Global Ed Leaders | International School Leadership Insights Shane Leaning

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.

Josh Goodrich and Shane Leaning explore the importance of rehearsal and implementation planning in teacher development. Rehearsal involves modelling a desired teaching technique, deconstructing the model, and planning how to implement the technique in a future lesson. Implementation planning involves stating a specific time, place, and cue to remember to make the change. We chat about the need for social accountability and feedback in the rehearsal process. Josh suggests starting with group rehearsal in professional development sessions and gradually moving towards individual rehearsal. The goal is to create a culture of continuous improvement in teaching.

Takeaways
Rehearsal and implementation planning are critical components of teacher development.Rehearsal involves modelling, deconstructing, and planning a desired teaching technique.Implementation planning includes stating a specific time, place, and cue to remember to make the change.Social accountability and feedback are important in the rehearsal process.Start with group rehearsal in professional development sessions and gradually move towards individual rehearsal.Create a culture of continuous improvement in teaching.
Sound Bites
"Rehearsal and implementation planning are critical components of teacher development."
"Implementation planning involves stating a specific time, place, and cue to remember to make the change."
"Social accountability and feedback are important in the rehearsal process."

Click here to get a copy of Josh’s book, Responsive Coaching.

Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.

About the host
Shane Leaning is a passionate organisational development coach with over 15 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.

Summary

Educational psychologist, Dr. Angie Wigford, shares the findings of her survey conducted among students and educators across the Asia on the effects of COVID on international school students and staff. This is a repeat of Episode 6.

Key Points
Impact of COVID-19 on Student Wellbeing: The conversation starts with Angie's research findings revealing heightened anxiety levels across all student age groups due to the pandemic. She also discusses the challenges of declining emotional regulation among students, especially in the older age brackets.Positive Outcomes amidst the Challenges: In the midst of the hurdles, a silver lining emerges with students showing an enhanced ability to use technology and work independently. The pandemic, despite its downsides, has driven positive changes in teaching and learning methodologies.Navigating the 'New Normal': There's a critical need to reassess and adapt to the 'new normal' in education. A major concern is the tendency to revert to pre-COVID-19 pedagogical practices. Angie advocates for an evolved approach that resonates with the current realities and needs of students and educators.Fostering Post-traumatic Growth: A highlight of the discussion is the concept of post-traumatic growth. Angie stresses the importance of leveraging the potential benefits of the situation, such as asynchronous learning, which would help redefine educational practices in international schools.The Well-being Agenda: The significance of well-being for both students and educators has become more prominent in the pandemic context. The need for an individualized well-being approach that takes into account the unique needs of students and educators forms the crux of the conversation.
Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.

About the host
Shane Leaning is a passionate organisational development coach with over 15 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.

Simon Probert and I explore the evolution of British international schools in Asia, with a focus on the growth of British international education in Asia. The appeal of British international schools and the interaction between these schools and local education systems are discussed, as well as the importance of local identity are explored. The conversation also delves into the challenges of localising international schools and the post-colonial lens in British international schools.
Simon talks about the idea of creating a third space in international schools and the future of international education and importance of reflection, collaboration, and autonomy in evolving international schools is emphasised, along with the need to empower students and define the future of internationalism.

Takeaways
British international education has experienced significant growth in Asia, particularly in China, with the British curriculum and qualifications being highly sought after.International schools in China interact with the local education system in various ways, including through bilingual schools that explicitly teach the Chinese National Curriculum and international schools that have more freedom over the curriculum.Creating a bicultural curriculum that incorporates local values and identity alongside global citizenship is important in international schools.International schools need to reflect on their context, build collaborative relationships with parents and the local community, and ensure that staff understand the cultural context in which they are working.The future of international education lies in creating unique cultural spaces that bridge different nations and cultures, empowering students to be confident, articulate individuals with a sense of global citizenship.

Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.

About the host
Shane Leaning is a passionate organisational development coach with over 15 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.

Universities around the world are prioritising internationalisation, which presents both opportunities and challenges for international schools. This report from The International Association of Universities highlights benefits such as enhanced international cooperation and enriched global knowledge for students. However, universities also struggle with competing priorities and finances. This trend may lead to an increased demand for students with international education, benefiting schools that offer international qualifications. It also opens up opportunities for better university partnerships and pathways directly with international schools.

Takeaways

Universities are prioritising internationalisation in higher education, valuing international mindedness and global perspectives.International schools may benefit from an increased demand for students with international education and qualifications.There are opportunities for better university partnerships and pathways directly with schools.The trend towards internationalisation may also lead to a more competitive market for international schools.Defining internationalism and addressing challenges such as competing priorities and finances are important for both universities and international schools.
Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.

About the host
Shane Leaning is a passionate organisational development coach with over 15 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

In this deeply engaging LIVE Space of "Global Ed Leaders," we peel back the layers to explore vulnerability in school leadership.
As an international school leader, I've seen first-hand the transformative power vulnerability can wield. It's not always comfortable, but it's crucial for building trust and fostering authentic connections among our staff, students, and community. This conversation is a reminder that showing our humanity can be our greatest strength.

Episode Overview
- Introduction to vulnerability in school leadership
- Vulnerability during COVID: A shared experience in uncertainty
- The impact of selective vulnerability in small community settings
- Responses to Tom Sherrington's article on vulnerability in education
- Implementing practical vulnerability in leadership practices
- Addressing the role of shame in hindering vulnerability
- Acceptance of vulnerability in ourselves and others

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.

Chris Baker and Shane discuss the importance of confidence and self-efficacy in effective leadership. They explore the impact of confidence on decision-making and the role of self-efficacy in personal and professional development. Chris shares his personal experience with confidence and how it has shaped his career. They also discuss strategies to develop self-efficacy, including setting achievable goals, seeking out models of excellence, and receiving feedback. The conversation concludes with a focus on the big three: learning efficacy, coping efficacy, and influence efficacy.

Takeaways
Confidence and self-efficacy are crucial for effective leadership.Self-efficacy impacts decision-making, motivation, and resilience.Strategies to develop self-efficacy include setting achievable goals, seeking out models of excellence, and receiving feedback.The big three areas to focus on for self-efficacy development are learning efficacy, coping efficacy, and influence efficacy.
Chapters
The Importance of Confidence in LeadershipThe Impact of Confidence on Decision MakingSelf-Efficacy and Self-ConfidenceThe Impact of Self-Efficacy on Thinking, Motivation, and Decision MakingStrategies to Develop Self-EfficacyThe Big Three: Learning, Coping, and Influence Efficacy
Links to Chris Baker’s Work:
Personal Website - LINK
Infographic Gallery - LINK
YouTube Channel - LINK
A Visual Intro to Self-efficacy - LINK
Twitter - @drchriswb
Linkedin - drchrisbaker

Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.