Erika Elkady, who is Head of Secondary at Jumeira Baccalaureate School and currently completing an MA in Character Education. JBS became the first Kitemark School of Character outside the UK in November 2020.
This roundtable will be camera-on and delegate-led, to ensure all participants have the opportunity to share their experiences with one another, provide peer-to-peer support and guidance on how to get character education right and deliver outstanding pastoral care.
Education matters, for individuals and for society. However, most of the policies that have been pursued have been directed at the kinds of schools that students attend—policies that, even when well implemented (which most are not) would have limited impact on student achievement.
What matters for student achievement is what happens inside the classroom, and what matters most is the quality of interaction between students and teachers; teachers finding out what their students know, and making appropriate adjustments to their instruction as a result.
In this keynote presentation, Matthew will explain why we must use data in schools as a force for good, and also as a critical tool in our #deij toolbox. He will argue that, on a triangle of student-level data, it is the vertex measuring attitudes and wellbeing which is most potent and important, as we seek to understand each emergent learner. He will offer a data model for doing just that, ensuring we keep #wellbeingfirst for all staff and students, now more than ever before.
*Programme subject to change
Why do we resist change as we grow older? How can we nurture and develop an organisational culture that embraces change and encourages collaboration?
Richard examines why change has become increasingly challenging and how risk aversion can stifle individuals and organisations. He explores how to harness the power of creativity, curiosity and confidence in uncertain times and why we must shift the paradigm to understand that change is not a programme or a strategy but an ever-present organic part of the 21st Century.
In this fireside chat, our keynotes Dr Noah W. Sobe, Kathleen Naglee and Armand Doucet will explore the key considerations of what it means to educate for tomorrow’s future. Our panellists will discuss the need for transformation in education, and how to press reset on why we learn, what we learn, and how we learn.
Noah, Kathleen and Armand will also share recommendations around three core questions:
Delegates are invited to attend this roundtable discussion on Professional Learning Communities (PLCs).
Facilitated by Dr Kulvarn Atwal, Author of ‘The Thinking School’, this roundtable will be camera-on and delegate-led, to ensure all participants have the opportunity to share their experiences with one another, provide peer-to-peer support and guidance, and reflect on their current challenges and opportunities around PLCs and professional development in schools.
Delegates are invited to attend this roundtable discussion on coaching as a key approach to meeting the challenges in today’s rapidly changing educational world.
Facilitated by Nicholas McKie, Director of Persyou Ltd and Author of ‘All Ways Coaching’, this roundtable will be camera-on and delegate-led to ensure all participants have the opportunity to share their experiences with one another, provide peer-to-peer support and guidance, and reflect on their current challenges and opportunities around coaching and professional development in schools.
In this presentation, Dr Andreas Schleicher, Director for the Directorate of Education and Skills – Organisation for Economic Co-operation and Development (OECD), will share an update on the latest OECD findings, and discuss how schools must adapt their learning provision for an interconnected world.
*Programme subject to change
Why do we resist change as we grow older? How can we nurture and develop an organisational culture that embraces change and encourages collaboration?
Richard examines why change has become increasingly challenging and how risk aversion can stifle individuals and organisations. He explores how to harness the power of creativity, curiosity and confidence in uncertain times and why we must shift the paradigm to understand that change is not a programme or a strategy but an ever-present organic part of the 21st Century.
In this fireside chat, our keynotes Dr Noah W. Sobe, Kathleen Naglee and Armand Doucet will explore the key considerations of what it means to educate for tomorrow’s future. Our panellists will discuss the need for transformation in education, and how to press reset on why we learn, what we learn, and how we learn.
Noah, Kathleen and Armand will also share recommendations around three core questions:
Delegates are invited to join our guest speakers for this interactive roundtable discussion on EdTech.
In this session, we will discuss lessons learnt over the last couple of years with regards to the EdTech tools implemented in schools before and during the pandemic. And we will consider what went well, what could have been better and some of the key advances that have been made.
Educational technology is spiralling out of control in many schools; stressing teachers and pupils, confusing parents and burning out the IT team. Add to that the dual pressures of new data protection legislations and cyber threat, and school leaders are looking for a way to regain control.
Glaucia Rosas and James Wilkinson, founders of The EduTec Alliance, explain how we ended up here and some simple steps to take back the reins.
Every school aims to reach the highest standards and we all go on different journeys to get there.
In this case study presentation, Emma Overton and Judy Dean will share the way they have approached this at the British School of Barcelona, which is to look at the whole eco-system in relation to teaching and learning and how the elements are interlinked.
Key presentation points include:
Delegates are invited to attend this roundtable discussion on Edtech and Ethics. Facilitated by John Mikton from the International School of Luxembourg, this roundtable will be camera-on and delegate-led, to ensure all participants have the opportunity to share their experiences with one another, provide peer-to-peer support and guidance on the session topic.
Key discussion points will include:
In this presentation, Dr Andreas Schleicher, Director for the Directorate of Education and Skills – Organisation for Economic Co-operation and Development (OECD), will share an update on the latest OECD findings, and discuss how schools must adapt their learning provision for an interconnected world.
*Programme subject to change
Implementation science is a new field of study concerned with how to replicate and improve upon positive research findings in diverse, dynamic, real-world contexts. To date, implementation science has mainly focused on healthcare, but now these powerful ideas are being applied within educational settings. Three years ago, Dr James Mannion (UCL Institute of Education) created ‘Implementation Science for Schools’ (ISS), a practical toolkit for effective change which applies insights from implementation science to improving educational outcomes for young people.
In this keynote presentation, participants will learn what implementation science is and why it is so important. They will also explore some powerful tools from the toolkit, including: vertical slice implementation teams, Guskey’s pyramid, Diffusion of Innovations, the Implementation Bridge, Implementation Planning and the Pre Mortem. Participants will come away with a range of practical ideas for how to bring about lasting, effective change in their own contexts.
This session will cover the importance of adopting and implementing a successful approach to emotional literacy which will help nurture a more grounded, engaged and intrinsically motivated pupil.
Here, school leaders will:
Dr Kapono Ciotti from the American International School in Egypt and Gerald Redd from The Universal College – Aley, Lebanon will share key learning points around how they saw the culture of the school change by coaching just a handful of teachers, with studies showing that highly effective teachers are the single most influential factor in attaining positive student achievement. In this session, school leaders will learn and understand the how to create a highly efficient workforce to impact on not only student achievement, but also school-wide improvement.
Key learning points will include:
This session will encourage school leaders to take a different approach to technology, and rethink the role of EdTech in Education.
Key discussion points will include:
This session will cover the crucial requirements that schools need to know to maximise their EAL provision in order to maintain high cognitive and academic expectations, and boost student outcomes while ensuring inclusivity, learner engagement and motivation.
Key learning points will include:
*Programme subject to change