Introduction *The background to CPD in international schools *How this CPD programme works - a brief outline of the programme aims, with an introductory questionnaire for school leaders *User guidance and possible timeline for completing the programme Part One - Getting the programme of the ground: sharing the same vision Part One begins by considering approaches to the subject of international mindedness in your school. Included in this section are four workshops for four different groups of people in your school: *The leadership team *The whole staff *The governing body *The parents These workshops will ask questions and get the groups to work towards constructing a school mission statement that will suit your school's particular needs.
The leadership team workshop Participants will: *understand the importance of having a clear statement about internationalism within the school mission statement so that it guides all educational activities including CPD *understand the complex decisions that will influence the formulation of the international aspect of the mission statement *understand what is meant by international mindedness *integrate both internationalism and global issues *commit to individual professional development related to international mindedness The whole staff workshop Participants will: *have a better understanding of the many meanings of international when applied to education and to schools *appreciate the complexity of the values involved *have considered what it means to be 'internationally minded *have considered the way certain values relate to international mindedness *have an understanding of some of the ways international mindedness could be put into practice *have been made aware of the values implicit in a school's mission statement.
The governing body workshop Participants will: *appreciate the need to develop in a more defined way how the school addresses the issue of internationalism *understand the concept of international mindedness *understand their role in supporting the enactment of the goals and specific objectives being developed that will impact upon the whole school and its implication for CPD *as individuals offer support for specific special projects that will arise in relation to international mindedness *see their role in informing a wider local community of the school's orientation toward internationalism *see themselves as ambassadors of the school's internationalism and identify with it. The parent workshop Parents will: *understand how international mindedness could develop in the school *have input into the process and discussion *voice concerns they may have with this 'new' goal for the school *appreciate their supportive role in the home so as to enhance the development of international mindedness.
Student participation The student contribution can be crucial in making relevant to the rest of the school community the whole idea of international mindedness, therefore this section helps you to approach your students in getting their opinion on the mission statement and the concept of being an internationally minded school. This section also provides guidance on finalising your statement with the governing board and ways to encourage the aims of the mission statement throughout the school. Part Two - International mindedness in practice: living the mission in the daily life of the school *Keeping a personal journal of reflection Summary of the benefits of using a personal journal of reflection as well as a template for your journal and a task to get you started. *The role of heads of departments This section describes the role of the head of department in relation to the development of international mindedness. There is also guidance in this section on your department meetings with regards to each department and the whole school and what they should entail.
*International mindedness and the curriculum A programme for two meetings to understand how being internationally minded can be intergrated into the curriculum. *International mindedness and language A two hour session for use of all staff to help with the understanding of such issues as: the particular problems of those of your students who are being educated in a language other than their mother tongue, an acceptance that all staff are involved in some way in language acquisition and practice ;the provision of an appropriate programme to cater for all language students; a curriculum where all learners have opportunities for the development of international mindedness ;a realisation of the importance of a student's mother tongue. *International mindedness and community service This one and a half hour session focuses on the community services that can be developed in the process of developing into an internationally minded school. This session should include all staff members.
By the end of this programme you should; be aware of the historical context of international education; be aware of the different types of international school; have noted the variety of ways in which a school can claim to be international and internationally minded; have considered various options in choice of curriculum; be aware of the different bodies which unite the field; be aware of some of the advanced CPD opportunities available to international teachers.
Part Three - Exemplars *How to ensure that there is a use of interactive units throughout the curriculum and incorporating the whole school *How to implement cross-cultural understanding through language and community - an examplar is given demonstrating the cross cultural understanding through History /English/drama/ music/ other languages/community service in a lesson about Shakespeare *Activities to ensure that your students/pupils are developing critical thinking with regards to international mindedness *Activities to help consider global issues and the curriculum as well as teaching *International mindedness in action: a case study of an international day of tolerance *A class exercise exploring the work of Austrian artist Gustav Klimt and the idea of international mindedness and aesthetics *Assessment tools for students and for the leadership group: learning log and measurement tools Part Four contains a wide range of: *core documents *supportive reading resources *explanatory summary papers to use as part of the programme or independently.
After a distinguished career in adult education in Britain and the United States, Caroline Ellwood moved to the international field and became Head of the Middle School of the Vienna International School. She was closely associated with the development of the IB Middle Years Programme, is familiar with the Primary Years Programme and an experienced teacher at Diploma level. She is the editor of IS Magazine and the International Schools Journal. With Malcolm Davis, Caroline helped pilot the History of the Islamic World IB Diploma Humanities option. She has a Doctorate in Education from the University of London, was BP Fellow in Education at Keble College, Oxford and has received the ECIS Award for the Promotion of International Education. She has acted as a consultant on aspects of international education and international-mindedness to schools in North and South America, Africa, Australia, Europe and the Far East. Malcolm Davis is currently Director of the International School of Bremen Germany; and also Deputy Chief Examiner of Philosophy, and DCE for History of the Islamic World, with the International Baccalaureate. Previously he held various post of responsibility at the Vienna International School Austria, including Head of Secondary School, after working in inner city secondary schools in the UK. Together with Caroline Ellwood, Malcolm pioneered the IB Islamic History programme and worked with the International Schools' Association in setting up the ISA Middle Years Curriculum, which was the forerunner of the IBMYP.