The Chadwick Way details how we aim to live out the aspirations of our Mission: 

“Chadwick Schools develop global citizens with keen minds, exemplary character, self-knowledge and the ability to lead.”

The following standards have been developed by the Principals’ Training Center. They describe skills that are required to be effective and accountable for each position of leadership.

Standards for the International School Teacher

We would also include the Chadwick teacher traits referenced in The Chadwick Way as our primary standards.

Standards for the International Teacher Leaders

Standards for the International Counsellors

Standards for Systems Roles (Head of Technology, HR, Finance, Communications, Curriculum etc)

Standards for the International School Principal

We support your development as a leader

An educational institution offers diverse pathways for leadership. Consider what appeals most to you:

• Focus on curriculum and instruction

• Focus on student well-being and pastoral care 

• Focus on operational aptitude

• A unique area you identify that widens our scope of leadership.  

Consider also which functional skills are required for each position. These skills need to be nurtured for you to be effective in the selected role; these can be acquired through intentional training and purposeful reflection.

The document below details our committees, their purpose and which leadership roles are engaged in which committee.

Where are decisions made and who makes these decisions?

Being in any position as a member of our community incorporates aspects of leadership. You might begin by identifying the leadership qualities you already have internalized through your role at Chadwick. Bringing this self-awareness and acknowledgement of what you know and do can further inform your journey to heighten your abilities and assist in forging your direction. It could be helpful to you to write a list of the skills you currently demonstrate. Once you have completed this personal inventory, proceed to these next questions. 

Important questions to ask when embarking on this journey are:

• Why do you want to become a leader? Where are you hoping to have an impact? Consider your immediate situation and what journey you would like to take.

• Who is a leader you admire? What brings this person to mind? How might they have learned to be a leader? What specific qualities do you admire? 

• What kind of leader do you want to be? Having a clear idea of what an effective leader looks like will help you determine an appropriate backwards planned model of growth for yourself. It is essential that your definition of an effective leader is based on researched criteria that have yielded demonstrable success.

• Whom do you wish to lead? Who are the people that you will be caring for as a leader?

• What skills do you have as a leader? It is useful to have a clear understanding of your strengths and areas for growth as a leader. Very few leaders can and should do everything.

• With which skill sets do you need to surround yourself? Understanding your own strengths and growth areas allows you to plan for success as a leader.

How do you plan to become an effective leader? Becoming an effective leader is much more than applying for a leadership role, it requires an intentional, reflective skill development plan.

IMPORTANT: while some leadership skills and roles may be acquired by remaining within a school community, the nature of leadership positions means that as one progresses to higher positions, the fewer positions are available within a specific school. This means that your leadership journey might reach a point where it is beneficial and necessary to seek a position at a different school (possibly another Chadwick campus). Returning to Chadwick with different perspectives and new skills is highly desirable. We do not have a policy limiting candidacy for leadership positions to internal candidates only. Our recruitment policy describes our general recruitment practices. 

Instructional leadership positions at Chadwick International

• Village School Homeroom mentor teacher roles

In the Village School, almost each homeroom teacher has a New Teacher how is mentored by that homeroom teacher for an entire year following this matrix of responsibilities and practices. The role of the mentor teacher is to support the development of the New Teacher in order to successfully achieve mastery of these core teaching competencies.

• Grade Level Lead and Department Chair roles

In the  Village School Grade Level Lead and Specialist lead positions are reappointed each year. They are advertised in the Village School. Interviews are conducted by the VS principal and assistant principal.

In the Middle and Upper School, the procedure for Grade Level Leads and  Department Chair position applications is outlined in this document. 

• Principal, Director and Coordinator roles

The process for recruiting for these positions is outlined in our recruitment policy. Note that although the formatting in the table below suggests a linear process, this is not necessarily the reality of a leadership journey. Depending on your final goal, you might wish to plan your leadership journey in such a way that you intentionally acquire skills from each of the three categories below. The job descriptions for each role describe the skills that are required to be in evidence for success in that role. A key part of your leadership journey should be to plan how you will acquire and refine these various skills.

Pastoral leadership positions at Chadwick International

Director, Assistant Principal, Counseling, Grade Level Lead, Advisory

The process for recruiting these positions is the same as that outlined in our recruitment policy.

Operational leadership positions at Chadwick International

Director, Administrative Assistant, Programs Assistant, Coordinators roles

The process for recruiting for these operational positions is as follows: the hiring manager works with the HR team to review the job description and to advertise the position both on the school employment page and on local media postings. HR creates the shortlist of candidates that is then given to the hiring manager who will convene an interview panel. The rest of the process follows that outlined in our recruitment policy.

Pastoral and Wellbeing

Instructional Coach

The table below represents examples of some of the possible leadership roles within a school. Some leadership roles are entirely dependent upon Operational skills while others require only Instructional skills. Some roles require mastery of one kind of skill set but with excellent working knowledge of the other kinds of roles. For example, in one role you should be able to … (skill set) while also familiar with… . (knowledge base).

Planning a career pathway could include determining career moves that allow you to acquire the skills and knowledge necessary for your target goal.

Training to help you succeed in a leadership role

Association for Educators and Leaders of Color

Aspiring Leaders of Color

Academy for International School Heads

The Education University of Hong Kong

Executive Master of Arts in International Educational Leadership and Change

ECIS Middle Leader Certification

EARCOS Leadership Learning Collective

The Principals’ Center at Harvard Graduate School of Education (TPC)

The university offers a range of resources for principals and school leaders.

Klingenstein Center Teachers College Columbia University

Heads of School Fellowship

National Association of Independent Schools

National School Leadership Institute

Institute for New Heads

NAIS Fellowship for Aspiring Heads

The Principals’ Training Center (PTC)

Teacher leaders' training

Counsellor training

Principals’ training

Training to help you succeed in a leadership role in Educational Technology

Apple Leadership Academy

International Society for Technology in Education (ISTE)

ISTEU 

ISTE Certification

Common Sense Educator

Google for Education Certification

The Consortium for School Networking  Certified Educational Technology Leader Certification 

Training to help you succeed in a leadership role in Service Learning and Community Engagement

 Service Learning and Community Engagement Specialist. 

Mentoring vs coaching?

We strongly encourage all aspiring leaders to find BOTH a mentor and a coach as they serve different functions. This post from Radical Candor describes their definition of the differences between a mentor and a coach. Please note that having a mentor is often a long term professional relationship which could include several coaching cycles.

Coaching: a key driver of reflective practices

We believe that being in a coaching relationship is the one of the most powerful ways of  becoming an effective leader. The right coach will empower you to make the most informed decisions and guide you through processing feedback in order to continuously develop your skills. We all reflect on our practices in different ways, a coach provides structure for that reflection. We believe that coaching is essential for any leader at any stage of their career. A coaching relationship will enable you to apply the knowledge gained from professional development and to synthesize through reflection, the experience you gain through your career pathways.

What coaching training can help you become a better leader when working with people?

Training specifically for Instructional/ School Coaching: how to be an effective coach

This training is specifically designed for instructional leadership.

Instructional Coaching workshops with Jim Knight

Associated texts:

The Impact Cycle text by Jim Knight

Better Conversations  text by Jim Knight

The Instructional Playbook  text by Jim Knight

Evaluating Instructional Coaching: People, Programs and Partnership  text by Jim Knight

Training for Operational Coaching: how to be an effective coach

This coaching training is for any kind of leadership role in an educational organization.

Cognitive Coaching and Adaptive Schools training workshops

Cognitive Coaching text by Art Costa and Robert Garmston

The Adaptive School by Art Costa and Robert Garmston

Questions to ask yourself at this stage are:

• How can I find a coaching relationship for myself on my leadership journey?

• How will learning to coach others make me more coachable?

• How do I make meaningful use of all the feedback that I receive (both requested and unsolicited)?

Coaching opportunities for leaders: who can coach you to be a better leader?

Being coached is potentially the single most important practice you can engage in to develop as a leader. The following is a list of known coaches and organisations that are known to be effective and provide a one on one professional coaching service to support leaders in different stages of their journey. As this is a potential long term professional relationship, it is important to determine which coach is the best fit for you in your stage of growth. Many of the coaches below offer introductory packages to help you ensure that you have the right coaching match.

Coaching organizations

Aspiring Leaders of Color

Growth Coaching International

Individual coaches

Cathryn Berger Kaye

Maxine Driscoll

Deidre Fischer (Level 2 ICF Coach)

Michelle Harris

Karin Holley (PCC)

Jessica Wei Huang

Joel Llaban Jr

Margaret Park

Ochan Kusuma-Powell

Nadine Richards

Andy Vasily (free discovery sessions offered)

Resources available in the Shelly Luke Wille Professional Learning Center

Board Games

Systems Thinking, Systems Changing

Systems Thinking, Systems Changing™ is a simulation structured as a game for educators and others working to create learning environments where all students thrive. Its purpose is to build knowledge and to provide experience in planning for and leading organizational change. 

What IB training and experience can help me develop as a leader?

International Baccalaureate educator network (IBEN) pathways

The International Baccalaureate® educator network (IBEN) in Asia-Pacific is a community of IB practitioners fulfilling the roles of workshop leaders, field representatives, school visitors, consultants and readers.

Through the contributions of IBEN, the IB is able to provide support and training to promote high-quality experiences in classrooms and schools.

See here to learn how to apply for one of these roles

School Services Roles: IBEN

There are a number of School Services roles in Asia-Pacific. The IB currently has the following roles:

• School visit team members

• School visit team leaders

• Consultants

• Application readers.

Read explanations of the roles listed above, including experience requirements.

Professional development Roles: IBEN

The IB also has professional development roles in Asia-Pacific, for educators:

• Workshop leaders

• Programme field representatives.

These roles are outlined more detail.

Leadership roles International Baccalaureate in general

Educators can take on a number of roles as part of the International Baccalaureate® Educator Network (IBEN).

Some of these roles have defined qualifications and requirements. You can read about the duties of each role below.

Consultant

Consultants provide support and mentoring to candidate schools. Each candidate school will be assigned a consultant by the regional office who will conduct the mandatory consultation visit and/or provide a specified number of hours of distance mentoring in preparation for the verification visit.

Content Developer

Content developers are subject experts who design and develop a professional development (PD) product, such as a workshop, e-learning resource or webinar.

The product may be face-to-face only, online only, blended, or both face-to-face and online separately.

Examination Site Inspector

Examination site inspectors make unannounced school visits to check on implementation of exam protocols. They write and submit reports to regional School Services.

IBEN trainers

IBEN Trainers are selected by the IBEN Managers as needed to train future IB educators. This role is by invitation only.

IB Team Chair of Synchronized Visits

In this role, individuals collaborate with external organizations to arrange school visits and to resolve issues during the visit.

The IB Team Chair of Synchronized Visits serves as the spokesperson for the IB team, and ensures that there is consistency in the interpretation of findings across programmes.

Online PD Mentor

A person who provides one-to-one mentoring for IB teachers subscribed to the IB DP Advantage subscription package.   A mentor is an experienced IB educator who has been trained in online mentoring.

Online Workshop Facilitator

Facilitators lead online professional development workshops. The facilitator is a subject/programme expert as well as being trained in online facilitation.

Online Workshop Lead Facilitator

The lead facilitator monitors and supports a range of online workshop facilitators.

Online Faculty Member

Online faculty members are expected to enter the Programme Resource Centre (PRC) a few times a week to monitor developments in their curriculum area. They are expected to actively contribute to the PRC by initiating, supporting and maintaining discussions, and by searching for suitable resources for posting on the PRC.

Some online faculty members may also be invited to make presentations to promote the site at IB workshops and conferences.

Programme Field Representative

Programme Field Representatives will offer academic and organizational support to Workshop Leaders and participants on regional workshop events and also feedback observations to regional office (PD and/or IBEN teams). Programme Field representatives contribute to the global Quality Assurance Framework of PD provision.

Reader

Readers are expected to read, analyze, evaluate and report to the regional office on documented evidence submitted by a school in support of their application for candidacy, authorization or evaluation self-study.

There are several types of assignments which readers may be asked to complete depending on their experiences. Please contact your regional office for further information.

Session Observer

Session observers are experienced, current or former IB World School heads, coordinators and teachers that have been trained by IB Global Professional Development and IB Research to fill these roles.

These observers attend randomly selected workshop sessions and observe several different sessions during the course of the workshop event to take a ‘snapshot’ of a workshop; thus is the role is not designed to evaluate any particular workshop or leader.

Information is collected and used to inform IB professional development, in order to improve support to workshop leaders and to improve leader training.

School Visit Team Member

School visit team members will participate in programme verification and evaluation visits, representing the IB. They will be responsible for revising prior school documentation provided by the IB, contributing to a final report and recommendation for the regional office, and for conducting the visit under the lead of the School Visit Team Leader.

School Visit Team Leader

School visit team leaders are responsible for liaising with the regional office and the school prior to and after the visit. They lead the visiting team when conducting the visit and preparing the visit report for submission to the regional office.

Workshop Leader

Workshop leaders facilitate professional development for teachers in schools implementing the IB programmes. Workshop Leaders contribute to the global Quality Assurance Framework of PD provision.

Read about the qualifications and requirements that apply to some of the above roles.

How can I grow as a leader through training to work with an accrediting agency? (CIS and WASC)

The Council of International Schools (CIS)

CIS educators play a crucial role in upholding the highest standards in international education by joining a team of peer evaluators.

Our peer evaluation model is a hallmark of the CIS International Accreditation philosophy. We believe that gaining perspectives from fellow member schools is a vital aspect of school evaluation. A diverse team enriches the accreditation process through the sharing of knowledge and effective practices, to the benefit of not only the schools being evaluated but also the peers involved in their evaluation. Evaluators make a positive impact on our global membership community while learning and refining skills to use throughout their educational career. 

Volunteering as an evaluation team member provides significant professional benefits for educators and leaders. Our peer evaluators consistently rate the experience as the best professional development they have had. 

Western Association of Schools and Colleges (WASC)

The Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC) invites you to serve on an accreditation visiting committee. Serving on an ACS WASC team is one of the most valuable professional development experiences for an educator. 

Read the Serving on an ACS WASC Visiting Committee handout for additional information.

Why serve on an ACS WASC visiting committee?

• Learn about strategies, approaches, and practices

• Observe research and programs in action

• Develop and cultivate new professional relationships

• Work together for high achievement of all learners

• Demonstrate one’s professional commitment to quality education

• Provide insights and reflections as a fellow educator

• Give back to the educational community.