Workshop Details

WHEN: Thursday, 12 to Sunday, 15 November 2026 (8:00am - 3:30pm)  

WHERE: ISKL Ampang Hilir Campus (MPR1)

FEES: USD450 (For non ISKL, please sign up below)

          For ISKL Faculty (please sign up on the PD Google Calendar)

FOCUS: School-wide                                      

TRAINERS:  Doug Woodward                     REGISTRATION DEADLINE: 5th NOVEMBER 2026

REFUNDS:

1. Full Refund: A full refund of all registration fees paid will be granted, if requested in writing before 29 October 2026.

2. Partial Refund: A 75% refund of all registration fees paid will be granted, less a RM50 refund processing fee, if requested in writing after 29 October 2026 but before 12 November 2026.

3. No Refund: No refund will be granted for any cancellation request made after 12 November 2026.

To begin the cancellation process, please email us at professionallearning@iskl.edu.my  

Workshop Overview

In this Adaptive Schools Foundation Seminar workshop, learn how to build strong collaborative and caring work cultures, in which results-oriented faculties work together for continuous school improvement. Explore the latest practical findings in organizational development, team learning and navigating the currents of change.

Participants will learn practical frameworks and tools for developing collaborative groups that bring collective responsibility in student learning. Leaders and group members will learn ways to influence and attain more productive and satisfying meetings in which members develop new norms and skills for collegial interaction, goal clarification, problem-solving and decision-making. Working in a variety of settings, skilled and confident facilitators will increase their ability to accelerate group development.

This workshop is specially designed to support site administrators, teachers, district and agency personnel and staff developers who convene and manage work teams, site councils, shared decision making groups and faculty committees.

Learning Outcomes

• 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

Doug Woodward

Doug Woodward is the Middle School Assistant Principal at the International School of Kuala Lumpur (ISKL). He is passionate about teaching kids and helping schools get even better. He completed his Masters in Educational Leadership and School Administration from Indiana University. Doug is an Agency Trainer for Adaptive Schools. He is also an Apple Distinguished Educator (ADE), Google Certified, and a former technology facilitator. Though he has mostly worked in middle school, he has taught preK-12 in a wide variety of subjects (social studies, science, math, language arts, and various technology courses). Doug has lived and taught in Kenya, Peru, Jordan, USA and now Malaysia. Doug has facilitated and presented workshops at EARCOS, NESA, AASSA, Google Summits and ADE events.  In his work in Adaptive Schools, Doug is immensely grateful for getting to work with Rami Madani and having Ochan Kusama-Powell as his mentor. Most significantly, he is grateful for his wonderful wife, Tracy, and his three marvelous kids. 

Join us for a highly engaging and interactive two-day conference on Friday, Saturday, 13th-14th November 2026, focused on empowering learners through developing deep conceptual understanding in an inquiry-based environment. This conference will bring together educators, administrators, and thought leaders to explore effective approaches to teaching and learning. Through a series of interactive workshops, participants will gain practical insights and strategies to enhance their educational practices. 

​Broad Conference Themes

• The Empowered Learner: Questioning, Creating, and Transferring

• From Curiosity to Conceptual Transfer: The Inquiry-Concept Connection

• Architecting Agency: Designing Systems for Deep Learning

Click here to sign up

Dear Parents, Students, Faculty and Alumni

At Chadwick International we have been intentional in how we use AI. The primary purpose for using AI in our community is to help us better deliver our Mission.

We are delighted to announce our new Community of Practice series, an initiative designed to bring our community together to share knowledge, explore emerging trends, and learn from one another. To launch this exciting series, we invite you to participate in our inaugural colloquium centered on the practical applications of Artificial Intelligence.

Event Details

• Date: 28 November 2026

• Time: 09:00 - 12:00

• Location: Main Theater

Showcase Your AI Workflows

We are looking for interested individuals from across our diverse community to share how they are currently using AI in their work, studies, or daily lives. We are especially interested in hearing from all age groups within our community.

To make this event as engaging and practical as possible, we are asking for live demonstrations rather than traditional presentation-style slides. We want to see your processes in action—show us the tools you use, the prompts you craft, and the workflows you have built in real-time!

Event Flow

• Live Demonstrations: Selected community members will walk us through their practical AI applications.

• Audience Q&A: The audience will be invited to ask questions immediately following the demonstrations.

• Closing Panel: The event will conclude with a short panel discussion led by the CI Technology team to synthesize insights and explore the broader impact of AI.

If you are interested in demonstrating your use of AI to our community, please fill out the sign-up form here.

We look forward to learning with you and exploring the possibilities of AI together!

Warm regards

About the Research Symposia

The MLRC Research Symposia are unique two-day workshops for international educators to engage deeply in existing research about multilingual learners, connect with global education scholars, inquire together about shared problems of practice, and discuss innovative strategies for serving multilingual learners. Educators will create an Action Research plan during their time at the symposium. These workshops are followed by continued Action Research support, culminating in a capstone report.  

Participation is an exclusive benefit of School Network Members. If your school is not currently a member, consider joining! Go to our membership page to learn more about the benefits of joining our school network.

Goal

School-based teams will identify a problem of practice, draw on relevant research to consider strengths and goals for improvement, and design an action research plan.

Objectives

• Connect research on teaching multilingual learners to your classroom and school 

• Learn together with other researchers and practitioners to improve outcomes for multilingual learners 

• Build capacity for school-based inquiry through action research

Read More about Action Research

Early Bird Registration Deadline:
October 16
$625 USD

Registration Deadline:
November 21
$725 USD

Agenda

Day 1

8:00 – 8:30

Registration & Coffee

8:30 – 9:00 

Welcome & Introductions

9:00 – 10:15 

Hands On: Demystifying Research

10:15 – 10:45 

BREAK

10:45 – 12:00 

Sharing Research Insights:

• Translanguaging

• Collaboration

• Inclusive EAL

12:00 – 1:00  

LUNCH

1:00 – 2:15  

Team Focus: Choosing a Topic & Diving Deeper

2:15 – 2:45

BREAK

2:45 – 4:00

Sharpening Your Focus: Writing and Refining Research Questions

Day 2

8:00 – 8:30

Reconnect & Coffee

8:30 – 9:00

Looking Back & Looking Ahead

9:00 – 10:15 

Making Connections: Glocal Scholar Insights

10:15 – 10:45 

BREAK

10:45 – 12:00 

Designing Your Study: Literature Review, Methodology and Ethical Considerations

12:00 – 1:00  

LUNCH

1:00 – 2:15  

Team Focus: Making an Action Research Plan

2:15 – 2:45

BREAK

2:45 – 4:00

Putting It All Together & Individual School Consultations

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.

DATE CHANGE January 9th & 10th, 2027

Shanghai American School

USD 800 Early Bird Offer Till 1st October 2026

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.

About 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.

About 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:

上海美国学校浦东校区 

浦东新区合庆镇凌白公路1600号

Shanghai American School Pudong Campus

1600 Lingbai Road, Heqing Town, Pudong District

Hotel details:

Ramada Plaza Pudong

Address: No. 108 Xinjinqiao Road, Pudong New Area, Shanghai

Ji Hotel (Shanghai JinQiao)

Address: No. 1 Zheqiao Road, Pudong New Area, Shanghai

Timings:

8.30 am to 3.30 pm

Registration at 8.00 am on 9th January 2027

Overview

Participants will explore how to create an engaging language curriculum for today’s learners and how intentional design and emerging AI tools will support meaningful, proficiency-driven world language instruction. They will examine backward-designed thematic units, authentic texts, and cognitively engaging learning experiences that build communicative skills across the interpretive, interpersonal, and presentational modes. 

Through hands-on sessions, educators will experience strategies to sustain learner attention, spark curiosity, increase participation, and support student reflection—ensuring learners are well prepared for assessments and able to retain and recycle new learning over time. 

Both sessions will be facilitated by Dr. Jiahang Li and Laura Terrill. 

Breakout Sessions

Our breakout sessions are designed by practitioners, for practitioners. This is a premier opportunity to showcase effective classroom strategies and explore the future of language acquisition.  

Participants will leave with strategies to: 

• Design aligned, proficiency-driven units, assessments, and lessons 

• Use AI to enhance planning, differentiation, and feedback 

• Select and adapt authentic texts for diverse learners 

• Increase student interaction and language production 

• Scaffold learning to build confidence and engagement 

• Apply brain-based strategies to maximize learning and retention 

Apply to be a Presenter

Cost

• Day #1: Pre-Conference Thursday, January 21st 
  $1300 HKD 

• Day #2: Pre-Conference Friday, January 22nd 
  $1300 HKD 

• Day #3:  Main Conference Saturday, January 23rd 
  $1300 HKD 

100% Waiver for external individual presenter on Day #3 (only day 3) 

50% Waiver for external joint presenter on Day #3 (only day 3) 

Location

HKIS Tai Tam Campus: 1 Red Hill Rd, Tai Tam, Hong Kong

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

With record rates of anxiety, depression and other mental health issues, International school counselors have found themselves on the front, but forgotten, line in what is being hailed a mental health crisis in schools around the world. We will explore how to move from a crisis intervention into a true prevention model. We will discuss the role school counselors should play in promoting positive mental health in their community. We will outline the best practices in intervening in mental health issues and understand some of the leading resources to support our work.

What will we learn?

1. Recognize and accurately assess anxiety as presented by students

2. Coach students in evidence-based emotion-regulation strategies

3. Integrate positive emotion practices into daily routines with students and teachers

4. Identify trauma-response patterns and how they show up in high mobility international school environments

5. Use grounding and co-regulation strategies with dysregulated students

6. Design classroom-friendly engagement routines that increase presence, flow, and use of strengths

7. Conduct brief screening conversations for behavioural addictions without judging or escalating defensiveness

8. Facilitate strengths-based, boundary-setting conversations with students about digital use and risky patterns

9. Model, coach, and support kind, empathetic, developmentally appropriate relationship-building and maintenance skills so students can practice and internalize them.

10. Recognize early signs of restrictive, binge, or compensatory eating behaviours and culture-specific body image pressures, and self-harming behaviors

11. Recognize and revise triggering language in the school to ensure that conversations about food, control, identity, and stress are reflected in the environment.

12. Guide students in identifying sources of meaning or purpose in their lives

13. Use structured risk-assessment protocols confidently and calmly with culturally sensitive safety planning

14. Help students build routines and micro-achievements to boost their mood

15. Coach teachers in “Achievement Without Pressure” strategies

16. Interpret wellbeing data from a wellbeing assessment tool and create actionable next steps

17. Build micro-vitality routines into student schedule

18. Collect evidence of the Standards of Practice for International School Counselors

CTC ONLINE - SCHOOL YEAR

Duration

Learning Plan and Time Commitment

Investment

8 weeks

• 6 two-hour synchronous sessions

• Asynchronous learning activities

   approx. 90 - 120 minutes weekly

Member school rate per course:         USD $1252

Non-member school rate per course: USD $1410

The Unspoken Challenges of Middle Leadership​

Most middle leaders carry their real challenges quietly. Not because the challenges are small, but because the ones that matter most are often the hardest to name. The self-doubt. The need for approval. The difficult conversation you keep postponing. The feeling that no matter how hard you work, it is never quite enough.

Emerge creates the space to examine those challenges honestly.

Over two days, you will develop a deeper understanding of yourself as a leader, the patterns that shape your responses under pressure, and the beliefs, assumptions and habits that may be helping or hindering your effectiveness. You will identify which of the five Emerge archetypes most influences your leadership and learn practical ways to shift the patterns that no longer serve you or the people you lead.

You will leave with greater clarity, stronger self-awareness and a focused leadership sprint, a concrete plan for what you will do differently and why it matters.

Participants regularly tell us that Emerge helped them make sense of challenges they had been carrying for years and gave them the confidence to lead differently.

And you will do this alongside other middle leaders who came for the same reason you did: because something in them knew it was time.

Click here to register

Early Bird Tickets Now Open

Secure your place at our global CBI event.

Receive 10% off when you register before 1 December 2026 using code CBILLEARLY10.

ABOUT THe COnference

CBI Learning Labs is not a traditional Conference...

It’s a hands-on, immersive experience designed for educators ready to deepen their practice and lead learning through Concept-Based Inquiry.

Over four days, you will:

• Apply Concept-Based Inquiry in real classroom contexts

• Learn directly from experienced practitioners

• Collaborate with educators from around the world

• Leave with strategies you can implement immediately

Whether you’re beginning your journey or leading implementation across a school, Learning Labs is where practice deepens, and leadership grows.

Overview

Eight conditions have to hold at once for a reader to build a mental model and comprehend a text. Over three days, we will take up all eight conditions required for comprehension. We will explore what they are, how to teach them, and how to know if our comprehension instruction is working.

They can read the words, but they don’t comprehend.

Every word on the page comes out correctly. Then the book closes and nothing sticks. In first grade, nobody worries because the decoding is the emphasis and it’s on schedule. By third grade, comprehension starts to surface as a problem, but no one really knows what to do about it. By fifth grade, the reader has decided that reading is not for them.

Comprehension is not a strategy you assign, and it is not a skill you drill during the week and test on Friday. Comprehension is what happens when eight different conditions are met simultaneously and automatically. This integration happens quickly enough that the reader never feels the effort. Loosen any one of the eight conditions, and the mental model the reader is building starts to come apart, and comprehension falls apart along with it.

This institute spends three days with all eight conditions.

THE SPINE OF THE INSTITUTE; The eight conditions for comprehension:

The eight conditions are not a sequence, so the numbers below are an index and not an order. All eight conditions run at the same time, and the reader needs every one of them. Everything across the three days connects back to these eight conditions.

1 - Fluency

EFFORTLESS WORD READING

Whatever attention a reader spends sounding out a word is attention taken away from understanding it.

2 - Coherence

IDEAS THAT HANG TOGETHER

Holding a string of sentences together is the text’s job, not only the reader’s.

3 - Verbal Reasoning

READING BETWEEN THE LINES

A text tells the reader just enough and never everything, and what it leaves out is where the reader comes in.

4 - Knowledge

BACKGROUND KNOWLEDGE

Knowledge is the soil a mental model grows in, not a reward for reading well.

5 - Sentences

LANGUAGE STRUCTURES

Sentence structure quietly tells the mind what to hold, what to connect, and what to keep waiting for.

6 - Vocabulary

A WEB OF WORDS

A word is not a definition but a node in a web of meaning, and knowing one deeply opens words the reader has never met.

7 - Motivation

LEANING IN

Comprehension is effortful, and effort follows motivation, so a reader with a real reason to keep going pushes through the hard patches.

8 - Attention

STAYING WITH IT

The mind has a single spotlight, and something has to hold all of this in view at once.

The eight conditions are adapted from Scarborough’s reading rope (2001) and extended with the executive function and bridging processes described in Duke and Cartwright’s Active View of Reading (2021).

Agenda:

The Comprehension Institute’s Structure

Three days, three questions, the same eight conditions.

Day 1 - 26th February 2027

What is comprehension?

We begin by rebuilding the definition. Comprehension is not recall, and it is not a set of strategies laid over the top of a text. Comprehension is a mental model, a picture the reader constructs and revises line by line. On day one, you’ll build the understandings that frame the rest of the institute, and you’ll meet all eight conditions inside interactive exercises that bring the conditions to life.

Day 2 - 27th February 2027

How should we teach reading comprehension?

Naming the eight conditions is not the same as teaching them. Day two moves through the conditions one at a time and asks what each one looks like in intentional instruction. You leave with routines and instructional moves you can use on Monday, and with a clear sense of how to strengthen mental modeling in your classroom.

Day 3 - 28th February 2027

How can we best assess comprehension?

Comprehension is the hardest thing in literacy to measure, which is why so much of what gets called comprehension assessment is measuring something else. Day three sorts out what some widely used measures actually reveal about a reader. You leave with formative ways to assess the eight conditions in action in a child’s reading.

This institute is for you if:

• You have watched a child read the words on a page flawlessly while taking little or no meaning from the text.

• Your phonics data looks strong, but you are at a loss about how to support comprehension well.

• You know comprehension instruction involves more than vocabulary and knowledge building.

• You know comprehension assessment needs more than a fluency assessment.

• Your students don’t seem to get more than the gist of a text, if that.

• Your students see comprehension as schoolwork, rather than an active, ongoing process.

• You have been told to teach comprehension without ever being told what comprehension is.

• You are finished arguing about the reading wars, and you want to know what to do next for your students.

• You lead a team, and you need one shared language for comprehension across kindergarten through fifth grade.

This institute is probably not for you if you are looking for a scripted comprehension program, a list of strategies to hang on your classroom wall, or an easy answer to comprehension’s complexity.

What you’ll take home from the Comprehension Institute:

• A definition of comprehension you can explain to a parent, a colleague, or a board.

• Instructional routines that support all eight conditions.

• A broader and more informative approach to assessing reading comprehension.

• Your own copy of Building Better Mental Models.

• A certificate for 24 professional development hours.

Potential Audience:

K–5 classroom teachers, interventionists, literacy coaches, reading specialists, and school leaders. Educators at any point in their science of reading work are welcome.

About Jan Burkins

Jan began as a classroom teacher and went on to serve as a literacy coach, a district literacy leader, and a regional literacy consultant for the state of Georgia. Today she works with schools across the United States and internationally.

She earned her doctorate at the University of Kansas, where her dissertation, a meta-analysis of the research on phonemic awareness, was named the School of Education’s Dissertation of the Year and was a national finalist for the International Literacy Association’s outstanding dissertation award.

Jan is the author and co-author of more than ten books for educators, including the bestselling Shifting the Balance series, written with Kari Yates and Katie Egan Cunningham. She is also a co- founder of TheSixShifts.com, a professional learning community for educators. Her work holds a steady middle: rigorous about the research, honest about what it does and does not settle for teachers, and practical about how to translate it all into classroom practices that make literacy more accessible.

LEARN MORE ABOUT JAN’S CURRENT WORK AT LITERACYHEART.COM → https://literacyheart.com/

Venue:

International School of Beijing

10 An Hua Street, Shunyi District, Beijing 101318

People's Republic of China

中国北京市顺义区安华街10号, 邮编：101318

Timings:

8.30 am to 3.30 pm

Registration at 8.00 am on 26th February 2027

Inclusion & Impact 2027

Join us at the International School of Kuala Lumpur as NFI and the International School of Leaders of Education Support (ISLES) come together to host a dynamic two-day international conference on inclusion leadership.

Who should attend?

• Aspiring & experienced educators

• Leaders & administrators

• Changemakers & advocates

Explore bold ideas, practical strategies, and collaborative approaches to designing schools where every learner thrives.

• Launch of the new NFI & ISLES joint leadership publication

• Interactive workshops & inclusive leadership conversations

• Opportunities for meaningful global networking & collaboration

5th-6th March 2027 at the International School of Kuala Lumpur

Unlocking Learning for All: UDL & Tier 1 for Inclusive Classrooms

This dynamic workshop empowers educators to create truly inclusive learning environments where all students thrive.

March 6th & 7th, 2027

Hong Kong Academy

USD 750 Early Bird Offer Till 1st November 2026

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.

Time Agenda:

Day 1

• Registration with refreshments: 8:00 am

• Session 1: 8:30 am - 10:00 am

• Break: 10:00 am - 10:30 am

• Session 2: 10:30 am - 12:30 pm

• Lunch: 12:30 pm - 1:30 pm

• Session 3: 1:30 pm - 3:00 pm

• Reflection and Feedback: 3:00 pm - 3:30 pm

Day 2

• Registration with refreshments: 8:00 am

• Session 1: 8:30 am - 10:00 am

• Break: 10:00 am - 10:30 am

• Session 2: 10:30 am - 12:30 pm

• Lunch: 12:30 pm - 1:30 pm

• Session 3: 1:30 pm - 3:00 pm

• Reflection and Feedback: 3:00 pm - 3:30 pm

About 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

Hotel Detail:

Participants may contact the hotel directly using the details below:

WM Hotel

28 Wai Man Road, Sai Kung, NT, Hong Kong SAR

Email: Rsvn@wmhotel.hk

Timings:

8.30 am to 3.30 pm

Registration at 8.00 am on 6th March 2027

Pre-conference Workshops (10-11 March 2027)

Workshops will be added soon

Personalise Your Next Unit With AI: Keep the Thinking, Grow the Agency

11 March 2027 | From $325USD

How Well Do You Really Know Your Students?

11 March 2027 | From $325USD

GBA School Awards

11 March 2027 | From $250USD

The Science of Fun

11 March 2027 | From $275USD

Beyond Phone Bans: Supporting Students’ Digital Wellbeing

11 March 2027 | USD$275

From Planning to Practice: AI Workflows for Bilingual and Language Classrooms

11 March 2027 | From USD$250

21CL Library Connection Mini Conference

11 March 2027 | From $275USD

School Library Tour 2027

10 March 2027 | From $250USD

To celebrate the release of the second edition of Kath Murdoch’s treasured book ‘The Power of Inquiry”, Chapters International is hosting a weekend workshop designed to support teachers in strengthening their understanding and application of inquiry

March 13th & 14th, 2027

Wellington College International Shanghai

USD 750 Early Bird offer Till 1st November 2026

Overview:

To celebrate the release of the second edition of Kath Murdoch’s treasured book ‘The Power of Inquiry”, Chapters International is hosting a weekend workshop designed to support teachers in strengthening their understanding and application of inquiry – from designing high-quality journeys of inquiry, engaging inquiry-based lessons to the day to day teaching strategies and ‘moves’ that support learners to be active and effective inquirers.

This workshop is designed to meet the needs of anyone wanting to understand this powerful pedagogy more deeply – whether they are new to the approach or experienced.

Over the course of two practical days, participants will be immersed in exploring the following questions:

• How can we design learning experiences that build the critical research and thinking skills needed to navigate a growing dependence on AI and ‘instant’ answers to complex problems?

• What role does ‘explicit teaching’ have within an inquiry-based approach? How can we provide explanation, demonstration, modelling and scaffolding as part of this approach while ensuring learners have plenty of opportunity for exploration and meaning making.

• What does it really mean to use a ‘cycle of inquiry’ to guide the design and implementation of learning experiences for young people? How do we ensure the process is flexible rather than fixed?

• Inquiry is about being responsive to learner’s needs and interests. How can we plan in a way that truly supports responsive teaching?

• What are some of the common ‘moves’ teachers make when they use an inquiry approach? What strategies are most effective? What language supports children to be more agentic and confident as inquirers?

• How can we design inquiry journeys to power up the dispositions and skills needed for life-long learning – including curiosity, collaboration and creativity? How do we make ensure this is intentional and explicit?

• How can we make the learning visible? What role does documentation play for learners and teachers?

• How can we bring an inquiry stance to teaching and learning across the day – not simply in ‘units’?

With 17 published books and over 40 years of experience working with students and teachers in schools all over the world, Kath Murdoch is regarded as a true leader in the field of inquiry learning. Throughout the workshop, she will share practical and recent examples of inquiry in action – ensuring teachers walk always with a plan for immediate implementation.

Potential Audience:

PK-year to Grade 8 teachers

About 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:

Wellington College International Shanghai

Hotel Detail:

Shangri-La Qiantan Shanghai

上海前滩香格里拉酒店

No.551 Haiyang West Road, Pudong New Area, Shanghai

上海市浦东新区海阳西路551号

(86 21) 5030 8888

Artyzen Habitat Qiantan Shanghai

上海前滩雅辰悦居酒店

596 West Yangsi Road, Pudong, Shanghai, P.R. China, 200126

上海市浦东新区杨思西路596号

(86 21) 5027 8888

Artyzen New Bund 31 Shanghai

上海前滩31雅辰酒店

666 West Haiyang Road, Pudong, Shanghai

上海市浦东新区海阳西路 666 弄 20 号

(86 21) 2058 9999

KIMPTON Qiantan Shanghai

上海金普顿前滩酒店

Block 9, Lane 199 Qiantan Avenue, Pudong District, Shanghai

上海市浦东新区前滩大道 199 弄 9 号

(86 21) 2086 9999

Timings:

8.30 am to 3.30 pm

Registration at 8.00 am on 13th March 2027

Investment

USD 750 Early Bird offer Till 1st November 2026

USD 850 Closing Date 1st March 2027

Includes: Certificate of Participation for 16 Professional Development Hours, Lunch and 2 coffee breaks.

A copy of the second, updated edition of The Power of Inquiry

TBD

nternational school counselors have a professional and ethical responsibility to continuously grow their awareness, knowledge and skills around cultural diversity, equity and inclusion to be effective practitioners. There is a growing body of research that demonstrates the impact that school counselor advocacy plays on contributing to equitable and inclusive schools. Whether you are a newly qualified or experienced international school counselor, you are well positioned to make a positive impact for the students in your care through the implementation of school counseling programs that promote self-awareness, knowledge of worldviews and cultural identities and through collaboration with colleagues to create a safe and welcoming school climate that embraces all learners.

What will we learn?

1. evaluate how culturally responsive you and your school is now and identify actions that the school counselor can take to move the school forward

2. implement developmentally appropriate strategies that support students from diverse cultural backgrounds in exploring and affirming their personal, cultural, national, linguistic, and social identities while fostering respectful understanding among peers

3. analyze how intersecting identities shape students’ experiences, opportunities, and risks within the school environment and how they impact the role of the counselor

4. identify patterns in interactions, expectations, discipline, referrals or opportunities that may reflect implicit biases within the school environment and consider how these patterns affect students from different cultural or identity groups

5. respond constructively to microaggressions or identity-based harm by acknowledging impact, supporting affected individuals, facilitating understanding among involved parties, and promoting restoration of relationships while maintaining student safety

6. reflect on personal privilege within the school community and support students in recognizing their own advantages and using them responsibly to contribute to inclusive and equitable peer environments

7. analyze the equity and equality practices currently in place in your school and create a plan for advocating for more equitable supports, accommodations, and policy adjustments to reduce barriers for marginalized students

8. facilitate respectful, developmentally appropriate conversations with students and/or staff about race, privilege, power and equity that reflect the cultural sensitivities and diversity of the international school community

9. recognize behavioral, emotional and social indicators that a student may be experiencing marginalization, exclusion, discrimination, or minority stress, and determine appropriate counseling responses or referrals

10. support students in planning and implementing initiatives that promote allyship, inclusion, and advocacy for marginalized peers in ways that are safe, respectful, and appropriate for the school’s cultural and legal context

11. strengthen positive identity development using strengths-based, culturally affirming counseling practices

12. promote the use of culturally respectful, inclusive language in verbal and written communication across the school community and challenge language that reinforces stereotypes of assumptions

13. identify ways that the school counselor role can support a positive and inclusive school culture

14. identify and evaluate external mental health providers who are culturally competent, accessible, and appropriate for the diverse needs of students and families in the international school community

15. adapt communication styles with students, families, and staff to respect cultural differences in directness, hierarchy, emotional expression, decision-making, and expectations of authority while maintaining professional boundaries

16. evaluate counseling curricula, assessments, and interventions for cultural relevance, accessibility, linguistic appropriateness, and potential bias, and adapt them to better reflect the diversity of the student population

OTHER COURSES FROM

Counselor Training Center

• CTC Intensive Skills Practice

• Culturally Responsive Counseling in the International School

• Essential Skills for International School Counselors

• Getting to Solutions: The Heart of Counseling

• Mental Health and Well-being in International Schools

• University Counseling in the International School

Certificate of International School Counseling

Certificate Requirement = 4 Courses

DETAILS I SHOULD KNOW

Essential Questions

• Who are the students in our care and how do we honor their diverse identities?

• What role do diversity, equity and cultural background play in building relationships?

• How can we address diversity, equity, inclusion and cultural competence explicitly in our counseling programs and in the curriculum?

• How can we successfully navigate diversity and cultural differences when counseling students and families?

• How can counselors contribute to and advocate for developing a safe, inclusive, welcoming environment for students that embraces diversity?

More on what will we learn

Participants will understand that:

• having an ever-growing knowledge of our student’s cultural background and identity is essential for providing effective counseling supports

• their personal knowledge, attitudes and beliefs can either positively or negatively impact their work with diverse student populations

• school experiences can be significantly more difficult for students with marginalized identities

You will know:

• the concepts of: identity, diversity, inclusion, intersectionality, implicit bias, impact vs intent, micro-aggressions, privilege, equity, anti-racism and marginalized identities

You will be able to:

• advocate, consult and collaborate for adoption of school policies addressing discrimination and promoting violence-prevention programs to create a safe, inclusive and welcoming school climate

• model inclusive language

• create an environment that encourages any student or group to feel comfortable to come forward with problems

• recognize the various mental health risks of marginalized and stigmatized identities.

• provide both proactive and responsive counseling and educational support on the topics addressed in the course

Who is this experience for?

Current and aspiring counselors in international schools will benefit from the CTC courses. The mix of theory and practical, job-embedded practices will provide participants with a wealth of strategies to use in their role.

What is my commitment?

This is an 8-week course with six synchronous sessions and job-embedded tasks and practices for participants to complete between sessions. Synchronous sessions include opportunities for both learning from an experienced international school course-long leader and small group discussions. You should be prepared to spend approximately 90 minutes to 2 hours per week, including individual and job-embedded tasks. This course can be used towards completion of your Certificate of International School Counseling.

CTC ONLINE - SCHOOL YEAR

Duration

Learning Plan and Time Commitment

Investment

8 weeks

• 6 two-hour synchronous sessions

• Asynchronous learning activities

   approx. 90 - 120 minutes weekly

Member school rate per course:         USD $1252

Non-member school rate per course: USD $1410

Workshop Details

WHEN: Thursday, 1 to Sunday, 4 April 2027 (8:00am - 3:30pm)

WHERE: ISKL Ampang Hilir Campus (MPR 1)

FEES: USD800

           For ISKL Faculty (please sign up on the PD Google Calendar)

FOCUS: Schoolwide                                                                  

TRAINERS: Ochan Powell & Doug Woodward                     REGISTRATION DEADLINE: 25th MARCH 2027   

REFUNDS:

1. Full Refund: A full refund of all registration fees paid will be granted, if requested in writing before 18 March 2027.

2. Partial Refund: A 75% refund of all registration fees paid will be granted, less a RM50 refund processing fee, if requested in writing after 18 March 2027 but before 1 April 2027.

3. No Refund: No refund will be granted for any cancellation request made after 1 April 2027.

To begin the cancellation process, please email us at professionallearning@iskl.edu.my

Workshop Overview

Part 2 of the Cognitive Coaching course includes Days 5-8 of the Cognitive Coaching Foundation Course. In order to register for Part 2, participants must have completed part 1. Part 2 will provide participants with a deeper understanding of how to support the thinking of others. Time for review, integration and practice is provided so that participants develop confidence and understanding of how and when they can apply their skills. This course will also support participants in developing the skills of facilitation.

Student Learning Outcomes

As a result of this course, learners will:

• Understand the processes and structures underlying 'reflection into planning' and Problem-Resolving and apply them in coaching conversations.

• Understand the influence of cognitive style, filters of perception and belief systems that influence their own and the coachee's thinking.

• Develop skills to invite cognitive shift in the coachee.

• Become sensitive to the coachee's States of Mind.

• Craft mediative questions to access and elevant different States of Mind.

• Become increasingly aware of and sensitive to the nonverbal communication of others.

• Develop skills in supporting coachees in recognising 3rd party problems and reframing them in the 1st party.

• Become metacognitive about their own learning.

The workshop is highly interactive and will include:

• Review and integration

• Small group / whole class activities

• A variety of learning strategies and protocols that are easily transferable to classroom settings

• Readings from the CC Learning Guide, 12th Edition

• Numerous opportunities for practice 

Ochan Kusuma-Powell

Ochan Kusuma-Powell received her doctorate from Columbia University and has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania. At the present time she is the Executive Director of Education Across Frontiers. She is regular speaker at international educational conferences and teaches in the summers at the Teacher Training Center.

Ochan is an associate trainer for the Center for Cognitive Coaching and Adaptive Schools.

Ochan and her husband Bill, are is co-authors of Count Me In! Developing Inclusive International Schools (2000), Making the Difference: Differentiation in International Schools (2007) Becoming an Emotionally Intelligent Teacher (2010) and How to Teach Now: Five Keys to Personalized Learning in the Global Classroom (2011) and The OIQ Factor: How to Raise the Organizational Intelligence of your School (2013).

Ochan is currently working on a project, The Next Frontier: Inclusion to support the inclusion of special needs children in international schools.

When she is not facilitating teacher workshops or speaking at conferences, Ochan can be found in the French Pyrenees where she fights (together with a handful of sheep) an annual battle with the European bramble.

Doug Woodward

Doug Woodward is the Middle School Assistant Principal at the International School of Kuala Lumpur (ISKL) and is passionate about teaching kids and helping schools get even better. His Masters in Educational Leadership and School Administration is from Indiana University. Doug is an Agency Trainer for Adaptive Schools, an Apple Distinguished Educator (ADE), Google Certified, and a former technology facilitator. Doug has taught a wide variety of subjects Pre-K to 12 and has lived and taught in Kenya, Peru, Jordan, USA and now Malaysia. Doug has facilitated and presented workshops at EARCOS, NESA, AASSA, Google Summits and ADE events. Most significantly, Doug is grateful for his wonderful wife, Tracy, and his three marvelous kids.

The Kaleidoscope of Inquiry conference will, once again, bring together 4 globally renowned educators, Kath Murdoch, Trevor Mackenzie, Ron Ritchhart and Jessica Vance 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.

The concept of a ‘kaleidoscope’ is central to this conference. Inquiry is not a singular, neatly designed and delivered approach. Inquiry is beautifully complex - as is learning itself. This conference is designed to dig deeper into the richness of inquiry by exploring it from a range of perspectives and experiences. This is achieved not only through the offerings from the presenters but through opportunities to be in dialogue with a diverse group of teachers from various schools.

Our presenters reflect a wide range of backgrounds and experiences from teaching preschool through to senior secondary schools and universities. They have worked around the world in many different settings and bring unique perspectives on the ways in which inquiry can be harnessed for powerful learning.

This conference is an opportunity to view inquiry through new lenses - to understand its richness and its flexibility as a pedagogy and a stance that can be harnessed across the curriculum. In the current era of a growing dependence on prescribed programs, AI generated lessons and a movement towards more didactic teaching models, we believe it is more important than ever for educators to bring an inquiry stance to conversations about teaching and learning.

We hope you can join us.

• Over the two days of learning, participants will spend time with each presenter, rotating through sessions and engaging in workshops in a cohort for the event.

• Attendees will engage in two workshops with each presenter for a total of 8 different yet connected sessions.

• Cohorts will be mixed groupings to allow for rich conversations, meaningful and dynamic connections, and a vibrant experience.

• We will begin the Kaleidoscope of Inquiry Conference as a group before breaking away into cohorts.

• The event will conclude with a panel discussion exploring questions contributed from the attendees.

• There will be opportunities to come together in affinity groups to deepen understanding and meaning making.

Session 1

Kath Murdoch

The Pedagogy of Inquiry
“I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous.” (Ginnott, H 1972)

We have known for a long time that the key to improving student learning is for teachers themselves to have opportunities to strengthen their own pedagogy - focussing on HOW we teach, not simply what. This is no easy feat when we are bombarded with demands that so often fall outside our core work. This workshop turns the spotlight back onto the creative and fascinating experience of teaching through, for an as inquiry. It explores the relationship between the ‘moves’ we make in the classroom and student learning including our approach to questioning, our deliberate ‘noticing’, the release of responsibility, ways we cultivate curiosity and the deliberate emphasis on learning to learn.

Based on the popular resource “The Art of Inquiry” Kath Murdoch will guide participants through 10 practices designed to build a solid repertoire of strategies and teaching approaches in-keeping with an inquiry stance. These practices are applicable across the curriculum and year levels. This is a workshop about the thing that connects all of us - no matter what our role in school - the art of teaching.

Trevor MacKenzie

Inquiry Mindset: Agency by Design Part 1 (All Levels)
In this highly engaging session, Trevor will share student-centered instructional practices; each built upon several inquiry design principles. Attendees will explore a series of lessons through the lens of agency and instructional design to be used across all grade levels, subject areas, and contexts. Furthermore, several teacher moves will be identified, each of which supporting the intended agency, curiosity, and inquiry within the instructional design to surface.

Ron Ritchhart

Mapping the Thinking That Drives Inquiry
Inquiry invites students to ask questions, explore ideas, and construct meaning. But what kinds of thinking actually lead to deeper understanding? And how can we be more intentional in creating opportunities for that thinking to occur

In this interactive session, participants will explore the Understanding Map, a framework identifying eight thinking moves essential to building understanding. We will consider how these moves can help us look more closely at the learning opportunities we create, identify the thinking we want students to engage in, and recognize opportunities to deepen inquiry as it unfolds. Through practical examples and shared experiences, participants will explore how the Understanding Map can serve as a guide for both planning and responding to students' developing ideas, questions, and understandings.

Jessica Vance

The Micro Moves Behind a Learning Wall: Noticing & Capturing Learning
Building a learning wall is one thing, but developing the habits that help us notice and capture learning as it unfolds is another.

In the first of two connected sessions, we'll explore the small, intentional moves that make thinking and learning visible. Through classroom examples, reflection, and practical routines, we'll consider how listening, questioning, and observing can help us recognize evidence of learning that might otherwise go unnoticed.

Together, we'll explore ways to weave these habits into learning experiences and routines that already exist, rather than treating documentation as one more thing to fit into the day. Participants will leave with a small invitation to notice and capture evidence of learning throughout the day, bringing their observations back to explore in part two of this series.

Session 2

Kath Murdoch

Growing Learning Assets: How an Inquiry Stance Helps Nurture Vital Competencies
Across the world, there is growing evidence of the importance of nurturing the kinds of competencies needed to thrive in an increasingly complex and challenging world. Being curious, adventurous, resilient, 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, contribution to community 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. In this interactive 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 young people and their families.

Trevor MacKenzie

Inquiry Mindset: Agency by Design Part 2 (All Levels)
Building upon Session 1, we will add to our instructional design repertoire and add to it the assessment realm of learning with an eye on supporting our learners to be assessment capable. Assessment capable learners means creating the conditions for students to reflect on their learning, think about their thinking, and self and peer assess with accuracy, confidence, and clarity. Trevor will share a series of rich assessment practices that powerfully align with agency, curiosity, and inquiry. Further examination of co-designing, the tenets of powerful feedback, and conferencing will round out the session.

Ron Ritchhart

Reflecting to Learn: Making Thinking and Understanding Visible
How do learners come to recognize what they are learning, how their ideas are changing, and where their thinking might take them next? Reflection plays a critical role in this process, yet too often it is treated as something we do at the end of a lesson or inquiry rather than as an integral part of learning itself.

In this interactive session, participants will explore a variety of thinking routines that make reflection a natural and ongoing part of inquiry. We will consider how these routines can help students revisit their initial ideas, recognize shifts in their thinking, identify new questions, and become more aware of themselves as thinkers and learners. Through engaging with the routines and examining classroom examples, participants will consider how reflection can move beyond simply looking back on learning to become a powerful means of moving learning forward.

Jessica Vance

The Micro Moves Behind a Learning Wall: Revisiting & Responding to Learning
Noticing and capturing evidence of learning is an important first step. But what happens next? How might we use what we've noticed to deepen thinking, invite reflection, and inform where learning goes next?

Building on Day 1, this second session invites participants to return to the evidence they've gathered and consider what it reveals, what questions it raises, and how it might be used. Through practical examples and collaborative reflection, we'll explore the micro moves behind revisiting learning, making connections, and responding with intention.

Participants will consider how these moves can become part of everyday classroom routines, helping learning walls become more than a place to display documentation, but a space where thinking is revisited, learning is co-constructed, and evidence informs what happens next.

Venue

Bangkok Patana School
643 ซอย ลาซาล Bang Na Tai, Bang Na,
Bangkok 10260, Thailand

Investment

USD 750 Early Bird Offer Till 1st January 2027
USD 850 Closing Date 20th April 2027

Overview

This two-day workshop equips school-based mental health professionals with essential skills for immediate crisis intervention following acute traumatic events affecting students, staff, and the wider school community. Participants will learn strategies to stabilize individuals and create a bridge to longer-term, trauma-informed care when needed. The course emphasizes the unique roles and responsibilities of mental health professionals in schools, focusing on effective crisis response and recovery practices. Ideal for those providing mental health crisis services; this training strengthens preparedness and ensures a coordinated approach to supporting individuals impacted by trauma. 

Attendees

PREPaRE Workshop 2 is appropriate for any individual filling the role of crisis intervention specialist. This includes school mental health staff (school psychologists, social workers, counselors, and nurses), administrators, and other individuals to whom the team has identified as appropriate providers of psychological first aid. Additionally, this workshop can be very helpful for community-based mental health practitioners who may work with the school crisis team and/or may be brought into the school to assist in response to a crisis.

Date:

12 September 2026 - 31 October 2026

Synchronous Sessions:

7 - 9am ET - 12, 19, 26 Sept; 10, 17, 31 Oct

Location:

Facilitator:

Heidi Mermis-Cava

Certificate Requirement = 4 Courses

To be a counselor in an international school requires a unique skill set because counselors are often relied upon for so much more than what they were prepared for in a traditional counselors’ training program. This course provides a big picture understanding of the role of the counselor in international schools and provides practical tools and strategies to enhance a counseling program.

Skills Addressed

1. Define the role of an international school counselor

2. Understand the ethical responsibilities around confidentiality and know that there may be legal requirements too

3. Assess the components of an effective school counseling program in your school context

4. Identify areas for growth in relation to an effective school counseling program

5. Create a plan to develop or enhance the school counseling program with or without AI

6. Assess the components of the current transition plan at your school

7. Create a plan to support leavers, stayers, and new students

8. Identify and plan for the unique needs of Third Culture Kids (TCKs)

9. Know what questions to ask your team about current processes in place in relation to transitions

10. Recognize different types of abuse in international schools

11. Create a plan for the 5Rs (recognize, respond, report, record, review) of a school-wide child protection and safeguarding process

12. Know what questions to ask your team about current processes in place for child protection and safeguarding

13. Assess the team approach used in my school context to address child protection and safeguarding concerns

14. Assess the current counselor-led programs in your school and consider enhancements to meet student needs

15. Compare the pros and cons of using artificial intelligence in school counseling currently

16. Address an ethical dilemma with confidence and a network of support

17. Understand the Student Support Team's role and the counselor's role in it

18. Collect evidence of the Standards of Practice for International School Counselors