KDSL Global interviews Leisa Grace Wilson of Teach Middle East Magazine

TME logo-300x90

Our KDSL Global Intern recently had the opportunity to interview Leisa Grace Wilson of Teach Middle East Magazine. This is the premier magazine for educators and the entire education sector in the Middle East and beyond. They offer information on a wide range of topics ranging from finance, culture, travel, leadership, school news, and more.

 

Tell us about the Teach Middle East Magazine.

Teach Middle East Magazine is the premier magazine for educators and the entire education sector in the Middle East and beyond. Our vision is to equip educators with the materials and tools they need, to function optimally in and out of the classroom. We provide a space for educators to connect, find inspiration, resources and forums that are aimed at enhancing their teaching techniques, methodologies and personal development. We connect education suppliers and service providers to the people who make the buying decisions in schools.

 

What topics are you hoping to cover in the future?

The upcoming Volume 7 of Teach Middle East Magazine will continue to feature strategy filled articles, interviews and research-backed pieces for the connected educator.

 

What is your editorial style?

Teach Middle East Magazine focusses on ensuring that the articles it carries add value to educators and help them to perform optimally both inside and outside of the classroom. The magazine is divided into two sections. ‘Class Time’ and ‘After the Bell’ catering to both the professional and personal development of educators.

 

To learn more about Teach Middle East Magazine visit https://teachmiddleeastmag.com/

For their latest issue visit https://teachmiddleeastmag.com/teach-middle-east-magazine-sep-dec-2019-issue-1-volume-7/

Leisa Grace Wilson Picture

Leisa Grace Wilson is the Editorial Director of Teach Middle East Magazine. She has been working in education for the past twenty-two years as a teacher, Head of Department, Education Advisor and Vice-principal. Leisa Grace has worked in the United Kingdom and the United Arab Emirates. In 2014 she joined Teach Middle East Magazine, where she shares her passion for education through her writing and editing of the print and online issues of the magazine. She is also a speaker and has presented at education conferences globally.

 

 

Advertisements

New KDSL Global Advisory Council

Ayodele Harrison - Headshot 2                Copy of Tammy Musiowsky-0220.jpg

Ayodele Harrison, USA                         Tamera Musiowsky-Borneman, Singapore

 

fullsizeoutput_2d43        PICS7150.jpg

Lucas Roberts, China                             Jes’ka Washington, United Arab Emirates

 

JACOB'S Photograph       Gilda Scarfe Photo

Jacob Sule, Nigeria                                         Gilda Scarfe, United Kingdom

 

 

 

 

 

KDSL Global interviews Allison Rodman of the Learning Loop

8046de_2bf848cf451af998c5ddb09244ddd854

Our KDSL Global Intern recently had the opportunity to interview Allison Rodman of The Learning Loop. Allison challenges schools and districts to examine all aspects of their learning organization and focus on the connections among culture, collaboration, and communication as levers for growth.

 

What is the importance of personalizing the learning process for educators?

We look to teachers to know their students, build strong relationships with them, and personalize learning to meet their interests, readiness, and learning preferences, yet these considerations are often neglected when designing and facilitating professional learning for educators (at all levels). This is not unique to education and is a universal challenge within adult education. However, it is perhaps most concerning in the education space where we do not model the learning principles we expect teachers and leaders to implement themselves.

Additionally, we fail to recognize that adults learn in different ways than students. There is 50 years of andragogical research providing insight in this space, but we continue to ignore critical factors such as job-embedded practice, social construction, and relevance when designing professional learning experiences. We spend millions of dollars as schools, districts, and businesses to build human capital, but the engagements, for the most part, are designed and facilitated poorly.

 

 

How do your personalized professional learning services focus on improving culture?

I partner with schools, district, nonprofit organizations, and businesses to move beyond planning professional learning sessions as “events,” but instead, sustained “experiences” for intentional and targeted collaboration and growth. We look to create true learning organizations rather than simply one-time, sit-and-get workshops. Together, we examine a multitude of data points, including student achievement and growth data, observation and evaluation data, and staff needs assessments (as well as other metrics specific to each partner). We explore a continuum of learner agency and look for opportunities to elevate learner voice, co-creation, social construction, and self-discovery. In this way, learning experiences become not only purposeful and personalized, but also begin to shift the paradigm of learning within the organization as a whole in organic and authentic ways.

 

 

Tell us about your book “Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice.”

The book provides district and school administrators with a roadmap for transforming existing professional development programs into more effective and innovative learning experiences that elevate onsite expertise while still aligning with school and district priorities. It is a step-by-step guide for diagnosing, planning, executing, evaluating, and refining teachers’ professional learning. Supported by research and informed by the experiences of educators across the United States, the book distills best practices for adult learning into clear advice and ready-to-use tools.

 

For more information please visit http://www.thelearningloop.com.

 

Allison Rodman Picture

Allison Rodman is an educational consultant who provides professional learning services to districts, schools, and educational nonprofit organizations.

Allison is deeply committed to connecting educators together and sharing resources to personalize the learning process for all (both students and the educators who support them – at every level of the system).

The goal of her work is to support the whole child and whole educator to view learning as an ongoing experience and not an endpoint. This process includes learner voice, co-creation, social construction, and self-discovery.

 

 

Powered by Teach to Lead Summit

Copy of poweredbyttllogo

On Friday, October 4, and Saturday, October 5, MENA region teachers and teams will convene in Dubai at Dunecrest American School as part of an initiative of the Association for Supervision and Curriculum Development (ASCD) Connected Community in the Gulf Cooperation Council (GCC) called the Powered by Teach to Lead Summit.   During a summit, teams of educators convene to think deeply about a problem of practice – an idea for how to improve learning in their school or country context – and to work as a team to plan solutions. Organized by KDSL Global, a UAE-based education company, the Powered by Teach to Lead Summit seeks to allow participating teams to:

  • Share ideas and best practices and learn from examples of existing teacher leadership efforts;
  • Identify common challenges and create concrete, actionable teacher leadership plans to address them locally;
  • Network and build relationships with other educators and leaders in their region; and
  • Identify promising ideas for follow-up support through future engagement events.

Dubai based Summit Mentor Dima Yousef said, “Teach to Lead provides teacher-led teams with time, skills and support to put their ideas into action. The summit is an opportunity to step outside the box of a problem or situation and explore solutions with the feedback of other educators and leaders. As a mentor, I can’t wait to explore my own learning and development as I help pave the way for others to recognize the potential of their ideas to improve student learning and achievement.”

To apply to attend and for more information visit http://www.gccascd.com/teachtolead.

 

ABOUT KDSL Global

KDSL Global is a UAE-based leading learning organization focused on empowering educators and education businesses globally.

 

ABOUT GCC ASCD Connected Community

Our goal as the GCC ASCD Connected Community is to unite educators throughout the region, inspiring all of us to learn globally and teach locally.

 

PRESS CONTACT

Ashley Green, KDSL Global, gccascd@gmail.com,  +971 525427009

 

KDSL Global interviews Travis Bouldin of We Are All Incorporated

We Are All Inc. Logo

Our KDSL Global Intern recently had the opportunity to interview Travis Bouldin, Founder and President of We Are All Incorporated.  With a focus on discovering, learning, and changing, Boulden provides global experiences to youth.

 

Tell us about We Are All Incorporated

We Are All Incorporated has a simple mission of providing new or nontraditional experiences to teens from communities with limited resources. We Are All Incorporated does not prohibit access based on lines of differences, especially race and socioeconomic status. As such, activities can range from a local fishing and hiking expedition to a day trip for skiing and snowboarding. Other times include catching a flight abroad for cultural immersion and enrichment. Young community members develop new understandings of themselves, the world around them, and ideas for enhancing diverse relationships through respect, appreciation, and mutual concern. Teens carry these understandings with them into adulthood as they enter higher education institutions or start new careers as participants in our national and global community.

 

 What inspired you to found We Are All Incorporated?

I didn’t have the opportunity to engage in international travel during my childhood. I didn’t leave the country for the first time until I was 26. Over the last decade, I’ve visited 32 countries. I find value in every part of the experience, including the skills needed to navigate basic directions when in a new country, touring historical sites, immersing in new cultures, and finding ways to share stories about cultural commonalities, common interests, and common concerns.

I grew up with a river and wooded area just beyond my backyard. I spent most of my days fishing, boating, exploring, and biking, which started a love for outdoors activities. As an adult, I include these activities regularly in my life. I find value in them and I wish to share that with others who rarely have an opportunity to get out of the city.

I originally partnered with other organizations that specialized in global travel for low-income and/or teens that had limited opportunities based on where they lived. However, I found that while these organizations had an honorable mission, the opportunities were not equally accessed by everyone. So, I started We Are All Inc. to reach the people that needed more motivation than a flyer or announcement.

 

 What upcoming expeditions and experiences do you offer?

I attempt to include teens in selecting and planning the activities that we choose. We will meet in August to calendar monthly trips and our international experience for the 2019-2020 calendar year. Activities will begin in September 2019!

 

For more information please visit https://freshglobes.weebly.com

 

img-20170610-180252_orig

Travis Bouldin is the founder and president of We Are All Incorporated. For 15 years, Travis has worked in education as a teacher, teacher leader, instructional coach, principal, and district leader. Travis values education as a “great equalizer” and believes that every child has the right to excellent teachers and great learning spaces. He has a fundamental belief that every child can be successful if provided with the right opportunities from the right people.

Having small-town roots, Travis enjoys fishing, boating, hiking, biking, and anything that allows him to be in nature, which he has passed on to his son. His love of travel and different cultures has taken him to 32 countries. Travis is a fan of American Realism and self-publishes short stories inspired by the genre. He is currently working on a plan to open a small farm to share a love of animals and agriculture with people in urban communities.

Travis holds a certificate in Global Education, M.A.T. in Teaching Secondary Social Studies, M.Ed. in Teacher Leadership, and is currently a candidate for an M.A. in American History.

 

KDSL Global Team article featured in Teach Middle East Magazine

TME logo-300x90

The KDSL Global Team wrote an article focused on personalized professional learning that was featured in the Back to School issue of Teach Middle East Magazine. To view the entire issue visit https://view.joomag.com/teach-middle-east-magazine-sep-dec-2019-issue-1-volume-7/0440805001567443261?short.

“Professional learning will become more personalized with educators creating opportunities that they need through networking, collaboration, and relying more on colleagues rather than external experts.” – Deb Delisle, President and CEO of Alliance for Excellent Education

 

What is the future of professional learning? In a blog post published last year, we posed this question to three leaders. What emerged was the need to be personal, flexible, and open to new ways of delivery.  What are some ways we can personalize professional learning for educators and leaders in the MENA region?  In this article we will share some models and resources to consider and explore as you launch into the new academic year.

Every August the school year for teachers starts out the same way with an intensive “welcome week” of professional learning that consists of a speaker, PowerPoint, and a full staff listening idly for several hours. With the increase demand on schools to push student performance to meet international expectations, this may rarely leave time for follow-up throughout the school year. So how do schools keep up with teaching, curriculum pacing, and meet the development needs of a diverse staff? Ever consider Flipped PL? Similar to Flipped Class, this method will allow schools to differentiate, customize and innovate professional development with easy follow-up.

Flipped PL can be designed very simply using pre-developed tools from Teaching Channel, TeacherTube, Khan Academy or other resources. These websites offer videos on several topics that cover teaching strategies, subject specific content, and other material, with most offering video transcripts, discussion topics, and/or comprehension questions. Using a school-wide platform such as Edmodo or Google Classroom, videos can be posted with comprehension questions or an online quiz to check understanding. Discussion can take place online or in department meetings with skill specific observation to follow. If transcripts are available, they can be translated to ensure all staff are able to participate in PL.

For the more advanced and adventurous in developing PL, videos can be designed using iMovie (for Mac users), Movie Maker (PC users), Adobe Premier Elements, or Lectora. Videos can be made from pre-recorded teacher lessons showing best practices or imbedded from Teaching Channel and other resources. Comprehension questions or a quiz should also be included to check understanding with discussion taking place online or during meetings.

The platform used to implement Flipped PL should be one that has a management option which can be monitored by school leaders. Edmodo and Google Classroom work well as they both allow groups to be created to differentiate PL topics and departments, in addition to allow members to interact with each other through chat and let group admin create quizzes and monitor activity.

Using Flipped PL will create 21st Century professional learning that is easy to create, track, and improve teaching and learning in schools.

 

While personalized learning has increased for students, the same should be for educators when it comes to professional learning.  One pathway is micro-credentials. This digital certification allows for voice and choice based on interest of the learner who work towards demonstrating competence in a specific skill. Micro-credentials offer a way for schools to both recognize the existing skills of teachers and administrators. In this digital form of certification, educators and leaders learn by doing. They can be earned as a digital badge or bundled into courses that may be eligible for your licensure renewal.  A micro-credential is a badge that represents the skills that the teacher or administrator has been proven to possess.

So how do micro-credentials work? Educators review requirements and select the micro-credential they would like to earn. This is usually based on needs and interests. Next, educators engage in their learning and put it into practice. While learning the educator may ask questions, access available resources, and receive feedback and coaching. Evidence of their competence will be gathered and submitted to a trained assessor. The assessor will evaluate the evidence shared from the educator. Samples of evidence could be a classroom observation, student work, lesson plan, audio or video from the classroom, or reflections from student or teachers.  Once the micro-credential is earned a digital badge will be awarded. Find out about three organizations focused on providing micro-credentials to educators.

Digital Promise has built an ecosystem of micro-credentials in partnership with issuers, earners, and recognizers to personalize learning for educators.

https://digitalpromise.org/initiative/educator-micro-credentials/

 

Bloomboard is the leading platform for enabling educator advancement via micro-credentials, a form of micro-certification.

https://bloomboard.com/what-are-microcredentials/

 

MISIC has developed micro-credentials in collaboration with member schools to facilitate the learning and implementation of effective instructional practices, building the understanding and teaching of standards, and designing instruction that includes 21st Century skills.

http://misiciowa.org
Whether you’re looking to grow as an institution or individual, online resources are guaranteed to meet your needs. With a plethora of materials to choose from, below are examples who provide high quality learning experiences to support in meeting your goals.

 

Edraak: Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF). QRF is determined to ensure that the Arab world is at the forefront of educational innovation. As such, QRF has capitalized on regional Arab talent to leverage technology developed by the Harvard-MIT consortium, edX, to create the first non-profit Arabic MOOC platform. https://www.edraak.org/en/

 

ASCD Webinars: ASCD a global non-profit that supports the advancement of educational leaders has a plethora of free online archived webinars for members and non-members to access. The registration for the webinar can be completed within 5 minutes and then access to the archived webinar along with handouts is made accessible. Once the webinar is over, a professional certificate is offered. The webinars range from topics on curriculum, wellness to teacher retention. ASCD prides themselves on having free professional learning, online and all the time, so these webinars are ideal for personal development, professional learning communities, and even staff meetings. http://www.ascd.org/professional-development/webinar

 

The Teacher’s Guild: The Teacher’s Guild is an initiative of IDEO, a global design and innovation company and offers online innovative collaborations that allow educators to practice design thinking methods. The overall objective is to activate and ignite expertise in pedagogy by finding ways to generate new ideas through a 14-week online challenge. The Teacher’s Guild is truly innovative and gives educators an opportunity to embark upon new challenges, while empathizing, building, testing, refining and sharing ideas. At the end of the 14-week challenge, all of the information is stored and can be accessed online. Some of the latest projects highlight storytelling through podcasts, hyperdocs as a tool to communicate with parents, and parent-share conferences. www.teachersguild.org

Author Allison Rodman of Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice, says that “as educational leaders, we need to be both mapmakers and travels in professional learning. Set the course but also walk side-by-side as a partner.” As you launch into the new year, we hope you keep this in mind as reflect on and collectively craft the professional learning plan for your community. If you are on Twitter, then follow and share your journey at #personalizedPL and join in the conversation at #PPL1Cchat.

 

 

Rashenah Walker, Manager of Learning at KDSL Global

Ashley S. Green, Senior Associate at KDSL Global

Kevin Simpson, Managing Director at KDSL Global