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.

• Understanding how metacognition and neuroscience can be embedded within the classroom to drive self-regulated learning and create agency in order to develop independent and creative thinkers
• Discussing effective techniques to nurture and integrate a growth mindset to improve self-confidence and resilience, and affect deep learning and outstanding performance for students and staff alike
• Considering how student agency fits into an established curriculum, how to nurture its growth among students to ensure high-quality and academically rigorous learning continues to take place

• Explore the key principles of the science of learning and its impact on teaching: how to get children to love and engage in education through simple yet powerful teaching methods that can be implemented in the classroom
• Learn how to use evidence and knowledge for curriculum planning and instruction to make learning meaningful and foster student’s application of knowledge in a variety of academic settings
• Understand how the top performing students learn: how is modern cognitive psychology improving teaching and learning, and how can school leaders create environments in which teachers can think critically about their instruction?

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.

• What does it mean to be a global citizen today and how can international schools maximise their teaching and learning to develop truly global and internationally minded learners?
• What does global citizenship look like in the classroom, and what are some of the most effective pedagogies for implementing global citizenship and for raising awareness around global issues such as climate change, sustainability, inequality, etc.
• What is the role of service learning and how can schools prioritise the delivery of experiential learning during difficult and disruptive times?
• How are personalised learning principles helping to facilitate meaningful global citizenship and service learning, and how can schools continue to create school cultures that effectively nurture global, critical, and inclusive mindsets

• Considering whether we are teaching students the skills and knowledge they need to deal with complexity, automation and hyper-connectivity, and how can we effectively measure competency and soft skills such as critical thinking and resilience?
• Exploring viable, authentic, and responsive assessment approaches to monitor the progress and review learning outcomes of all pupils, in order to equip them with the necessary skills to thrive in tertiary education and in the workplace
• Understanding the most important aspect in teaching and learning – Feedback: how can schools champion forward-focused feedback and reporting, and enable deeper and more meaningful learning to take place through the right challenge, pace and depth?

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:

• What does a multilingually-minded school look like?
• Where is your school on the spectrum of multilingual-mindedness and what are potential challenges in your context?
• How does being a multilingually-minded school support Diversity, Inclusion, Equity and Justice?

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.

*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.

• Discussing what strategies and approaches work in delivering effective and safe support provision to meet the complex learning needs of SEN students in the classroom and online
• Exploring how technology can be utilised and maximised as a tool to effectively identify learning needs and intervene appropriately, providing a more inclusive teaching and learning experience for those who thrive in an unconventional classroom
• Highlighting the vital role of training and professional development in improving the learning support provision, particularly when working with parents and navigating cultural complexities and stigmas around disabilities and learning needs

• Understanding the key steps schools must take to create a safe environment and maintain child safeguarding standards through comprehensive prevention and intervention strategies
• Exploring tools and practices to effectively respond to hidden risks as well as challenges and concerns around digital technologies
• Discussing the need to develop and implement a robust safeguarding strategy which includes training all teachers to recognise and spot early warning signs, as well as have a clear reporting and monitoring process for all alerts
• Highlighting the responsibilities for schools to create suicide-safe learning environments by tackling pressures and anxieties around academic results, gender identity, bullying, sexual abuse, race/racism, etc

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.

*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:

• What are we currently doing that we should continue to do?
• What practices should we abandon?
• What do we need to reinvent going forward?

• Exploring strategic approaches and evidence-based best practice around tackling stress, anxiety and burnout among teachers and school leaders, and improving whole-school wellbeing and resilience through a culture of care
• Embracing systemic social-emotional learning and implementing SEL in every aspect of the school life to better support and manage staff wellness
• Putting wellbeing at the heart of professional development – understanding how SEL-based PD programmes can serve the high-stress needs of teachers and school leaders alike

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.

• Building an emotionally intelligent school workforce based on trust, communication, and positive relationships, that is able to lead better and deliver improved results
• Championing a personalised, adaptive and holistic approach to teacher education and talent development to successfully harness and enable professional growth of all staff, advance whole-school improvement, and improve long-term retention
• Discussing how nurturing autonomy, self-reflection, and accountability, through distributed leadership and coaching and mentoring can improve staff performance and wellbeing

• Exploring the changing trends and patterns in international recruitment – what are the key lessons learned and how can this inform future recruitment, retention and professional development strategies for diverse and multicultural school settings
• Discussing how schools can promote diversity in their recruitment of leadership and faculty, by adopting innovative, equitable, and inclusive hiring practices and structures
• Recruiting for long-term retention – what do schools leaders need to consider during the hiring process, and what should ‘the right’ candidate look like?

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.

• Discussing the key priorities and responsibilities for international schools to contribute to a strong education system which places emphasis on local, global and intercultural awareness
• Understanding the responsibility of schools to create sustainable and nurturing environments in which students and staff alike develop global competency skills to thrive in a complex and uncertain world
• The challenge and possibilities of professional learning – exploring ways to create opportunities for all educators to access professional development in order to transform their teaching, their classrooms, their schools—and, ultimately, each and every one of their students

*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:

• What are we currently doing that we should continue to do?
• What practices should we abandon?
• What do we need to reinvent going forward?

• Understanding and highlighting the vital and unique role that international school leaders play in driving the global sustainability and climate change agenda forward
• Exploring key aspects around campus transformation that leaders need to consider before rethinking learning spaces to provide an immersive, future-focused and sustainable learning environment
• Sharing guidance and advice for school leaders on how to embed and incorporate sustainability in the school’s values, mission, and strategic goals

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.

• How can schools leaders make an informed decision around the right technology to adopt, and how do educational institutions ensure that technology is inclusive for everyone- educators and learners?
• How to ensure that the adoption of technology provides the best value for money and meets the needs of all stakeholders?
• How can schools effectively measure the impact of their digital strategies, while ensuring that pedagogy continues to come before technology?

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:

• Overview of the key elements
• Curriculum change, integrated technology and a quality monitoring cycle, with students at the heart
• Focus on technology use through the key stages

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:

• Effective approaches to ethical challenges and risks around educational technology
• Managing parental expectations and concerns around student privacy
• The risk of cyberattacks and how to mitigate, plan and responds to potential threats

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.

• Discussing the key priorities and responsibilities for international schools to contribute to a strong education system which places emphasis on local, global and intercultural awareness
• Considering how to strengthen the impact of international education to advance change, particularly by widening the access to high-quality and affordable education, increasing student mobility, and navigating changing globalisation trends
• Understanding the importance of professional development and the need for qualified staff to create a strong child-centred learning environment

*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:

• Identify the underlying emotions and circumstances that can often, at times, hinder pupil progress at school
• Learn how to use the collaborative ‘passport’ template designed to improve pupil literacy and promote discussion of unspoken issues to help support school progress
• Gain the skills and knowledge to steer young people to greater emotional understanding of themselves, so they can better manage their route through the school system

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:

• How to successfully provide targeted and effective feedback both remotely through digital media and through in person-observation and post-observation sessions
• How to create a school culture shift and become a catalyst for school improvement through organic teacher growth and development
• How to implement Professional Learning Communities as a way to structure dialogue, avoiding spiralling negativity and encouraging innovation and joint-vision

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:

• Why our use of EdTech is central to children and young people post-pandemic
• What the research evidence tells us about the use of EdTech
• How to use EdTech research purposefully
• What do we mean by pedagogy and practice when we’re talking about EdTech?
• New Relationships, New Efficacies, New Possibilities
• What to start thinking about now – and what to do next

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:

• Highlighting the tools that schools need to have in place to effectively assess and measure language learning needs in order to adequately pitch lesson content and examination for each student
• Highlighting the importance of and how to use translanguaging, i.e. integrating two or more languages in order to develop learners’ multilingual repertoire and language awareness, to in turn encourage students to engage in the learning process

*Programme subject to change