November 3, 2014 - November 24, 2014
9:55 am - 10:55 am
Candidates will develop an understanding of the complex nature of “Internationalism” in education. Definitions will be developed from the examples of the philosophies of a variety of international schools and their curricula…
1. Candidates will develop an understanding of the complex nature of “Internationalism” in education. Definitions will be developed from the examples of the philosophies of a variety of international schools and their curricula. Kinds of Internationalism (Non-National, Pan-National, Ex-National, Multi-National and Trans-National for example) will be studied. Candidates will have a well-developed response to questions like “Why do International Schools exist?” ,“How is Internationalism reflected in different schools and systems?” and “What accounts for the increasing popularity of international schools?”
2. Candidates will examine the history of the rise of several international school systems and models. These will include The United World Colleges, Shell Schools, national schools, European Schools, commercial schools and franchise schools. The diversity and popularity of these models will be studied. Candidates will develop a classification scheme for international schools using a variety of criteria. These criteria will include the location of schools, the background of school staff, the background and characteristics of students, the accreditations the schools offer, and their associations with other schools.
3. Candidates will develop a working knowledge of several curricular schemes used by International Schools. These will include the International Baccalaureate, The Advanced Placement Program and the IGCE Program. The differences in student assessment and evaluation for these schemes will be examined. An understanding of the motivation for and importance of curriculum in the organization of an international school will be developed.
4. Candidates will reflect on and respond to issues that accompany the increasing popularity of International Schools. Among these issues are:
- Are International Schools elitist and, if so, in what sense?
- Do International Schools impose a foreign cultural bias on local jurisdictions?
- What place do International Schools have in cultures that already have a well-developed school system?
- Does curriculum alone make an International School?
[tab title=”Course Format”]
- Using Canvas, a learning management system that provides for synchronous and a synchronous learning;
- 12 – 15 hours of instruction over 3 weeks;
- Webinars that will be recorded;
- Readings, presentations, discussions, quizzes, group activities, videos, audios, and instructor video clips;
- Candidate evaluation
[picture_frame source_type=”attachment_id” source_value=”568″ title=”Jake Johnston” align=”left”]
Jake is an International School principal who is currently working at the Caribbean International Academy in St. Maarten. Previously he worked in Abu Dhabi as a Project Manager for the consortium of the Canadian Bureau of International Education and the Ontario Principals Council doing an assessment of the vice principals of the emirate of Abu Dhabi. Prior to his international experience he was a Principal with the Peel District School Board in Ontario, Canada.
Throughout his administrative career Jake has been committed to the professional development of present and future administrators as well as schools and school districts. While in Canada he delivered programs and workshops for the Ontario Principals Council as an Instructor in Part 1 of the Principals Qualification Program. Since becoming involved with the international community Jake has instructed Chinese Principals on school leadership and consulted with schools in Saudi Arabia on school improvement as well as his work with schools in Abu Dhabi. Most recently he was the Instructor on the pilot of the International School Leadership Certification Program in the summer of 2013.
Jake brings 3 years of international school leadership experience and 14 years of school leadership in Canada to the program. He looks forward to this opportunity to support others in developing those skills, characteristics and perspectives to become effective leaders in international education.