Embedded Files
2025-2026
2025-2026
September 2025
September 2025
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.
13-14 September 2025
13-14 September 2025
Annual Climbing Wall site specific supervisor training with Mark Brown from VLM Adventure Consultants, Chadwick International, Songdo.
Annual Climbing Wall site specific supervisor training with Mark Brown from VLM Adventure Consultants, Chadwick International, Songdo.
VLM Adventure Consultants specialise in a range of equipment safety consultations and training.
Overview:
In the inquiry classroom, we aim to nurture learners who see themselves as capable, curious, resourceful individuals with a strong sense of agency. There is growing evidence of the importance of nurturing the kinds of dispositions and skills associated with agency. Being curious, adventurous, resilient and coupled with the skills of self-management, collaboration, thinking and communication are amongst what we can think of as ‘assets’ for learning. Growing these assets in our learners helps set them on a path to independence and a love of learning for life.
These skills and dispositions do not grow by chance – they are best developed through an explicit, thoughtful, embedded approach that embodies an inquiry stance. The role of the educator is pivotal not only to what young people learn but to the image they have of themselves as learners. In this wonderfully interactive and motivating workshop, Kath will draw upon her vast experience of introducing her ‘learning assets’ to schools all over the world and sharing really practical ways to effectively embed skills and dispositions for learning into our work with children and their families.
This workshop will be very relevant to educators working with the IB Approaches to Learning and Profile Attributes but will also be designed to support any educators who have a framework for ‘learning to learn’. Those participants yet to develop such a framework, will walk away with a template for introducing one and a strong repertoire of strategies to support implementation.
Over the course of 2 days, participants will:
Be introduced to a variety of frameworks for learning to learn and deepen their understanding of skills and dispositions for independent learning
Take a deep dive into the skills and dispositions associated with self-management, collaboration, research, thinking, communication and contribution
Participate in and design learning tasks to explicitly develop skills associated with assets for learning
Explore ways to use the ‘language of learning’ in daily classroom discourse
Learn how to design ‘split screen’ learning intentions and build learning engagements that focus on the how of learning – not just the what
Explore a range of texts we can use to promote skills and dispositions for learning
Consider how the micro skills associated with each learning asset can be scoped out and gradually strengthened over time
Consider approaches to assessment in relation to these assets for learning
Learn how to weave the teaching of these skills and dispositions into a unit of inquiry.
KATH MURDOCH
Kath Murdoch is an experienced teacher, author, university lecturer and popular consultant who has worked for many years in schools throughout the world. With a focus on early childhood and primary education, she is widely respected as a leader in the field of inquiry based learning and integrative curriculum in which she has taught, researched and published for over 30 years.
Kath began her professional life as a classroom teacher in Melbourne, Australia. Her fascination in how students' constructed their understandings - and her interest in the way questions and big ideas could drive curriculum soon led to a passion for integrative and inquiry based methodologies. This passion has become a career-long focus for teaching, research and writing and the methodologies in which Kath specialises are now central to curriculum frameworks in many parts of the world - including the popular International Baccalaureate, PYP program.
Critical to Kath's success is her continued involvement in classroom teaching. Whether it is to demonstrate techniques, coach teachers or build her own repertoire of practices, Kath is committed to regular and ongoing work with students. Her classroom work and research feeds a dynamic and ever-evolving expertise in the area of integrative and inquiry-based learning.
Kath's professional development offerings are diverse. They range from intensive partnerships with schools to develop inquiry programs and practices over several years through to one-day workshops for beginning or experienced inquiry teachers. Whether in her home town of Melbourne or on the other side of the world, working with a team or speaking to a packed auditorium Kath's style is refreshingly practical, inclusive and always connected to the real world of teaching.
Venue:
Canggu Community School
Address: Jl. Subak Sari, Tibubeneng, Kec. Kuta Utara, Kabupaten Badung, Bali 80361, Indonesia
Tel: +62 361 8446391
8.30 am to 3.30 pm
Registration at 8.00 am
on the 13th September 2025
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.
19-20 September 2025
19-20 September 2025
The strength of this institute is due to the vibrant partnership among the region’s counselors and university representatives as they collaborate on topical issues and together offer solutions to challenges faced in the region. We welcome, always, the help of counselors and university admissions professionals as we assemble a rich array of practitioner workshops for this annual event.
The EARCOS-CIS Institute will present a perfect opportunity for admissions officers from CIS member colleges and universities around the world to connect with guidance counselors from international schools throughout East Asia. Conference details and registration materials will be posted on the EARCOS and CIS websites and sent to all EARCOS and CIS members in mid-March. Some features of the conference include:
• Two days of professional development workshops with 40+ topics.
• Networking opportunities for university admission and guidance colleagues.
• University, School and Student fairs.
• Opportunities to develop successful, long-lasting collaborative relationships.
Venue: Shangri-La Hotel
19-20 September 2025
19-20 September 2025
Inquiry in Action Conference with Matt Glover, Kath Murdoch and Megan Holstrom, UNIS International School, Hanoi, Vietnam
Inquiry in Action Conference with Matt Glover, Kath Murdoch and Megan Holstrom, UNIS International School, Hanoi, Vietnam
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.
19-20 September 2025
19-20 September 2025
Faciliated by Nancy Lhoest-Squicciarini
Unlock your middle leadership potential and embark on a transformative learning journey at Munich International School. This dynamic 1.5-day event is your gateway to earning a Middle Leader Certificate in Curricular Design and Leadership. This course unpacks the role that middle leaders play in driving the curricular vision of the school. Participants will leave with a range of practical strategies and tools to ensure that the curriculum supports highly effective learning in their context.
Guiding Questions:
How do vision and values drive curriculum design and development?
What are the key principles that underpin effective curriculum design?
How do students learn and how can this influence curriculum design and implementation?
What is the role of the leader in curricular design and development?
Highlights of Middle Leaders in Munich:
Specialised Certificates:
Earn a Middle Leader Certificate in Curricular Design and Leadership.
Networking Opportunities:
Connect with international school Middle Leaders to exchange ideas and build a valuable network of professional contacts. Middle Leaders in Munich provides a platform for collaboration and peer learning, fostering a sense of community among participants.
Hands-on Workshops:
Participate in hands-on workshops that bridge theory and practice. Gain practical insights into leadership and curriculum methodologies that Middle Leaders can implement in your school context.
Your Facilitator:
Nancy Lhoest-Squicciarini is Head of Middle Leader Certificate (MLC) programme for ECIS. She has over 35 years of experience as an international educator with previous roles as Head of Community Relations, Assistant Principal responsible for Teaching & Learning & Professional Development, Chair of the ECIS Curriculum and Assessment Committee, Head of Department Group 1 IB and a Middle School teacher. Nancy is committed to supporting “Women in Education” by building communities that cultivate alliances and allyship. She is a Trustee and Global Strategic Leader for @WomenEd and one of the country network leaders for @WomenEdLuxembourg. In 2022 and 2024, ISC Research recognized Nancy as an #Edruptor, a highly-rated social media influencer within the international school community.
20 September- 15 November 2025 (registration closes 10 September)
20 September- 15 November 2025 (registration closes 10 September)
Global Citizenship Certificate by Inspire Citizens: The future of the world is in our classrooms; Beyond sustainability; Civic Literacy and Engagement) Online
Global Citizenship Certificate by Inspire Citizens: The future of the world is in our classrooms; Beyond sustainability; Civic Literacy and Engagement) Online
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
In-Person Workshop
The Worldwide Cultures of Thinking Project at Harvard Project Zero has been investigating what it takes to build school and classroom cultures rich in thinking for over two decades. This research has informed the work of schools, museums, families, and organizations around the world. Ron Ritchhart, the CoT project director, has designed this new workshop based on his current work and writings. His newest book, Cultures of Thinking in Action, forms the core of the workshop, which will also draw on the rich history of ideas that Ron has developed throughout his time as a leading researcher in education. Participants will need a copy of Cultures of Thinking in Action as reference for the workshop. This could be a hard copy, digital e-book, or the audio book.
Over the years, Ron and his research team at Harvard have developed a wealth of helpful practices (over 50 Visible Thinking Routines), generated grounding frameworks (the 8 Cultural Forces), and done research that illuminates core instructional processes such as teacher questioning, classroom discourse, the role of language, and the nature of powerful learning opportunities. However, building a classroom and school culture is more than merely instituting a set of practices. As useful as such practices can be, culture runs deeper.
Culture is built on our values and beliefs and embedded in the messages we send. Thus, deep and lasting transformation must begin by embracing a set of beliefs about teaching, learning, and schooling that clearly center the development of students as thinkers and learners at its core. These beliefs and values constitute our mindsets. These mindsets motivate and guide our actions and provide the touchstones we need as we create places where thinking is valued, visible, and actively promoted. When we scrutinize the mindsets we currently hold about teaching and learning and examine the research on promoting the development of curious, independent thinkers and learners; we position ourselves to be effective change agents who can develop a culture of thinking in our schools and classrooms.
In this workshop, we will explore:
How can we create a culture of thinking for ourselves as educators? – Mindset #1
How and why have the roles of teachers and students changed within the educational landscape over the years? – Mindset #3
How can we enculturate the dispositions of powerful thinkers and learners? – Mindset #2
How can spaces where students learn with and from one another in a supportive atmosphere? - Mindsets #4 & #6
How can we create powerful learning opportunities that challenge, engage, and empower students? – Mindsets #7 & #9
How can we promote, support, and advance students’ thinking? – Mindsets #5, #8, & #10
Throughout this workshop, we will look at the research behind each mindset and actively explore actions we can take to move us forward in whatever teaching and learning environment in which we find ourselves. It is precisely this combination of understanding the research and taking validating action that helps to develop our mindsets. Through minds-on, immersive activities we will experience and build a culture of thinking for ourselves while making our own thinking visible. In addition, we will explore ways to collect “Street data” that can inform out efforts to advance a culture of thinking in our own contexts. Before departing the workshop, participants will select on mindset that they would like to advance in their practice and develop an initial plan for how they might move forward.
Ron Ritchhart
Ron Ritchhart, Ed.D., is a Senior Research Associate at Harvard Project Zero where his work focuses on the development of school and classroom culture as prime vehicles for developing students’ as powerful thinkers and learners. Ron's research and writings have informed the work of schools, school systems, and museums throughout the world. His research is largely classroom based, learning from the best practice of teachers to better understand how they create conditions for powerful learning. Ron is an award-winning teacher and researcher, a sought-after speaker, and a prolific and influential writer. His best-selling books include Intellectual Character, Making Thinking Visible, and Creating Cultures of Thinking, and The Power of Making Thinking Visible. Ron began his career in education as elementary teacher in New Zealand before returning to the States where he taught art, third, and fourth grade as well as middle school mathematics.
Venue:
Bangkok Patana School
Address: 643 ซอย ลาซาล Bang Na Tai, Bang Na, Bangkok 10260, Thailand
26-28 September 2025
26-28 September 2025
IB Regional workshops, Chadwick International, Songdo, South Korea
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
27-28 September 2025
27-28 September 2025
Restorative practices for international educators, facilitated by Nicholas Bradford and Benjamin Goldenhour, Seoul International School, South Korea
Restorative practices for international educators, facilitated by Nicholas Bradford and Benjamin Goldenhour, Seoul International School, South Korea
Seoul International School is excited to host the workshop Restorative Practices for International Educators on our campus this fall. Please pass this along to your faculty and feel free to reach out to the weekend workshop coordinator, Chris DelVecchio (delvecchioc@siskorea.org), with any questions.
Note that this is an EARCOS-sponsored event, so EARCOS school members may take precedence over non-members. Registration is otherwise on a first come, first served basis until we reach our maximum capacity of 40.
Restorative Practices for International Educators, September 27-28, 2025
Event Website: https://sites.google.com/siskorea.org/restorativepractices/.
The cost of this training is KRW 550,000; EARCOS members receive a discounted rate of KRW 400,000.
There is limited space and we expect this to fill quickly -- those interested can register here.
Successful completion of the course grants participants a Level 1 Trainer certificate.
We have seen many different types of educators in our region -- teachers, counselors, leadership, and more -- get a lot out of this training and implement these practices in varied school contexts. We hope you will be able to join us!
27 September to 18 October 2025 Leading Recruitment in International Schools Online 1/2 credit course for the Principals' Training Center Certificate of International School Leader
27 September to 18 October 2025 Leading Recruitment in International Schools Online 1/2 credit course for the Principals' Training Center Certificate of International School Leader
Time: Saturdays, 7-9am EDT
2-3 hours per week asynchronous
4 synchronous sessions - 27 September, 4 October, 11 October, 18 October Facilitator: Stacy Stephens
Time: Saturdays, 7-9am EDT
2-3 hours per week asynchronous
4 synchronous sessions - 27 September, 4 October, 11 October, 18 October Facilitator: Stacy Stephens
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?
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.
October 2025
October 2025
5-7 October 2025
5-7 October 2025
TLC 2025 is in Phoenix, Arizona!
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!
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!
8, 15, 22 and 29 October 2025
8, 15, 22 and 29 October 2025
Cost: USD 500
Closing Date 1st October 2025
Overview
This four-session workshop is designed to guide teachers in understanding and planning for effective differentiated instruction in their classrooms. Each session will balance the need to understand the "whys" of differentiation with the need to act on the "hows" and "whats" of differentiation. Participants should develop or deepen an awareness of why differentiation and its five key elements work as they do to support learner success, how to plan for students to receive maximum benefit to from each element, and what it might look like when the understandings and plans translate into classroom action. We’ll use a variety of approaches such as readings, jigsaws, classroom videos, lesson plans, case studies, small group and whole discussions, and a range of instructional strategies to support participant learning. After each session, Dr. Tomlinson will hold "office hours" online so participants can discuss their questions and concerns with her or just listen to and respond to the questions of webinar colleagues.
Agenda:
Session 1 - What Differentiation is and is not, Some low prep strategies for Differentiation
Session 2 - Addressing students’ varied readiness needs (including both low prep and higher prep examples)
Session 3 - Addressing students’ varied interests and learning preferences
Session 4 - The role of assessment in effective differentiation
Potential Audience:
K-12 teachers, university instructors, principals, curriculum coordinators, classroom coaches, professional development coordinators, English language coordinators, special education coordinators, reading specialists, coordinators of services for students identified as gifted, and other school personnel who support teachers in working successfully to teach in response to the varied needs and strengths of learners in their care.
About Carol Ann Tomlinson
Carol Ann Tomlinson is William Clay Parrish, Jr. Professor Emeritus at the University of Virginia Curry School of Education and Human Development where she served as a Program Coordinator, Department Chair, and as Co-Director of the University Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a public school teacher for 21 years. During that time, she taught students in high school, preschool, and middle school and also administered programs for struggling and advanced learners. She was Virginia Teacher of the Year in 1974.
Carol was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2019 she was #12 on in the Education Week Edu-Scholar Public Presence Rankings of university-based academics who are contributing most substantially to public debates about schools and schooling. In that same list, she was ranked #4 in the most influential voices in Curriculum, and Instruction. Carol works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.
11, 18, 25 October (Sessions 1-3) Virtual
11, 18, 25 October (Sessions 1-3) Virtual
1, 8, 15 November 2025 (Sessions 4-6) Virtual
1, 8, 15 November 2025 (Sessions 4-6) Virtual
14, 15 March 2026 in -person hosted at Chadwick International, South Korea
14, 15 March 2026 in -person hosted at Chadwick International, South Korea
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:
Shifting the Balance, Grades K-2: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom
Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom
16-17 October 2025
16-17 October 2025
School Administration Conference (SAC) The only conference for Non-Teaching Leaders and Staff in International Schools, German European School Singapore
School Administration Conference (SAC) The only conference for Non-Teaching Leaders and Staff in International Schools, German European School Singapore
Smarter Together
Smarter Together
Thriving in the Age of AI and Human Collaboration
Thriving in the Age of AI and Human Collaboration
October 16-17, Thursday-Friday, 2025
German European School Singapore
Become a Sponsor → | Become a Presenter →
Work smarter together.
Work smarter together.
As schools navigate rapid technological shifts, the way we communicate and collaborate is evolving. This year’s conference – Smarter Together: Thriving in the Age of AI and Multimodal Collaboration – celebrates the power of combining speech, text, gestures, visuals, and digital tools to create more intuitive, effective teamwork. From managing admissions and HR to coordinating facilities and finance, multimodal collaboration supports smarter ways to work – especially when traditional methods fall short.
This two-day event brings together non-teaching staff and school leaders from international schools across Singapore, Malaysia, Indonesia, and the region. Through hands-on experiences, peer exchange, and practical workshops, participants will explore how to strengthen both human and human-technology partnerships in their everyday roles.
Together, we’ll re-imagine what it means to collaborate, communicate, and thrive – across departments, campuses, and contexts.
16-19 October 2025
16-19 October 2025
NESA (Near East South Asia Council of Overseas Schools) 2025 FALL LEADERSHIP CONFERENCE, Istanbul, Turkey
NESA (Near East South Asia Council of Overseas Schools) 2025 FALL LEADERSHIP CONFERENCE, Istanbul, Turkey
18 October 2025
18 October 2025
KORCOS annual conference: What if? Reimagining Education, Chadwick International, Songdo, South Korea
KORCOS annual conference: What if? Reimagining Education, Chadwick International, Songdo, South Korea
This conference is open to all KORCOS member and affiliate schools. This year's keynote address is presented by Ken Shelton. Registration and program details are available here.
This year, KORCOS invites you to embrace the powerful question: What if? This theme is a call to action for educators to collectively reimagine our schools, our teaching practices, and indeed, our world in this dynamic digital age. We will challenge ourselves to think big and explore transformative possibilities:
What if technology could truly personalize learning journeys for each student, with human relationships and ethics at the core?
What if teachers had unprecedented insights and tools to foster humanistic, caring relationships with students, guiding them along their unique paths while nurturing creativity, critical thinking, collaboration, community building, and character development — all interconnected through an equity-centered, inclusive approach to education?
What if AI and human intelligence merged to create learning experiences that adapt to each student while preserving our shared humanity?
What if our educational systems embraced equity by design, where diversity strengthens our communities and technology removes barriers rather than creating them?
What if... we co-created a future of education where the only limit was our collective imagination?
We'll explore these transformative questions through the lens of the SAMR framework (Substitution, Augmentation, Modification, Redefinition), emphasizing Redefinition. This approach challenges us to reimagine learning by questioning existing structures while preserving what matters most: the human relationships that are fundamental to meaningful education.
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.
Registration for this conference opened on 4 March 2025.
Our theme for 2025: Our Humanity, Connected
Our theme for 2025: Our Humanity, Connected
How do we remain connected in this era of constant change? As global educators, we are united by our humanity. Through this connection, we have profound impact on students, school communities, and the world. Addressing challenges to teaching and learning requires a priority on new skills and competencies young people need to flourish academically and beyond, a focus on the unique human qualities and capabilities of self-awareness, empathy, and innovation. We are human first, deeply connected to each other and the planet. If we keep this ideal at the forefront of our work, we can adequately prepare students to face an uncertain future with hope and resilience.
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
25 October 2025
25 October 2025
This year, Mastery Transcript Consortium will be hosting our 2025 MTC Forum at the Aurora Institute Symposium.
We are excited to collaborate with Aurora Institute, a leading advocacy organization in competency-based education.
Come join us in New Orleans on October 25th, and consider staying a few more days to attend their Symposium as well!
How Can You Move From Vision to Action?
How Can You Move From Vision to Action?
At this year’s Forum, innovative schools will share real-world stories, problems of practice, and breakthrough successes in competency-based learning. We encourage you to bring a team of 3-5 key people to dive into hands-on workshops, get personalized consulting, and master MTC’s tools.
Leverage MTC’s powerful tools to showcase student competencies with impact
Connect with peer schools at all implementation stages to solve real challenges together
Discover how competency-based education opens doors to college and career pathways
Understand the higher ed perspective on how MTC tools create holistic applicant profiles
Leave with actionable strategies to accelerate your competency work immediately
Whether starting fresh, refining your approach, or exploring higher ed alignment, this one-day event will showcase how a Portrait of a Graduate can be a tool for school-wide transformation.
25 October- 20 December 2026
25 October- 20 December 2026
Teacher Leaders: Leading Learner Centered Assessment -Asynchronous with One Synchronous Session on 25 October 2025, 7am-9am ET (Miami Time) Facilitator: Vickie Swann from the Principals' Training Center
Teacher Leaders: Leading Learner Centered Assessment -Asynchronous with One Synchronous Session on 25 October 2025, 7am-9am ET (Miami Time) Facilitator: Vickie Swann from the Principals' Training Center
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?
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?
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?
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.
November 2025
November 2025
11, 18, 25 October (Sessions 1-3) Virtual
11, 18, 25 October (Sessions 1-3) Virtual
1, 8, 15 November 2025 (Sessions 4-6) Virtual
1, 8, 15 November 2025 (Sessions 4-6) Virtual
14, 15 March 2026 in -person hosted at Chadwick International, South Korea
14, 15 March 2026 in -person hosted at Chadwick International, South Korea
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:
Shifting the Balance, Grades K-2: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom
Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom
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.
7-8 November 2025
7-8 November 2025
Inquiry in Action with Kath Murdoch and Matt Glover hosted by American International School of Budapest, Hungary
Inquiry in Action with Kath Murdoch and Matt Glover hosted by American International School of Budapest, Hungary
General Information
General Information
Our Inquiry in Action Workshop hosted by the American International School of Budapest will be held November 7 and 8, 2025
Consultants in Budapest: Kath Murdoch, Matt Glover, and Megan Holmstrom
Location: American International School of Budapest
Arrive via Budapest Ferenc Liszt International Airport
Cost of workshop is $670 per person and spaces will be limited to 63. Please fill out one registration form per participant on our registration page. If you would like to pay for a group of people or need to use a different form of payment (ie: Wire Transfer), please email the Workshop Administrator, Bridget, through the Contact Page here.
Price includes: All workshop supplies, transportation from Park Plaza Hotel to school each day, coffee, water, daily snacks, and buffet lunch both days.
Price excludes: Travel and accommodations
Transportation
Transportation
We will include transport to and from the school from the Park Plaza each day. If you stay at another hotel, you just need to get to Park Plaza by pick up time.
Trams and buses, as well as taxis, Ubers and Bolts are options for getting around the city.
Accommodations Recommendations
Accommodations Recommendations
*Note: AISB is 30 minutes outside Budapest City Centre, but there are no accommodations out by the school. We are recommending you stay at the Park Plaza Budapest. We have a corporate rate there and we will provide transportation from the Park Plaza to the school both days. If you choose a different hotel, you can either find your own transportation to the school or use self transport to get to the Park Plaza to ride the bus.
*We have reserved a block of rooms at the Park Plaza. Note: when you click on the link, it will say “Only 5 rooms left”, but we have a block of 64 rooms so disregard that message. Please book using this link:
radissonhotels.com/parkplazabudapest/Inquiry In Action
Discounted rooms include breakfast and are priced as follows:
Single Standard $119, Danube View $145
Double Standard $140, Danube View $165
Other options in Budapest City Centre (no transportation to school available from these hotels)
Hilton Garden In Budapest City Centre
Hampton by Hilton Budapest City Centre
Others on hotels.com.
Draft Schedule
Draft Schedule
The below schedule is just an example. We will update the schedule as it is confirmed.
Day one, participants will be divided into threegroups. Each group will have a classroom experience with each of the 3 presenters.
Day two will be a debrief and an Inquiry as a Mindset Workshop
Day One
Day One
8:00 am – 3:00 pm
Opening
Classroom Experience #1 (Social Studies/Science, Writing, or Mathematics)
Classroom Experience #2 (Social Studies/Science, Writing, or Mathematics)
Lunch
Classroom Experience #3 (Social Studies/Science, Writing, or Mathematics)
Group reflection/discussion/activity
Closing
Day Two
Day Two
8:00 am – 3:00 pm
Opening
Debrief of all 3 labsites
Lunch
Inquiry as a Mindset Workshop
Closing
Registration link.
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
Multilingualism in Schools Workshop:
One of the joys of teaching is the ongoing opportunity to learn, alongside our students and our colleagues. Teaching is a complex, evolving, and rewarding profession that continues to challenge and excite over many years and experiences.
In an increasingly globalised world, schools are becoming more linguistically diverse, and teachers are called upon to adjust to the demands of teaching content alongside teaching language. For the most part, teachers are expected to fulfil their new role with little to no formal training, with the expectation that being a speaker of a language also means that you can teach that language. Research shows that this is generally not the case; teachers need to build a new skill set in order plan and teach for language development alongside content development.
This professional development event has been developed to address key areas of knowledge and practice for supporting language learners in schools. All seminars and workshops are based on the latest research about languages in education and on our extensive experience working with schools, teachers, parents, and language learners around the world.
The Multilingual Learner: From theory to practice:
This programme is designed to build knowledge on working with multilingual students. It enables teachers to ensure that multilingual students and students with English as an Additional Language needs are provided with equal access to learning and development. It supports teachers in building the knowledge and the skills to be ‘language specialists’ for their own year groups/subject groups.
This course is suitable for teachers of all subjects and ages. Some of the group work will be designed to allow participants to work with others who have similar job profiles, to allow for contextualisation of the learning.
Topics
Over the course, we will cover the following topics:
Second Language Acquisition: The basics
This session focuses on developing understanding of the key areas of research relevant to teaching multilingual learners. Through an exploration of the evidence on learning languages in school, we will consider the multi-faceted experiences of our students. This research foundation allows teachers to deepen their understanding of key concepts and in turn to develop learner-centred approaches.
Multilingualism in Education: Understanding your learners
This session links the research on second language acquisition with the school experiences of our multilingual learners. We will look at the challenges students face when learning the language of instruction, and carry these through to strategies and supports.
Languages in the Classroom: Key strategies and best practice
This session looks at classroom practice and interventions designed to better respond to the needs of language learners in mainstream education. Issues examined include teacher input, resource adaptation, homework, and the collaborative relationship between language support, mainstream teachers and parents. The overall goal of this session is to give participants the opportunity to critically review classroom practice and resourcing, and to implement and adapt key strategies to better serve language learners.
Literacy and Biliteracy
This session examines the basic tenants of literacy theory through the lens of language learning. Through examining and evaluating material from the perspective of language learning and language enrichment, teachers will develop strategies to support literacy development for all students. Participants will work in levelled groups for this session (Early Years, Primary, Secondary).
Assessment with Empathy and Accuracy
This session focuses on building understanding of the different issues arising from assessment in a second language. It provides a model of fair assessment based on the stages of language learning. Staff will leave with a renewed vision of the different types of assessment available and needed in their classrooms. They will know how to adapt assessments to allow language learners to show progress independent of language skills.
Multilingual Pedagogies: At the intersection of language and learning
Languages are not used in isolation in the real world and need not be used in isolation in classrooms and schools. Translanguaging is the practice of using languages in a dynamic way in education, to support learning, cognitive development, and language growth in multilingual populations. This session covers the research and theory of translanguaging, and provides concrete methods for planning for use in bilingual and super-diverse classrooms.
Potential Audience:
Suitable for teachers of all subjects and ages.
Eowyn Crisfield
Dr. Eowyn Crisfield is a specialist in teaching English as a second/foreign language, teacher-training, and bilingualism. Since 2003, she has specialised in parent and teacher education for bilingualism. She is author of Bilingual Families: A practical language planning guide (2021) and co-author of Linguistic and Cultural Innovation in Schools: The Languages Challenge (2018). She is also an Honorary Norham Fellow at the University of Oxford.
Venue:
Shanghai
8.30 am to 3.30 pm
Registration at 8.00 am
on the 15th of November 2025
INVESTMENT
USD 850 Per Participant Closing Dates 1st November 2025
USD 750 Early Bird Offer Till 1st October 2025
USD 650 Early Bird Offer Till 15th August 2025
INCLUDES: Certificate of Participation for 16 Professional Development Hours, Lunch and Coffee Breaks.
22-23 November 2025
22-23 November 2025
A Kaleidoscope of Inquiry: A Unique Opportunity to Explore Perspectives and Possibilities for Inquiry-Based Learning with Kath Murdoch, Trevor MacKenzie, Alice Jungclaus and Mark Church, Hong Kong Academy, Hong Kong
A Kaleidoscope of Inquiry: A Unique Opportunity to Explore Perspectives and Possibilities for Inquiry-Based Learning with Kath Murdoch, Trevor MacKenzie, Alice Jungclaus and Mark Church, Hong Kong Academy, Hong Kong
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
Join us for a weekend of learning with literacy consultants and authors Tania Lattanzio, Myron Dueck, and Ceci Galvez-Gomez, as they share the craft of teaching, reading, and writing. Engage in group breakout sessions, and refine your teaching skills in literacy.
During the 2-day conference, you will:
Examine how to create assessment-capable, self-directed learners
Explore how to empower multilingual students to foster linguistic equity
Analyze conceptual understanding in literacy and how it leads to transfer and understanding
Increase knowledge on how assessment can build authentic understanding
Explore how students can be empowered and demonstrate growth when they have a say in their learning
This conference brings educators together from all over the region who are passionate about literacy and learning.
Cost
Cost
HKD $3,750 per person
Includes:
Bus transportation between designated Hong Kong Island locations on Saturday and Sunday
Workshop materials
Mid-morning snacks, lunch, and refreshments
RSVP for Cocktail Hour (included)
Location
Location
HKIS Repulse Bay Campus: Lower Primary Entrance
23 South Bay Close, Repulse Bay
Registration Open Soon
Registration Deadline: November 3, 2025
27-30 November 2025
27-30 November 2025
Programme Overview
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.
December 2025
December 2025
January 2026
January 2026
17-18 January 2026
17-18 January 2026
The Writing Curriculum Summit: What should a state of the art, high achieving writing curriculum look like today? with Matt Glover and Carl Anderson, Chadwick International, South Korea
The Writing Curriculum Summit: What should a state of the art, high achieving writing curriculum look like today? with Matt Glover and Carl Anderson, Chadwick International, South Korea
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
22-24 January 2026
22-24 January 2026
Overview:
In this intensive workshop, participants dive deep into the intersection of mathematics coaching and the seven Comprehensive Mathematical Competencies (CMC) framework. Over three interactive days, coaches examine how to support teachers in moving beyond isolated skill practice to develop integrated mathematical understanding. Through hands-on activities, coaching practice, and collaborative planning, participants learn to effectively guide teachers in implementing evidence-based mathematics instruction that develops all seven competencies simultaneously.
Objectives:
Through this workshop, participants will gain:
Deep understanding of the seven CMC competencies and their interconnections
Practical coaching strategies for supporting evidence-based mathematics instruction
Skills in observing and providing feedback on mathematical teaching practices
Techniques for helping teachers integrate multiple competencies in single lessons
Strategies for building teacher capacity across all seven competencies
Tools for assessing both teacher implementation and student mathematical growth
Experience in developing and implementing coaching cycles
Skills in building sustainable professional learning communities
Day 1: Understanding the CMC Framework Morning Session (8:00 AM - 12:00 PM)
Opening: The CMC Framework (8:00 AM - 9:30 AM)
Welcome and introduction
Overview of the seven CMC competencies through interactive demonstrations
Research foundations supporting the CMC framework
Hands-on exploration of each competency
Morning Break (9:30 AM - 9:45 AM)
Session 1: Deep Dive into Competencies (9:45 AM - 12:00 PM)
Detailed examination of each competency through simulated classroom scenarios
Partner practice identifying competency indicators
Small group discussions and sharing
Creating competency observation tools
Practice using observation tools with provided lesson scripts
Lunch Break (12:00 PM - 1:00 PM)
Session 2: Coaching for Integrated Competencies (1:00 PM - 2:30 PM)
Interactive demonstrations of integrated skill practice
Modeling conceptual and procedural integration
Hands-on problem-solving activities
Logical reasoning skill development exercises
Practice with competency integration strategies
Afternoon Break (2:30 PM - 2:45 PM)
Session 3: Mathematical Communication and Tools (2:45 PM - 4:00 PM)
Modeling effective mathematical communication
Practice with multiple representations
Hands-on exploration of mathematical tools
Building precision in mathematical thinking
Development of observation protocols
Day 2: Coaching Practice and Implementation
Opening: Assessment Through the CMC Lens (8:00 AM - 9:30 AM)
Interactive assessment analysis activities
Practice with data interpretation
Hands-on progress monitoring exercises
Group work with CMC-aligned assessments
Morning Break (9:30 AM - 9:45 AM)
Session 1: Coaching Cycle with CMC (9:45 AM - 12:00 PM)
Interactive pre-conference practice
Role-play observation techniques
Small group practice with feedback protocols
Development of coaching tools and resources
Lunch Break (12:00 PM - 1:00 PM)
Session 2: Supporting Teacher Development (1:00 PM - 2:30 PM)
Interactive modeling of coaching conversations
Role-play practice with common scenarios
Small group problem-solving activities
Development of coaching conversation protocols
Afternoon Break (2:30 PM - 2:45 PM)
Session 3: Implementation Planning (2:45 PM - 4:00 PM)
Collaborative evaluation of practices
Interactive action planning
Small group system development
Creation of implementation tools
Day 3: Sustainability and Application
Opening: Building Professional Learning Communities (8:00 AM - 9:30 AM)
Interactive PLC simulation
Practice facilitating collaborative planning
Development of peer observation protocols
Creation of resource-sharing systems
Morning Break (9:30 AM - 9:45 AM)
Session 1: Advanced Coaching Strategies (9:45 AM - 12:00 PM)
Interactive coaching scenarios
Role-play with different teacher types
Practice with mathematical domain coaching
Development of differentiated coaching approaches
Lunch Break (12:00 PM - 1:00 PM)
Session 2: Implementation Case Studies (1:00 PM - 2:30 PM)
Interactive case study analysis
Group problem-solving exercises
Context-specific strategy development
Creation of implementation tools
Afternoon Break (2:30 PM - 2:45 PM)
Final Session: Action Planning (2:45 PM - 3:45 PM)
Development of detailed implementation plans
Creation of monitoring systems
Establishment of support networks
Design of evaluation protocols
Closing (3:45 PM - 4:00 PM)
Reflection and commitments
Resource distribution
Network building
Follow-up planning
Potential Audience:
These workshops are designed for educators who are responsible for mathematics instruction and teacher development, including:
Mathematics instructional coaches
Teacher leaders and department heads
Curriculum coordinators and specialists
School and district administrators
Professional development facilitators
Mathematics department chairs
Nathan Lang-Raad
Nathan Lang-Raad, Ed.D. is a transformative education leader and author with over two decades of experience revolutionizing mathematics instruction, instructional coaching, and professional development. As the founder and CEO of Raad Education, he works with schools globally to implement systematic, evidence-based practices that drive measurable improvements in student achievement. Dr. Lang-Raad created the Comprehensive Mathematical Competencies (CMC) framework and is the author of 12 books on mathematics instruction, instructional coaching, AI in education, and interdisciplinary learning. His work has positively impacted students worldwide through district-wide initiatives, professional development programs, and strategic partnerships.
Venue:
Hong Kong
8.00 am to 4.00 pm
Registration at 7.30 am
on the 22nd of January 2026
Overview
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
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
Location
HKIS Repulse Bay Campus: 23 South Bay Close, Repulse Bay, Hong Kong
REGISTRATION OPEN SOON
Registration Deadline: December 19, 2025
31 January - 28 March 2026 Teacher Leaders: Coaching and Supervising Your Team Asynchronous with One Synchronous Session on 31 January 2026, 7am-9am ET (Miami Time)
(attendance required) Facilitator: Vickie Swann from the Principals' Training Center
31 January - 28 March 2026 Teacher Leaders: Coaching and Supervising Your Team Asynchronous with One Synchronous Session on 31 January 2026, 7am-9am ET (Miami Time)
(attendance required) Facilitator: Vickie Swann from the Principals' Training Center
Listen to Vickie Swann answer the question: “Why should you take this course?”
As international schools mature, collaborative and distributed leadership models are becoming far more necessary and common. Many of these more contemporary leadership models expand the roles of department heads, grade or year level leaders, and other teacher leaders beyond curriculum work to include the promotion of teacher growth through coaching, as well as evidence-based accountability through supervision.
While the conventional wisdom has been that these two essential roles are not easily compatible, the reality is that teacher leaders find themselves managing and leading both. Teacher leaders work far more closely with teachers and students than principals so are well-positioned to make significant contributions to both these facets. This course is designed to help teacher leaders learn the skills of both roles.
What will I learn?
What will I learn?
During this learning experience we will explore the following questions:
Why is the role of the teacher leader a vital component of an effective coaching, supervision, evaluation, and professional development program?
How does knowledge of cultural differences help leaders build relationships and develop trust?
How do teacher leaders best support planning, instruction, learning, & assessment?
How does a teacher leader foster reflective practice to improve teaching & learning?
How does a teacher leader create a climate of self-directed adult learners who work to support each others’ learning for the benefit of all students?
You will learn and practice how to:
Collect meaningful evidence of: instructional strategies; planning approaches; assessment tools; and student learning
Use data to guide coaching and instructional decisions that promote teacher growth
Provide meaningful feedback to team members on specific teaching and assessment strategies
Lead reflective processes with colleagues, using evidence of student learning, which lead to improved teaching practices
Identify and support the needs of team members as adult learners
Align instructional practices to teacher standards
Leverage AI tools to enhance the coaching 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?
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?
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.
February 2026
February 2026
6-8 February 2026
6-8 February 2026
AIELOC 2025-26 Conference Call for Proposals
Date: February 6-8, 2026
Location: Bangkok Patana School, Thailand
Theme: Humanizing and Indigenizing Our Pedagogy
As international educators, we often navigate systems that were not designed with our diverse identities and lived experiences in mind. To foster more inclusive and just learning environments, we must humanize and indigenize our pedagogy by centering the voices, traditions, and ways of knowing of Indigenous peoples. Our second in-person conference will provide a sacred space for collective healing, reflection, growth, and action toward liberatory teaching practices that honor the land, community, and intergenerational wisdom.
We invite you to submit a proposal to facilitate a session at our second in-person conference. In alignment with our theme and our commitment to dismantling dominant power structures - including White Supremacy culture - we are prioritizing proposals for hands-on, co-constructed workshops that encourage meaningful engagement with both the content and fellow participants. We especially welcome sessions that integrate humanizing and Indigenous perspectives, storytelling, and relational practices, grounding our work in the principles of reciprocity, respect, and responsibility to the earth and each other. By doing so, we aim to address the historical marginalization of Indigenous peoples, whose learning systems and knowledge have often been suppressed or erased by colonial structures, and to restore and uplift their holistic approaches to education that prioritize community, balance, and connection to the natural world.
EXPECTATIONS FOR SESSION DESIGN:
Sessions will offer participants knowledge and understandings that are explicitly grounded in effective instructional practices/strategies and research.
Ways of Knowing: Sessions should offer participants knowledge and understandings explicitly grounded in effective instructional practices/strategies and research.
Relational and Communal Approaches- Sessions must build on the existing expertise of educators by engaging them in active, participatory learning. We are not seeking lecture-based presentations.
Principles of Reciprocity, Respect, and Responsibility: Facilitators should ensure participants leave with practical, actionable tools and feel empowered to immediately implement what they've learned.
Balance, Harmony, and Interconnectedness: Sessions should explore deep, meaningful ways to align with educational standards while reflecting diverse, inclusive, and justice-centered pedagogies.
Intergenerational Learning and Restoration: Topics should promote humanizing and indigenizing approaches around diversity, equity, inclusion, justice, and belonging, aiming to reshape educational practices for the better.
The deadline for proposal submission is October 27, 2025.
Please contact AIELOC2019@gmail.com with any questions/concerns/suggestions.
AIELOC Conference Registration - February 6-February 8, 2026
Date: February 6-8, 2026
Location: Bangkok Patana School, Thailand
Theme: Humanizing and Indigenizing Our Pedagogy
As international educators, we often navigate systems that were not designed with our diverse identities and lived experiences in mind. To foster more inclusive and just learning environments, we must humanize and indigenize our pedagogy by centering the voices, traditions, and ways of knowing of Indigenous peoples. Our second in-person conference will provide a sacred space for collective healing, reflection, growth, and action toward liberatory teaching practices that honor the land, community, and intergenerational wisdom.
Please complete the following form if you would like to attend our second in-person conference. In the spirit of dismantling dominant power structures—including White Supremacy culture—our sessions will be hands-on and co-constructed. They will offer participants knowledge and understandings that are explicitly grounded in effective instructional practices/strategies and research. The conference sessions will:
Recognize existing teacher expertise and build on it by engaging participants in active learning experiences.
Give participants actionable information; you will leave ready to implement what you have learned and feel empowered.
Dig deeper into effective ways to implement educational standards and content.
Center on humanizing and indigenizing practices, diversity, equity, inclusion, and justice.
There is a cap on attendance, so we strongly encourage you to sign up as soon as possible. The conference is open to all who wish to attend.
Costs:
Non-AIELOC Member Fee: $600
AIELOC Member Fee: $450
To join as a member visit https://aieloc.org/membership/
Deadline: 25 January 2026.
Please contact AIELOC2019@gmail.com with any questions/concerns/suggestions.
6-7 February 2026
6-7 February 2026
Inquiry in Action with Kath Mardoch and Matt Glover hosted by Hong Kong International School
Inquiry in Action with Kath Mardoch and Matt Glover hosted by Hong Kong International School
Hong Kong – February 6-7, 2026
Hong Kong – February 6-7, 2026
Hosted by Hong Kong International School – HKIS
Registration will open in early fall of 2025
details TBC
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
March 2026
March 2026
This course begins in October -November 2025 (Virtual)
This course begins in October -November 2025 (Virtual)
14-15 March 2026 in -person: Chadwick International, South Korea
14-15 March 2026 in -person: Chadwick International, South Korea
Shifting the Balance: A Science of Reading Professional Learning Series for K–5 Educators with Dr Jan Burkins
Shifting the Balance: A Science of Reading Professional Learning Series for K–5 Educators with Dr Jan Burkins
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:
Shifting the Balance, Grades K-2: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom
Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom
18-20 March 2026
18-20 March 2026
Mathematics Consultation with Pam Harris for Chadwick VS/MS/US, Chadwick International, Incheon, South Korea
Mathematics Consultation with Pam Harris for Chadwick VS/MS/US, Chadwick International, Incheon, South Korea
In person lab lessons with Pam Harris
18-21 March 2026
18-21 March 2026
EARCOS 21st Annual Teachers' Conference 2026 Theme: Elevating Voices, Enriching Worlds, Bangkok, Thailand
EARCOS 21st Annual Teachers' Conference 2026 Theme: Elevating Voices, Enriching Worlds, Bangkok, Thailand
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
Programme Overview
Learn how to build collaborative professional cultures that improve student achievement.
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
26-28 March 2026
26-28 March 2026
IB Global Conference, Mumbai, India
IB Global Conference, Mumbai, India
April 2026
April 2026
4 April - 30 May 2026 Curriculum - The Heart of the Teacher Leader Role Asynchronous with One Synchronous Session 4 April, 7-9 am EST (attendance required) Facilitator from The Principals's Training Center.
4 April - 30 May 2026 Curriculum - The Heart of the Teacher Leader Role Asynchronous with One Synchronous Session 4 April, 7-9 am EST (attendance required) Facilitator from The Principals's Training Center.
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?
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?
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?
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.
10-11 April 2026
10-11 April 2026
Inquiry in Action with Matt Glover and Kath Murdoch hosted by International School of Uganda, Kampala, Uganda.
Inquiry in Action with Matt Glover and Kath Murdoch hosted by International School of Uganda, Kampala, Uganda.
Kampala, Uganda- April 10-11, 2026
Kampala, Uganda- April 10-11, 2026
Hosted by International School of Uganda
Registration will open in fall of 2025
Overview
Many successful educators find themselves in leadership roles without substantive training on leading teams. Is this you?
Based on Elena’s best-selling book, The Art of Coaching Teams, this learning experience provides a framework and tools to lead an engaged, high-functioning team. This practical, hands-on workshop blends technical skills with more complex theories vital for a thriving, resilient team. You’ll see strategies modeled, have time to reflect on your own practice, and process the skills you’re learning in a live format.
Who is it for?
This learning experience is designed for
Coaches
New and experienced coaches, managers, teacher leaders, and mentors
Leaders
Leaders who want to use coaching strategies to support and develop the adults on their team
Facilitators
Anyone who leads adult learners
What You’ll Learn
New strategies to respond to resistance
Transformative methods to foster a trusting, inclusive team culture
A process to ensure your team has a clear, shared purpose
The key to effective listening
New ways to boost your emotional intelligence and build the emotional intelligence of your team
How to plan purposeful meetings
How to navigate conflict
Simple strategies to make decision-making easier
How you’ll spend your time
Part One
Self-Paced Prework ~ 4 hours minimum
Prior to your workshop sessions, your learning begins with a self-paced exploration of foundational knowledge and tools that are essential for leading thriving teams.
Part Two
Live Learning 14 hours total over 2 days
This workshop is a 2-day experience, each day consisting of two learning blocks with 2 breaks in between. The workshop is highly interactive, allowing you to build skills and synthesize learning quickly.
The same content is covered in our virtual workshop. The only difference is the learning venue and format.
Activities include:
Reflecting on your purpose and the purpose of your team
Creating a trust-building plan
Observing and role-playing scenarios for coaching teams
Practicing transformative ways to respond to conflict
Improving your ability to listen for new understandings
Exploring how to make decisions on a team
What's Required
All participants must have a copy of The Art of Coaching Teams by Elena Aguilar.
Elena Aguilar
Elena Aguilar is a writer, leader, teacher, coach and podcaster. She is the author of eight highly acclaimed books: The Art of Coaching (pub. 2013, retd. 2024), The Art of Coaching Teams (2016), Onward: Cultivating Emotional Resilience in Educators (2018), The Onward Workbook (2018), Coaching for Equity (2020), The Art of Coaching Workbook (pub. 2020, retd. 2024), The PD Book: 7 Habits that Transform Professional Development (2022), and Arise: The Art of Transformational Coaching (July 2024). She has also been a frequent contributor to Edutopia, ASCD’s Educational Leadership, and EdWeek Teacher.
Elena is the founder and CEO of Bright Morning Consulting, an organization committed to helping individuals and organizations create the conditions for transformation. She has taught tens of thousands of educators how to have conversations that build a more just and equitable world. Elena can be heard demonstrating these conversations on The Bright Morning Podcast.
Venue:
To Be Announced
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
May 2026
May 2026
June 2026
June 2026
16-28 June 2026 TBD
16-28 June 2026 TBD
Principal's Training Center workshop, Lisbon, Portugal AND Panama
Principal's Training Center workshop, Lisbon, Portugal AND Panama
24-30 June 2026 TBD
24-30 June 2026 TBD
26-29 June 2026 TBD
26-29 June 2026 TBD
26-29 June 2026 TBD
26-29 June 2026 TBD
Counselor's Training Center, Lisbon, Portugal
Counselor's Training Center, Lisbon, Portugal
24-28 June 2026 TBD
24-28 June 2026 TBD
ISEEN (Independent Schools Experiential Education Network), Summer Institute, TBD USA
ISEEN (Independent Schools Experiential Education Network), Summer Institute, TBD USA
TBD
July 2026
July 2026
16-18 July 2026
16-18 July 2026
IB Global Conference, Denver, Colorado
IB Global Conference, Denver, Colorado
August 2025
August 2025
13 or 14 August 2025
13 or 14 August 2025
Mathematics Consultation with Pam Harris for Chadwick MS/US (Online)
Mathematics Consultation with Pam Harris for Chadwick MS/US (Online)
30 August- 25 October 2025
30 August- 25 October 2025
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?
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?
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?
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.
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