Facilitator: Luiz Mello

International schools worldwide have adopted an organizational model which often includes grade level team leaders/year group leaders, heads of department and PLC leaders. These leaders are critical to student learning and continuous improvement, yet we often fail to provide specific, practical training for the job to be well done. This unique learning experience is designed to help teacher leaders in international school settings become more skilled at facilitating this impactful work. 

What will I learn?

During this learning experience you will explore the following questions:

• Why is teacher leadership so essential for student learning? 

• How can I be a highly effective teacher leader? 

• As a leader, what do I need to know about effective teams?

• How can I lead my team to focus on improving student learning? 

• What specific leadership strategies are needed to be an effective teacher leader in an international school?

You will learn and practice how to:

• Clearly identify what is and is not your role

• Identify the essential skills of effective teams and the stages of team development

• (Re)structure team meetings into collaborative sessions focused on improving student learning

• Lead the process of setting student learning goals

• Choose efficient decision making strategies to use in collaborative sessions 

• Recognize the stages of change and use strategies to support teams in the change process

The curriculum for all TLI courses is rooted in the ‘Standards for International Teacher Leaders’, which include an elevated emphasis on applying the practices associated with anti-racism and inclusion.

Who is this Experience for?

Heads of department, grade level/year groups leaders, instructional coaches and others who lead teams in international schools. Aspiring teacher leaders are also encouraged to attend. *We encourage teacher leader teams to take our online course together, ideally with their principal or director of teaching and learning. For more information about how we can support school teams, please contact Sue Easton, Director of Programs, at seaston@theptc.org.

What’s My Commitment?

This is an 8-week course with four asynchronous modules, released every 2 weeks. It begins with one mandatory introductory synchronous session from 7 - 9am ET (Miami Time). The remainder of the 8-week course is asynchronous though regional cohorts meet synchronously twice during the course at a time that works best for them, given prompts to deepen their learning. You should be prepared to spend approximately 3-4 hours per week, including individual and job-embedded tasks. This course can be used towards completion of your Certificate for International School Teacher Leadership. In order to earn your Certificate of Completion for this course and count this course towards your Certificate of International School Teacher Leadership you will need to complete ALL assigned learning tasks within each module within the time period for the course.

Benefits

• Develop a deeper understanding of the instructional coaching process

• Cultivate the necessary communication skills for healthy conversations

• Deepen engagement in the classroom

• Learn to best utilise coaching tools and resources

Who should attend the Institute?

• Instructional Coaches

• Educational Leaders

• System Leaders and Coaches

• Coaching Program Directors and Leaders

• Learning and Teaching Leaders

About The Instructional Coaching Institute

What is the Instructional Coaching Institute?

The Instructional Coaching Institute is the comprehensive course that gives coaches and leaders everything they need to know to become successful coaching partners. The Institute is an essential professional development opportunity for developing and sustaining a successful coaching program in your context. It provides a big-picture view of instructional coaching and a comprehensive learning opportunity covering the key topics presented in Jim Knight’s bestselling books and research:

• The Impact Cycle

• Better Conversations

• Coaching for Engagement

• Coaching for Achievement

• Evaluating Instructional Coaching

• System Support

This unique learning opportunity helps coaches, mentors and leaders not only establish a proven foundation for success, but also develop a deeper and complete understanding of the instructional coaching process and practices, cultivate the necessary communication skills for healthy conversations, deepen engagement in the classroom, and best utilise coaching tools and resources.

Resources Provided

Participants will receive a participant guide along with the following books by Dr. Jim Knight:

• The Definitive Guide to Instructional Coaching (2021)

• Better Conversations book & reflection guide (2015)

• The Impact Cycle book & reflection guide (2017)

• The Instructional Playbook (2019)

• High-Impact Instruction (2012)

• Evaluating Instructional Coaching (2021)

• Data Rules (2024)

• IC Toolkit

Further Information

For full details of the Institute content, please visit The Instructional Coaching Group website.

Join us at the K25 edSummit 교육서밋! 

K25 is a dynamic two-part event designed to connect, inspire, and empower educators across Korea’s international and IB school communities.

K25는 한국의 국제 및 IB 학교 교육자들을 위한 교류, 영감, 성장의 장을 마련하는 2부 구성의 특별한 행사입니다.

🔹 Friday Evening – Innovation Showcase

금요일 저녁 – 이노베이션 쇼케이스

A lively night of idea-sharing, networking, and connection. Educators, school leaders, and EdTech innovators take the stage to present bold ideas, impactful initiatives, and real-world challenges—all in a flexible 5–15 minute format. Followed by drinks and conversation.

창의적인 아이디어, 혁신적인 실천 사례, 교육 현장의 도전 과제를 나누는 활기찬 저녁입니다. 발표는 5–15분 형식으로 이루어지며, 이후에는 음료와 네트워킹 시간이 이어집니다.

🔹 Saturday – Weekend Workshops

토요일 – 주말 워크숍

Choose from a range of hands-on workshops led by experienced educators. Each session is individually ticketed, so you can build a day that fits your interests and schedule.

경험 많은 교육자들이 진행하는 실용적인 워크숍 중에서 선택하여, 관심사와 일정에 맞게 나만의 하루를 구성할 수 있습니다. 모든 세션은 개별 등록 형식으로 운영됩니다.

The event is individually ticketed to ensure flexibility and accessibility—attend one part or both, whatever suits your time, interests, and professional goals.

모든 일정은 개별 등록이 가능하여, 참석자의 시간과 관심사, 전문성 향상 목표에 따라 유연하게 참여할 수 있도록 설계되었습니다.

Whether you're presenting, attending, or just curious to connect with peers, K25 is an open, energising space for learning and collaboration.

발표자든 참가자든, 혹은 단순히 교사들과의 교류를 원하시는 분이든, K25는 열린 마음으로 배우고 협력할 수 있는 활기찬 공간입니다.

A unique, classroom-based professional learning experience, exploring the pedagogy of inquiry across learning areas.

United Nations International School – Hanoi

September 19-20, 2025

Registration Now Open!

“Yes, but what does it look like?” As consultants with a focus on inquiry, this is a questions we hear often. Talking about and even experiencing inquiry in workshops is powerful but there is something special about the opportunity to be ‘in the room where it happens’ – to observe educators bring an inquiry stance to their teaching

‘Inquiry in Action’ is a unique opportunity to grow your understanding of inquiry through observation and reflection. This boutique workshop invites educators to spend time in classrooms, watching skilled inquiry teachers at work in different areas of the curriculum and with different age groups. Our focus is on inquiry as a stance. While there are techniques and emphases particular to learning areas, there are many shared strategies that can be transferred across the day.

Participants in this workshop will spend time observing ‘learning labs’ followed by opprountities for guided analysis, reflection and transfer of the ideas to their own setting. They will emerge from the experience with a deeper understanding of the way in which they can nurture agency, cultivate curiosity, question for deeper thinking and release more responsibility to young learners. 

Although their work focuses on different learning areas, Kath Murdoch and Matt Glover have a common passion for inquiry as a vehicle for powerful teaching and learning. As global consultants, both Kath and Matt regularly work in classrooms, helping teachers to get a better picture of the design of an inquiry-based lesson. They are thrilled to be partnering in this event. They have invited Megan Holmstrom, a consultant in math education, to join them in the inaugural ‘Inquiry in Action’ workshop in Berlin and then also in Jakarta. And they have invited Paul Andersen, a consultant in science education, to join them in Jakarta.

Sample Schedule from Jakarta, February 7-8, 2025

Day 1

Participants will divide into four groups and spend the day observing and analyzing classroom sessions led by Kath, Matt, Megan and Paul. Four sessions to rotate through all presenters.

Day 2

Participants will have the opportunity to analyze and reflect on the lessons they observed and hear from Matt, Kath, Megan, and Paul about bringing an inquiry stance to their areas of expertise. Educators will then have the opportunity to work on ways to modify and adapt this learning to their own classrooms.

Target Audience

Elementary/primary educators who work with children ages 4-12. Learning labs will be held in the generalist classrooms but elements of the pedagogy are transferable to other learning areas.

COURSES (these may be taken together or separately:

• The Future of the World is in Our Classrooms

• Beyond Sustainability

• Civic Literacy & Engagement

19 week-long modules; asynchronous with opportunities for synchronous

engagement; global community of educators leading change.

There is a discount code KORCOS10 for 10% off for members

Please double check each workshop for registration on the official IB professional development site here.

Building your IB programme: Primary years  PYP Cat 1

Head of school PYP Cat 1

Leading the learning PYP Cat 1

Leading the learning PYP Cat 2

Learning and teaching for conceptual understanding PYP Cat 2

Your exhibition PYP Cat 2

An introduction to interdisciplinary teaching and learning MYP Cat 1

Head of school MYP Cat 1

Individuals and societies MYP Cat 1

Leading the learning MYP Cat 1

Mathematics MYP Cat 1

Sciences MYP Cat 1

The personal project MYP Cat 2

Biology DP Cat 2

Extended essay DP Cat 2

Mathematics: Analysis and approaches DP Cat 1

Mathematics: Applications and interpretation DP Cat 2

Theory of knowledge DP Cat 1

Visual arts DP Cat 2

Leading the learning DP Cat 1

Head of school DP Cat 1

Extended essay DP Cat 1

Building self-directed learners through approaces to learning MYP Cat 3

Leading and Managing teams Lead + PYP + MYP + DP + CP Cat 3

Multilingualism: philosophy, policy and practice IB Ed + PYP + MYP + DP + CP Cat 3

Approaches to Learning (PYP & MYP) IB Ed + PYP + MYP Cat 3

Agency, Action Engagement IB Ed + PYP + MYP + DP + CP Cat 3

Educational belonging: fostering diversity and equity in schools IB Ed + PYP + MYP + DP + CP Cat 3

The ability to hire high quality teachers is the most essential skill for school leaders anywhere. The international school context can make the recruiting processes even more complex. Yet there is hope!

New technologies, new learning science, and a new generation of potential and practicing educators open the doors to fresh ways of thinking and practicing. This course challenges some of the more traditional international school recruitment processes and offers a refreshed and innovative approach to this most essential leadership skill.

What will we learn?

How do school leaders: 

• Align the whole recruitment process to the International Standards of Practice?

• Use candidate-provided evidence to determine their quality of teaching?

• Establish equitable processes and manage bias in the hiring process?

• Use standards to support their hiring decisions?

• Establish strong collaborative hiring practices?

• Use standards-based reference letters?

• Craft interview questions that reveal the information needed to support the concrete evidence collected?

• Develop simple, clear documentation for the interview process?

• Avoid the pitfalls of typical recruitment approaches?

SKILLS

• Identify the indicators of quality teaching from a variety of evidence sources: teacher lesson the videos, teacher-made assessment, learning results

• Develop a comprehensive hiring plan based on international standards of practice

• Sharpen the ability to be ensure hiring decisions are unbiased

• Create and lead a recruitment team

• Discern when in-person engagement matters and when it it doesn’t

This course will be helpful to any leadership team members who are involved in any part of the hiring process. For the Certificate of International School Leader (4 courses) it counts as a half course and can be combined with another half course to count as one of the four courses for the full certificate.

The curriculum for all PTC courses is rooted in the ‘Standards of Practice for International School Principals’ and created using our design principles.

TLC 2025 is in Phoenix, Arizona!

Join educators from around the country in Phoenix, Arizona for this year’s largest instructional coaching conference. When you aren’t learning from some of the world’s most distinguished instructional coaches, explore the stunning desert landscape, visit the vibrant arts scene in Roosevelt Row, or relax at one of the city’s many beautiful parks. Don’t miss the chance to experience the unique blend of cultures and flavors that Phoenix has to offer. We can’t wait to learn with you at TLC!

• 6 Virtual, Science Sessions:
  “Understanding the Reading Science That Makes Learning to Read Easier for Kids”

• A 2-Day, In-Person Institute:
  “Bringing the Science to Life through High-Leverage Instructional Routines”

Join us for Shifting the Balance: A Science of Reading Professional Learning Series for K–5 Educators, a full-year learning experience led by Dr. Jan Burkins. This two-part series includes six virtual sessions in Fall 2025 - Understanding the Reading Science That Makes Learning to Read Easier for Kids - followed by a two-day, in-person institute in March 2026 - Bringing the Science to Life through High-Leverage Instructional Routines. Rooted in the bestselling Shifting the Balance books (K-2 and 3-5), this series is designed to help educators build shared understanding around the science of reading and bring it to life through practical, research-aligned instructional routines. This experience bridges the gap between research and practice. Whether you're just beginning or looking to deepen implementation, this is a clear, compassionate pathway forward.

Led by Dr. Jan Burkins, these virtual and in-person sessions provide real-time support in learning both the why and the how that makes the most powerful understandings of the reading brain--all without abandoning joyful interactions with text. Engage in collaborative planning and opportunities to consider curricula and routines through the lens of reading science.

Whether your school is just beginning its science of reading journey or working toward deeper consistency in implementation, this series offers a clear, compassionate, and research-aligned pathway forward. Participants will leave with stronger understandings, greater instructional confidence, and a renewed sense of purpose in helping all students become confident, capable readers.

Learning Objectives:

Science Sessions (Virtual): “Understanding the Reading Science That Makes Learning to Read Easier for Kids”

October - November 2025

In Each Session, Participants will:

• Build a shared understanding of the science behind the twelve instructional shifts from the Shifting the Balance books (K–2 and 3–5).

• Reflect on current beliefs, practices, and misunderstandings related to reading instruction.

• Learn how reading develops in the brain and how that science can inform more effective, equitable classroom instruction.

• Explore research-aligned routines and tools that support decoding, language comprehension, vocabulary, fluency, and independent reading across K–5.

• Develop a common language and instructional vision that builds bridges between grade levels, content areas, and philosophies of practice.

Agenda for Virtual Sessions. All Sessions are on Saturdays

Session 1: 11th October 2025

Introduction: Building Bridges, Dismantling Walls, The Reading Brain, Language Development

In this orienting session, we’ll explore the big picture as we explore why this learning matters. Participants will reflect on their current beliefs and practices while learning how the reading brain works and what it takes to rewire it for skilled reading. We’ll examine the developmental path of language-from listening and speaking to reading—and establish shared understandings about the reading science that will set the stage for all our future sessions.

Session 2: 18th October 2025

Phonemic Awareness and Phonics

Learn how the brain uses sound and symbol connections to crack the alphabetic code. This session dives into the science behind phonemic awareness and phonics—clarifying what they are, why they matter, and how they support reading development. We’ll examine research-based principles for instruction and discuss the hallmarks of explicit, systematic teaching that meets students where they are.

Session 3: 25th October 2025

Word Reading and Fluency

Word recognition is the gateway to reading with ease, and fluency is the bridge between decoding and understanding. In this session, we’ll explore how words are stored in memory, what impacts reading fluency, and how automaticity supports comprehension. We’ll also examine what the research says about fluency instruction—and what misconceptions we may need to leave behind.

Session 4: 1st November 2025

Background Knowledge and Vocabulary

Comprehension begins long before students can read independently. This session will explore the roles of background knowledge and vocabulary in understanding text. We’ll dig into the research behind knowledge building and discuss how vocabulary grows through a multi-faceted process—paving the way for deep and lasting comprehension processes.

Session 5: 8th November 2025

Comprehension Strategies and Comprehension Instruction

In this session, we’ll unpack what research says about comprehension strategies—what works, what doesn’t—and how to teach them in ways that support real understanding. The session will be anchored in the mental models paradigm, which supports reading comprehension as an ongoing and active process. Participants will consider the difference between performing strategies and applying them meaningfully, with a focus on how to build comprehension through thinking and talking.

Session 6: 15th November 2025

Text Selection, Prompting, and Independent Practice

This final session explores how we support students as they practice and grow--both alongside us and independently. We’ll consider the role of text selection in reinforcing decoding and comprehension, what effective prompting looks like across phases of reading, and how to make independent reading time both purposeful and productive. We’ll close by connecting all six shifts and preparing to bring this learning to life in classrooms

DATES & TIMES:

11th, 18th, 25th October, 1st, 8th & 15th November 2025

Each Session is for 2 hours

11th, 18th, 25th October 2025

New York 5:00 am | London 10:00 am | Zurich 11:00 am | Dubai 1:00 pm | India 2:30 pm | Hong Kong 5:00 pm

Melbourne 8:00 pm

1st November 2025

New York 5:00 am | London 9:00 am | Zurich 10:00 am | Dubai 1:00 pm | India 2:30 pm | Hong Kong 5:00 pm

Melbourne 8:00 pm

8th & 15th November 2025

New York 5:00 am | London 10:00 am | Zurich 11:00 am | Dubai 2:00 pm | India 3:30 pm | Hong Kong 6:00 pm

Melbourne 9:00 pm

Please click here to check your time for the workshop

In-Person Workshop

Implementation Institute (In Person): “Bringing the Science to Life through High-Leverage Instructional Routines”

March 2026

Description:

This two-day, in-person learning experience is designed for K–5 educators who have participated in the virtual Science Sessions and are ready to take the next step: translating understanding into implementation. Grounded in Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2 and 3-5 editions), this workshop brings the reading science to life through planning, modeling, collaboration, and instructional routines that work.

On Both Days, Participants will:

• Consider their curriculum materials, assessments, and instructional routines through the lens of the reading science they learned during the six virtual Science Sessions.

• Learn and practice high-leverage routines that bring the reading science to life and make learning to read easier for students.

• Identify opportunities to thoughtfully integrate new practices while avoiding pendulum swings or overcorrection.

• Translate theory into practice through lesson/unit planning, peer collaboration, and classroom-based application.

• Set personal and team-based goals for sustained implementation and professional growth.

Agenda:

Day 1: Beginning Readers (in any grade)

We’ll focus on instruction for students who are still developing foundational skills—regardless of their age. Participants will explore routines that support phonemic awareness, phonics, and high-frequency word learning, as well as early comprehension. With classroom-ready tools and time to examine their curriculum through a science-aligned lens, teachers will leave with practical routines they can use immediately.

Day 2: Developing Readers (in any grade)

The focus shifts to vocabulary, knowledge-building, fluency, and comprehension for students who are beginning to access more complex texts. Participants will be invited to bring a favorite read-aloud and a content area in mind as they explore how to use text sets and language-rich routines to support deeper reading and understanding. Instructional planning and real-world application will take center stage.

Led by Dr. Jan Burkins, this experience is designed to help educators align instruction with the reading science, avoid overcorrection, and honor what’s already working. Participants will leave with greater clarity, stronger confidence, and concrete next steps for deepening their practice.

Jan Burkins

Jan has worked as a classroom teacher, an interventionist, a district literacy coordinator, a regional language arts consultant, a part-time assistant professor, and an independent literacy consultant. Jan is the author or co-author of five books on literacy, including Preventing Misguided Reading (Stenhouse, 2017) and Who’s Doing the Work? How to Say Less so Readers Can Do More (Stenhouse, 2016). Jan’s dissertation, A Meta-analysis of Phonemic Awareness Research (1999, University of Kansas) was a finalist for the International Reading Association’s Dissertation of the Year Award. Jan is passionate about helping educators navigate and understand the complex demands of teaching today while also honoring their inner teacher.

In-Person Training Locations

14th & 15th March 2026: Incheon

21st & 22nd March 2026: Sofia 

Important Note:

• Participants must attend both the virtual and in-person sessions.

• Participants will attend one of the following in-person sessions based on their region or preference. Both events will follow the same format and content focus.

PARTICIPANTS NEED TO PURCHASE THE FOLLOWING BOOKS FOR THE WORKSHOP:

1. Shifting the Balance, Grades K-2: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

2. Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

Conference details coming soon

55th Annual Leadership Conference 2025

• October 23-25, 2025

• Shangri-La Hotel, Bangkok, Thailand

The East Asia Regional Council of Schools is excited to invite you and your administrative staff as delegates to 55th Annual EARCOS Leadership Conference, in Bangkok, Thailand, October 23 to 25, 2025. We have a host of excellent keynote speakers and workshop presenters. The conference will be professionally stimulating and will offer you rich opportunities opportunity for networking and camaraderie.

Register here .

Inclusion in Action: Empowering International Learners invites educators, learning support specialists, counsellors, administrators, and other student support practitioners to a dynamic three-day conference focused on fostering inclusive practices and well-being in our schools.

This year’s conference centers on Universal Design for Learning (UDL) and Well-being, providing participants with opportunities to explore innovative approaches, share best practices, and collaborate to create environments where all learners thrive. Sessions will delve into practical strategies for UDL implementation, promoting student well-being, and strengthening student support teams.

It takes a village to support every learner’s success—join us in fostering collaboration and building a strong community for inclusion.

The ECIS Inclusive Education Special Interest Group (Eleni Armaou, Amy Leino, Dr Martha Ross, & Chad Wood) is looking forward to what is sure to be an incredible conference in beautiful Vienna.
REGISTER HERE

Interested in presenting? Call for proposals is open!

Follow this link to learn more about how you can share your expertise in Vienna this October

CALL FOR PROPOSALS

Research suggests that effective assessment practices can dramatically improve student learning. Assessment tools are most powerful when in the hands of master teachers who have the skills to democratize the classroom, put students in the driver's seat and truly empower students as agents of their own learning. This online learning experience will help you as a teacher leader hone your leadership skills in developing, implementing, and monitoring assessment processes when leading a team, with an emphasis on implementing and monitoring.

What will I learn?

During this learning experience we will explore the following questions:

• What classroom assessment practices will contribute most to understanding and improving student learning?

• What is the role of the teacher leader in supporting learning through effective assessment practices?

You will learn and practice how to:

• Evaluate classroom assessments, common assessments and rubrics that exhibit characteristics of effective design.

• Develop practical methods of grading and how to lead these conversations with your team.

• Leverage the latest research on teaching and learning in your subject/grade level.

• Lead and advise others on the process of aligning assessments with intended learnings in the curriculum.

• Lead and advise others on the process of analyzing learning evidence from multiple sources.

• Make decisions about what to do with learning evidence, including how to modify the curriculum.

• Lead the process of adopting and using protocols for regularly looking at student work within your department and/or grade level.

• Lead your team in designing effective assessment in the virtual learning environment.

• Apply artificial intelligence tools for all facets of assessment design and implementation.

The curriculum for all TLI courses is rooted in the ‘Standards for International Teacher Leaders’, which include an elevated emphasis on applying the practices associated with anti-racism and inclusion.

What’s My Commitment?

This is an 8-week course with four asynchronous modules, released every 2 weeks. It begins with one mandatory introductory synchronous session from 7 - 9am ET (Miami Time). The remainder of the 8-week course is asynchronous though regional cohorts meet synchronously twice during the course at a time that works best for them, given prompts to deepen their learning. You should be prepared to spend approximately 3-4 hours per week, including individual and job-embedded tasks. This course can be used towards completion of your Certificate for International School Teacher Leadership. In order to earn your Certificate of Completion for this course and count this course towards your Certificate of International School Teacher Leadership you will need to complete ALL assigned learning tasks within each module within the time period for the course.

Who is this Experience for?

Heads of department, grade level/year groups leaders, instructional coaches and others who lead teams in international schools. Aspiring teacher leaders are also encouraged to attend.  *We encourage teacher leader teams to take our online course together, ideally with their principal or director of teaching and learning. For more information about how we can support school teams, please contact Sue Easton, Director of TLI Programs, at seaston@theptc.org.

Benefits

• Develop a deeper understanding of the instructional coaching process

• Cultivate the necessary communication skills for healthy conversations

• Deepen engagement in the classroom

• Learn to best utilise coaching tools and resources

Who should attend the Institute?

• Instructional Coaches

• Educational Leaders

• System Leaders and Coaches

• Coaching Program Directors and Leaders

• Learning and Teaching Leaders

About The Instructional Coaching Institute

What is the Instructional Coaching Institute?

The Instructional Coaching Institute is the comprehensive course that gives coaches and leaders everything they need to know to become successful coaching partners. The Institute is an essential professional development opportunity for developing and sustaining a successful coaching program in your context. It provides a big-picture view of instructional coaching and a comprehensive learning opportunity covering the key topics presented in Jim Knight’s bestselling books and research:

• The Impact Cycle

• Better Conversations

• Coaching for Engagement

• Coaching for Achievement

• Evaluating Instructional Coaching

• System Support

This unique learning opportunity helps coaches, mentors and leaders not only establish a proven foundation for success, but also develop a deeper and complete understanding of the instructional coaching process and practices, cultivate the necessary communication skills for healthy conversations, deepen engagement in the classroom, and best utilise coaching tools and resources.

Resources Provided

Participants will receive a participant guide along with the following books by Dr. Jim Knight:

• The Definitive Guide to Instructional Coaching (2021)

• Better Conversations book & reflection guide (2015)

• The Impact Cycle book & reflection guide (2017)

• The Instructional Playbook (2019)

• High-Impact Instruction (2012)

• Evaluating Instructional Coaching (2021)

• Data Rules (2024)

• IC Toolkit

Further Information

For full details of the Institute content, please visit The Instructional Coaching Group website.

Overview:

This dynamic workshop empowers educators to create truly inclusive learning environments where all students thrive. Through a deep dive into Universal Design for Learning (UDL) and its application within a Multi-Tiered System of Support (MTSS) framework, participants will gain practical strategies and tools to proactively design flexible learning experiences that meet the diverse needs of every student. Explore the core principles of UDL and master practical tools and strategies for implementing UDL within Tier 1 instruction to create an inclusive and equitable learning environment where all students can succeed.

Learning Objectives:

• Understand the core principles of UDL and how they connect to inclusive practices.

• Apply UDL to design flexible learning experiences that cater to diverse learners.

• Implement UDL strategies within Tier 1 instruction to strengthen core teaching practices.

Potential Audience:

PreK to 12 teacher or those in support roles for teachers.

Katie Novak

Katie Novak, Ed.D., is an internationally renowned education consultant, author, graduate instructor at the University of Pennsylvania, and a former Assistant Superintendent of Schools in Massachusetts. With 20 years of experience in teaching and administration, an earned doctorate in curriculum and teaching, and fifteen published books, with over 280K books sold worldwide, Katie designs and presents workshops both nationally and internationally focusing on the implementation of inclusive practices, Universal Design for Learning (UDL), multi-tiered systems of support (MTSS), and universally designed leadership. Novak’s work has impacted educators worldwide as her contributions and collaborations have built upon the foundation for an educational framework that is critical for student success.

Dr. Novak is the author of the best-selling books, UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms, Innovate Inside the Box, with George Couros, Equity by Design, with Mirko Chardin, and The Shift to Student-Led with Catlin Tucker.

Venue:

Hong Kong Academy

Address: 33 Wai Man Road, Sai Kung, New Territories, Hong Kong SAR

The Kaleidoscope of Inquiry Conference brings together 4 globally renowned educators who will invite participants to take a deep dive into the transformative potential of inquiry-based practices in classrooms, staff rooms and communities at large. Our presenters reflect a diverse range of backgrounds and experiences from teaching preschool through to senior secondary schools and universities. They have worked around the world in a range of settings and bring unique perspectives on the ways in which inquiry can be harnessed for powerful learning.

We hope you can join us.
DIRECT REGISTRATION

Programme Overview

The Adaptive Schools Seminars present a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organisation and of individuals to cohesively respond to the changing needs of students and society.

The training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation, describing specific ways to weave the collaborative fabric of a faculty, develop group member skills, and acquire the principles and understandings to engage in a continuous cycle of team and individual improvement. Adaptive Schools is the “how” of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

Participant Learning Outcomes

In the four-day Adaptive Schools Foundation Seminar, participants will develop:

• An increased capacity to initiate, develop and sustain high functioning groups

• New lenses for diagnosing the stages and phases of group development

• An expanded repertoire of practical facilitation tools

• Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each

• Skills to move groups beyond consensus to common focus

• Ways to value and use dissension, argument and conflict

• Strategies for keeping group members on track, on topic, energized and resourceful.

Overview:

Carl Anderson and Matt Glover invite you to join them for a two-day institute that will help you develop the writing curriculum in your international school so that it meets the needs of your students in your school. We have used the word summit in the institute title to reflect the importance of the work we hope to accomplish together during this weekend.

We hope that K-8 teachers who want to strengthen their writing curriculums will attend, as well as or the literacy coaches, administrators, and curriculum specialists who support them. We encourage you to come with colleagues from your school so that the institute gives you a shared framework as you think about the thinking you’ll do together to improve your school’s writing curriculum.

Why is it time for a “writing curriculum summit”?

First, we find that many international schools are in the process of evaluating their instructional approach to teaching writing and are asking about what could enhance their current writing curriculums, or even replace them.

Second, many international schools have an issue with instructional time, given the numerous special classes that students attend during the school day. To most efficiently use the time students have with the classroom teacher, they integrate writing with inquiry and/or content area units. While an integrated approach addresses the issue of time and meaningful connected learning, these schools are grappling with these questions: How do we teach students to write well when it’s integrated into inquiry and content area units? What is the writing curriculum in an integrated approach?

This institute is designed to give you the support you need to enhance and revise how your school teaches writing. How? We’re going to help you think about how to maximize the conditions for student engagement in writing. Student engagement is the number one goal for an any instructional approach, as research has consistently shown the link between engagement and achievement in any subject.

During the institute, we’ll help you think about practical strategies you can use to increase engagement -- and thus achievement -- in writing: We’ll show you how to enhance your current instructional approach by prioritizing methods that are directly linked to student engagement, such as giving students choice of topic and genre, teaching with high-engagement mentor texts, and developing mentor-mentee relationships with students in 1:1 writing conferences.

We’ll show you how you can modify your existing instructional approach to increase engagement by swapping out low-engagement stand-alone or integrated writing units for high engagement ones.

And we’ll show you how to project a brand-new, high-engagement writing curriculum - whether it contains stand-alone writing units, integrated units, or a combination of both -- to replace the one you’re currently using, if its “engagement potential” is low.

The two days will each begin with a keynote, followed by a workshop co-led by Carl and Matt, and then breakout sessions.

Our goal is that you’ll leave this institute with a repertoire of strategies you can use to enhance or revise your instructional approach to teaching writing - and that you’ll be ready to initiate school-wide discussions about writing curriculum when you return home.

Target Audience:

K- 8 teachers, literacy coaches, administrators, and curriculum specialists.

CARL ANDERSON

Carl Anderson is an internationally recognized expert in writing instruction for grades K-8. He works as a consultant in schools and districts around the world. Carl is the author of numerous books on teaching writing, including the new How to Become a Better Writing Teacher (with Matt Glover, Fall, 2023), A Teacher's Guide to Mentor Texts K-5, A Teacher’s Guide to Writing Conferences, How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the Strategic Writing Conferences series.

MATT GLOVER

Matt Glover has been a teacher, principal, and consultant for over 30 years. Matt’s most recent books are How to Become a Better Writing Teacher (with Carl Anderson, Fall, 2023), and Craft and Process Studies, which focuses on increasing student engagement through choice of genre. He is also the author and co-author of many titles including I Am Reading, Engaging Young Writers, Projecting Possibilities for Writers, Already Ready, and Watch Katie and Matt … Sit Down and Teach Up, a video-enhanced ebook. Matt was also co-editor with Ellin Oliver Keene of a best-selling collection of essays, The Teacher You Want to Be.

Venue:

Chadwick International School

45 Art center-daero 97beon-gil, Yeonsu-gu, Incheon, South Korea

8:30 am to 3:30 pm

Registration at 8:00 am

on the 17th of January 2026

Overview

An Early Childhood Conference 

Join us for an immersive weekend experience, where you will: 

• Engage in hands-on workshops designed to ignite curiosity

• Explore how to empower young minds as active learners, investigators, and collaborators 

• Leverage diverse learning contexts such as nature's captivating classroom. 

• Cultivate a rich environment that values the joy of play, outdoor adventures, and the endless wonders of early childhood.

Celebrate the power of seeing the world through a child’s eyes—where every voice matters and every child belongs. 

Cost

The registration fee is HK$3,500 per person (non-HKIS faculty). The registration fee includes: 

• Bus transportation between designated Hong Kong Island locations on Saturday and Sunday

• Workshop materials

• Mid-morning snacks, hot lunch, and refreshments

• RSVP for Cocktail Hour

Location

HKIS Repulse Bay Campus: 23 South Bay Close, Repulse Bay, Hong Kong

REGISTRATION OPEN SOON

Registration Deadline: December 19, 2025

Hong Kong – February 6-7, 2026

Hosted by Hong Kong International School – HKIS

Registration will open in early fall of 2025

Overview:

Educators will jump straight into a real-world innovation challenge. Grounded in design thinking, this dynamic workshop invites teachers to explore fresh tools and approaches through two hands-on, collaborative challenges. Energizing activities are paired with purposeful moments of reflection-designed to help educators connect and transfer new ideas to their own classroom and school contexts. By the end of the session, participants will walk away with a solid grasp of design thinking’s core principles and practical strategies they can immediately apply in their daily work.

In this workshop, we will explore:

This two-day workshop introduces K–12 teachers and school leaders to the principles and practices of design thinking. Designed to build creative confidence, the experience equips educators with tools they can immediately apply in their own schools and classrooms. Through this immersive experience, participants will:

• Learn design thinking by engaging with a real-world projects,

• Connect with like-minded educators from a variety of backgrounds,

• Explore high-quality tools and resources, and

• Develop an actionable plan to bring design thinking mindsets and methods back to their local contexts.

Potential Audience:

All K-12 Educators and Leaders.

ARIEL RAZ

Ariel Raz designs transformative learning experiences that help professionals unlock their creative potential. He began his journey in education as a Teach for America corps member, teaching middle school math in Louisiana, where he discovered the power of experiential learning. After founding a middle school on Chicago’s South Side, Ariel pursued graduate studies at Stanford, immersing himself in the design-driven teaching practices of the d.school. Today, he leads executive learning and collaborates on bold initiatives across sectors, bringing human-centered design to the forefront of professional development. When he’s not facilitating creativity at work, Ariel can be found cooking, reading, or painting with his three-year-old daughter.

Venue:

Hong Kong

8:30 am to 3:30 pm

Registration at 8:00 am

on the 27th of February 2026

• 6 Virtual, Science Sessions:
  “Understanding the Reading Science That Makes Learning to Read Easier for Kids”

• A 2-Day, In-Person Institute:
  “Bringing the Science to Life through High-Leverage Instructional Routines”

IMPORTANT: participants must sign up for ALL of the virtual and in person workshops. 

Join us for Shifting the Balance: A Science of Reading Professional Learning Series for K–5 Educators, a full-year learning experience led by Dr. Jan Burkins. This two-part series includes six virtual sessions in Fall 2025 - Understanding the Reading Science That Makes Learning to Read Easier for Kids - followed by a two-day, in-person institute in March 2026 - Bringing the Science to Life through High-Leverage Instructional Routines. Rooted in the bestselling Shifting the Balance books (K-2 and 3-5), this series is designed to help educators build shared understanding around the science of reading and bring it to life through practical, research-aligned instructional routines. This experience bridges the gap between research and practice. Whether you're just beginning or looking to deepen implementation, this is a clear, compassionate pathway forward.

Led by Dr. Jan Burkins, these virtual and in-person sessions provide real-time support in learning both the why and the how that makes the most powerful understandings of the reading brain--all without abandoning joyful interactions with text. Engage in collaborative planning and opportunities to consider curricula and routines through the lens of reading science.

Whether your school is just beginning its science of reading journey or working toward deeper consistency in implementation, this series offers a clear, compassionate, and research-aligned pathway forward. Participants will leave with stronger understandings, greater instructional confidence, and a renewed sense of purpose in helping all students become confident, capable readers.

Learning Objectives:

Science Sessions (Virtual): “Understanding the Reading Science That Makes Learning to Read Easier for Kids”

October - November 2025

In Each Session, Participants will:

• Build a shared understanding of the science behind the twelve instructional shifts from the Shifting the Balance books (K–2 and 3–5).

• Reflect on current beliefs, practices, and misunderstandings related to reading instruction.

• Learn how reading develops in the brain and how that science can inform more effective, equitable classroom instruction.

• Explore research-aligned routines and tools that support decoding, language comprehension, vocabulary, fluency, and independent reading across K–5.

• Develop a common language and instructional vision that builds bridges between grade levels, content areas, and philosophies of practice.

Agenda for Virtual Sessions. All Sessions are on Saturdays

Session 1: 11th October 2025

Introduction: Building Bridges, Dismantling Walls, The Reading Brain, Language Development

In this orienting session, we’ll explore the big picture as we explore why this learning matters. Participants will reflect on their current beliefs and practices while learning how the reading brain works and what it takes to rewire it for skilled reading. We’ll examine the developmental path of language-from listening and speaking to reading—and establish shared understandings about the reading science that will set the stage for all our future sessions.

Session 2: 18th October 2025

Phonemic Awareness and Phonics

Learn how the brain uses sound and symbol connections to crack the alphabetic code. This session dives into the science behind phonemic awareness and phonics—clarifying what they are, why they matter, and how they support reading development. We’ll examine research-based principles for instruction and discuss the hallmarks of explicit, systematic teaching that meets students where they are.

Session 3: 25th October 2025

Word Reading and Fluency

Word recognition is the gateway to reading with ease, and fluency is the bridge between decoding and understanding. In this session, we’ll explore how words are stored in memory, what impacts reading fluency, and how automaticity supports comprehension. We’ll also examine what the research says about fluency instruction—and what misconceptions we may need to leave behind.

Session 4: 1st November 2025

Background Knowledge and Vocabulary

Comprehension begins long before students can read independently. This session will explore the roles of background knowledge and vocabulary in understanding text. We’ll dig into the research behind knowledge building and discuss how vocabulary grows through a multi-faceted process—paving the way for deep and lasting comprehension processes.

Session 5: 8th November 2025

Comprehension Strategies and Comprehension Instruction

In this session, we’ll unpack what research says about comprehension strategies—what works, what doesn’t—and how to teach them in ways that support real understanding. The session will be anchored in the mental models paradigm, which supports reading comprehension as an ongoing and active process. Participants will consider the difference between performing strategies and applying them meaningfully, with a focus on how to build comprehension through thinking and talking.

Session 6: 15th November 2025

Text Selection, Prompting, and Independent Practice

This final session explores how we support students as they practice and grow--both alongside us and independently. We’ll consider the role of text selection in reinforcing decoding and comprehension, what effective prompting looks like across phases of reading, and how to make independent reading time both purposeful and productive. We’ll close by connecting all six shifts and preparing to bring this learning to life in classrooms

DATES & TIMES:

11th, 18th, 25th October, 1st, 8th & 15th November 2025

Each Session is for 2 hours

11th, 18th, 25th October 2025

New York 5:00 am | London 10:00 am | Zurich 11:00 am | Dubai 1:00 pm | India 2:30 pm | Hong Kong 5:00 pm

Melbourne 8:00 pm

1st November 2025

New York 5:00 am | London 9:00 am | Zurich 10:00 am | Dubai 1:00 pm | India 2:30 pm | Hong Kong 5:00 pm

Melbourne 8:00 pm

8th & 15th November 2025

New York 5:00 am | London 10:00 am | Zurich 11:00 am | Dubai 2:00 pm | India 3:30 pm | Hong Kong 6:00 pm

Melbourne 9:00 pm

Please click here to check your time for the workshop

In-Person Workshop

Implementation Institute (In Person): “Bringing the Science to Life through High-Leverage Instructional Routines”

March 2026

Description:

This two-day, in-person learning experience is designed for K–5 educators who have participated in the virtual Science Sessions and are ready to take the next step: translating understanding into implementation. Grounded in Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2 and 3-5 editions), this workshop brings the reading science to life through planning, modeling, collaboration, and instructional routines that work.

On Both Days, Participants will:

• Consider their curriculum materials, assessments, and instructional routines through the lens of the reading science they learned during the six virtual Science Sessions.

• Learn and practice high-leverage routines that bring the reading science to life and make learning to read easier for students.

• Identify opportunities to thoughtfully integrate new practices while avoiding pendulum swings or overcorrection.

• Translate theory into practice through lesson/unit planning, peer collaboration, and classroom-based application.

• Set personal and team-based goals for sustained implementation and professional growth.

Agenda:

Day 1: Beginning Readers (in any grade)

We’ll focus on instruction for students who are still developing foundational skills—regardless of their age. Participants will explore routines that support phonemic awareness, phonics, and high-frequency word learning, as well as early comprehension. With classroom-ready tools and time to examine their curriculum through a science-aligned lens, teachers will leave with practical routines they can use immediately.

Day 2: Developing Readers (in any grade)

The focus shifts to vocabulary, knowledge-building, fluency, and comprehension for students who are beginning to access more complex texts. Participants will be invited to bring a favorite read-aloud and a content area in mind as they explore how to use text sets and language-rich routines to support deeper reading and understanding. Instructional planning and real-world application will take center stage.

Led by Dr. Jan Burkins, this experience is designed to help educators align instruction with the reading science, avoid overcorrection, and honor what’s already working. Participants will leave with greater clarity, stronger confidence, and concrete next steps for deepening their practice.

Jan Burkins

Jan has worked as a classroom teacher, an interventionist, a district literacy coordinator, a regional language arts consultant, a part-time assistant professor, and an independent literacy consultant. Jan is the author or co-author of five books on literacy, including Preventing Misguided Reading (Stenhouse, 2017) and Who’s Doing the Work? How to Say Less so Readers Can Do More (Stenhouse, 2016). Jan’s dissertation, A Meta-analysis of Phonemic Awareness Research (1999, University of Kansas) was a finalist for the International Reading Association’s Dissertation of the Year Award. Jan is passionate about helping educators navigate and understand the complex demands of teaching today while also honoring their inner teacher.

In-Person Training Locations & Dates 

14th & 15th March 2026: Incheon, Chadwick International

21st & 22nd March 2026: Sofia 

Important Note:

• Participants must attend both the virtual and in-person sessions.

• Participants will attend one of the following in-person sessions based on their region or preference. Both events will follow the same format and content focus.

PARTICIPANTS NEED TO PURCHASE THE FOLLOWING BOOKS FOR THE WORKSHOP:

1. Shifting the Balance, Grades K-2: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

2. Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

This annual conference focuses on strategies, tools and best practices that engage students across the region. Attendees always return to their home schools with a basket of new ideas and opportunities to introduce to their classrooms. The opportunities build upon professional networks and to enjoy camaraderie have made this conference a ‘must’ with educators from the EARCOS region.

Programme Overview

Learn how to build collaborative professional cultures that improve student achievement.

Be immersed in a supportive and stimulating environment to explore the latest findings in developing strong professional learning communities that share collective responsibility for student learning.

You will acquire new conceptual maps, increased confidence, and expanded strategies for strengthening adult working groups. Join us to extend your skills in promoting a spirit of collective inquiry within groups, resolving conflict, developing consensus and harnessing collaborative energies toward sustained improvement.

This learning experience is specially designed for educators who conduct meetings, serve on work teams, site councils, decision-making groups and faculty committees. Site-based and district leadership teams are encouraged to attend.

Participant Learning Outcomes

In the four-day Adaptive Schools Advanced Seminar, participants will develop:

✅ An increased capacity to initiate, develop and sustain high functioning learning communities
✅ An expanded repertoire of practical facilitation tools
✅ New lenses and tools for working with conflict
✅ Skills for modeling and teaching patterns of professional inquiry
✅ Templates and tools for teaching collaborative group skills to others

Listen to Sue Easton answer the question: “Why should you take this course?”

A school is most clearly defined by its curriculum - what students learn, how they will learn and how we will know whether they have learned. In the international school, where teachers, students and parents are in constant transition, a clear, coherent curriculum is even more essential. This one-of-a-kind course will help teacher leaders hone skills in developing, implementing, and monitoring the curriculum in their own practice and on their team.

What will I learn?

We will explore the following questions:

• What constitutes a written curriculum?

• What level of prescription in the curriculum is right for your school?

• What are the key curriculum leadership skills for middle level leaders?

You will learn and practice how to lead the process of:

• writing or confirming what learning outcomes will form the curriculum in your team and what priority standards look like

• helping team members establish a shared understanding of what ‘meeting standards’ looks like

• adopting and using protocols for routinely looking at student work within your team

• analyzing learning results, including classroom and common assessments and making decisions about what to do with the data, including how to modify the curriculum

• applying artificial intelligence tools for all facets of curriculum design and implementation

The curriculum for all TLI courses is rooted in the ‘Standards for International Teacher Leaders’, which include an elevated emphasis on applying the practices associated with anti-racism and inclusion. 

Who is this Experience for?

Heads of department, grade level/year groups leaders, instructional coaches and others who lead teams in international schools. Aspiring teacher leaders are also encouraged to attend. *We encourage teacher leader teams to take our online course together, ideally with their principal or director of teaching and learning. For more information about how we can support school teams, please contact Sue Easton, Director of TLI Programs, at seaston@theptc.org.

What’s My Commitment?

This is an 8-week course with four asynchronous modules, released every 2 weeks. It begins with one mandatory introductory synchronous session from 7 - 9am ET (Miami Time). The remainder of the 8-week course is asynchronous though regional cohorts meet synchronously twice during the course at a time that works best for them, given prompts to deepen their learning. You should be prepared to spend approximately 3-4 hours per week, including individual and job-embedded tasks. This course can be used towards completion of your Certificate for International School Teacher Leadership. In order to earn your Certificate of Completion for this course and count this course towards your Certificate of International School Teacher Leadership you will need to complete ALL assigned learning tasks within each module within the time period for the course.

Kampala, Uganda- April 10-11, 2026

Hosted by International School of Uganda

Registration will open in fall of 2025

ECIS Leadership Conference 2026

3 - 5 April 2026

Corinthia Hotel Lisbon, Portugal

Love, connection, and belonging are fundamental to our human experience. Transformation unfolds when we travel together, inviting others to reflect what we cannot see alone, offering both strength in belonging and the gift of external perspective. Small gestures of kindness, deep conversations, or acts of self-care can foster connection, bringing warmth and renewal.

Join us in Lisbon for Love Based Leadership 2026, where we come together to embrace the healing power of love in leadership. This transformative gathering invites international school leaders to explore how compassion, empathy, and intentional connection can shape thriving school communities. Through meaningful dialogue, shared experiences, and intentional reflection, we’ll deepen our commitment to leading with heart and purpose.

Let’s take this opportunity to strengthen our community bonds, inspire one another, and become part of a movement that champions humanity at the heart of leadership.

At the Conference, we will explore, discuss and make conscious decisions, focussing on the following tracks:

Thriving Teams

• Creating trust-based environments where teams can innovate and take risks

• How purpose-driven leadership increases engagement and retention

• Recognizing and valuing contributions to build a culture of appreciation

• Using active listening and emotional intelligence to resolve conflicts

• The role of rest, reflection, and renewal in effective teamwork

• Moving from hierarchy to shared leadership models

• Encouraging distributed leadership and co-creation within teams

• Psychological safety, having the courage fierce conversations - Susan Scott

• Creating a culture of care in schools

• Emotional intelligence in leadership

• Nurturing staff and student wellbeing

• Love as a driver for inclusive and equitable education

• Solution focussed approaches to leadership

• Fostering belonging for all students and staff

• Strengthening collaboration between schools, families and communities

• Culturally responsive leadership

• Social-emotional learning beyond the classroom

• Governance role in building community. 

• Including operations, support staff, business managers, admissions in staff voice

• Transformative justice and restorative practices in education

• Avoiding burnout through self-care and balance

• The power of vulnerability in leadership

• Sustainable leadership practices

CTC Intensive Skills Practice,

Details to be announced