TIE | Black Lives Matter

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STANDS WITH

AIELOC

 

“You have to get over the fear of facing the worst in yourself. You should instead fear unexamined racism. Fear the thought that right now, you could be contributing to the oppression of others and you don’t know it. But do not fear those who bring that oppression to light. Do not fear the opportunity to do better.” 
― Ijeoma Oluo, 
So You Want to Talk About Race

 

 

Now is the time for us to move beyond contrived statements and to assert action to solidify our collective identity. Now is the time for us to seek the opportunity to learn and not be silent. We therefore call on every stakeholder in international education to committing to action and making our community more socially just. What does the international education community need to do now?

 

We commit to:

 

-acknowledge that Black Lives Matter and the racialized experiences, though not a monolith, of people of African descent, regardless of country of origin are shared and felt.

 

-speak up now about racism and all forms of discrimination in international education as well as how these experiences are perpetuated in international spaces.

 

-tackle the eradication of racism at all levels including but not limited to (boards, recruitment, accreditation, graduate programs, schools, parents) become aware of our racial and cultural blind-spots by reading about, listening to, collaborating with and implementing sustainable anti-racist practices by championing the voices and contributions of racially and ethnically diverse educators. Focus on anti-racism work.

 

-have school and organization plans focused on diversity, equity, and inclusion that is co-created with our community.  Commit to partnering with community members that are closest to the problem as they are usually closest to the solution.

 

-challenge Whiteness, and even White Supremacy, in all its subtle and overt forms. For white educators, we acknowledge benefiting from privilege and structures of oppression against people of color, and we stand now to become part of the solution despite and in spite of current racialized incidents. We commit to become a part of the solution even when political and racial unrest are not at the forefront of the news cycle.

 

-actively ally with, amplify, and mentor educators of color who come from all parts of the globe. Aspire to be co-conspirators.

 

-educate our students and parents about the value of racial and ethnic diversity through our conversations, curriculum, and school-community workshops.

 

-support those international education organizations committed to diversity, equity, and inclusion.

 

Finally, we ask what do you want to see? What topics do you want to discuss? Who do you want to hear from? What do you want to learn more about? We invite you to participate in our Free Virtual Conference focused on representation, social justice, and equity studies in international education during 14-15 November 2020? To keep the conversation going please add your thoughts, ideas, and questions here: https://padlet.com/kdsl2007/ga6oin5r650qelw2

 Join us at www.aieloc.org and email us at aieloc2019@gmail.com.

Dr. Ashley Hazelwood, AIELOC Fellow

Kevin Simpson, AIELOC Founder

Take the AIELOC Equity Pledge

KDSL Global International Education Recruitment

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KDSL Global is a leading learning organization focused on empowering educators and education businesses globally.  We are excited to officially share our KDSL Global International Education Recruitment division, which will focus on partnering with school groups and education organizations around the world to meet their talent needs. Our diverse team have all worked in the international education space for 20+ years and have completed executive searches, teacher recruitment, and filled consultant needs on education projects around the world. This will be led by Ann Little.

 

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With over 25 years’ experience, Ann Little is passionate about making a difference globally within the education and leadership field. She is a versatile professional with an extensive background and expertise in strategic planning, change management, education reform projects, leadership development, training, recruitment, special education, and inclusion.

Ann began her career as a special education inclusion teacher and holds a Bachelor of Arts degree in Elementary and Special Education from Hiram College, Ohio. In 2009 she wanted to expand her knowledge and interests by studying abroad and in 2010 earned a Master of Arts degree in Education Leadership & Management from the University of Roehampton in London, United Kingdom. She is a licensed teacher in both the United States and the United Kingdom.

After earning her master’s degree Ann went on to work with two international school start-ups in the Middle East and three large scale education reform projects in SE Asia focusing on leadership development, strategic planning, recruitment,   building capacity, improving teaching pedagogy and inclusion practices. Prior to this, she led a large-scale special education literacy project in Hillsborough County, Florida with the 8th largest school district in the United States. Under her leadership, the project grew to provide services to over 5,000 special education students in 100+ schools.

Ann is both a visionary and transformational leader who has proven her ability to succeed in driving change through school transformation projects with diverse populations at an international level. She is committed to improving opportunities for students everywhere to access quality education. She brings her ability to work and relate effectively across international cultures to recruitment, leadership, and special education projects.

 

 

 

KDSL Global interviews Travis Bouldin of We Are All Incorporated

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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

 

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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.

 

Apply to join our new KDSL Global Advisory Council

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 Join Our Advisory Council!

Are you interested in collaborating with education colleagues around the world? Apply to become part of our new advisory council!

Being a part of the KDSL Global Advisory Council is a great way to serve the education community, learn more about the work we do, and connect with colleagues around the world. This newly established council will connect with our team, partners, fellows, and our affiliates.

The council will consist of six individuals from around the world currently working in the field of education.

Advisory Council members may:

  • Give feedback on initiatives
  • Write for our blog
  • Have priority to serve on projects
  • Host and attend virtual and in person education events
  • Act as an ambassador for KDSL Global

 

KDSL Global Advisory Council members will serve from August 2019 until June 2021.

To apply please email your resume and a two minute video introducing yourself and why you would like to serve on the council to kdslglobalinfo@gmail.com.  The deadline to apply is 21 June 2019.

 

 

Thank you for your interest in our new council!

#AAIEGlobalsowhite

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“It’s important that the leadership of international schools reflects the increasing diversity of students and families in those schools, especially since many studies have shown that diverse teams make better decisions and such teams provide effective role models for all students.”
-Liz Duffy, ISS President

 

A global community that connects diverse people, ideas and resources, AAIE helps international educators lead with vision, wisdom, courage and integrity.

AAIE is the worldwide organization that connects school leaders to new ideas, opportunities– serving as a disruptive influence– and change agent to ensure the viability, integrity and future of overseas schools.

Conduct “summits” on critical issues with eye toward development of both cadre of current leaders and toward building capacity in next generation of leaders

 

I joined AAIE based on these three statements above.  Last year after attending #AAIE2018 there was a shock after noticing how much the international education leadership community lacked in the diversity department. There was talk at a session about critical issues (diversity being one of the topics). A hard decision was made not to attend #AAIE19 being that I was a member and studying in the AAIE Institute for International School Leadership.

 

Happy to see the topics below at the 2019 AAIE Conference CONVERSATION but do question if the strategic plan will shift at AAIE as well as at ALL international schools around diversity, equity, and inclusion in international leadership.

 

AAIE 2019 Deeper Dive Sessions:

  • Moving Beyond Conversation to Meaningful Action:Fostering Diversity, Inclusion and Equity in International School Leadership

 

  • Becoming A More Inclusive School: Having the Heart to Lead With Vision, Wisdom, and Integrity

 

  • Finding Our Future Leaders

 

  • Diversity is Not the Goal: Exploring Transformational Principles to Build Equity, Engagement and Relationship

 

  • Frameworks & Tools for Achieving Diversity, Equity and Inclusion in International School Leadership

 

To further add to the CONVERSATION and ensure we all stay the course a new hashtag is being born: #AAIEGlobalsowhite

 

The next generation of international leaders are diverse, disruptive, and want their voice included. We are ready to collaborate and add to the CONVERSATION. Is AAIE ready to listen?

 

Language Learning in Brazil with Julia Hedges

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KDSL Global recently had a chance to connect with Julia Hedges (pictured above in the pink scarf) after she served for five weeks in five different cities in Brazil. This was part of a collaboration with the Department of Education in Recife, universities, schools, and learning centers.

 

Tell us about your role and the project you served on in Brazil.

I was an English Language Specialist for the Department of State. My role was to serve teachers (through teacher training) in an underserved region of Brazil. I trained English language teachers on best practices of content-based language instruction. I worked in four different states and five different cities in Northeastern Brazil.

 

What was your new learning from this project?

I was reminded of the importance of intercultural understanding and experiences. Since I’ve been back to the United States, I have made even more of an effort to incorporate my students’ life experiences and cultures into lessons in order to engage them, and in order to create a safe learning environment based on mutual respect and understanding.

 

To learn more about Hedges and her work in Brazil please visit https://elprograms.org/sample-projects/english-language-specialist-julia-hedges-collaborates-etas-share-american-english-website-resources-imperatiz-brazil/

 

About Julia Hedges

Julia received her Master of Education in TESOL from Concordia University in Portland, Oregon and a Bachelor’s degree in both English and Spanish from the University of Montana in Missoula, Montana. She has taught English as a Second/Foreign Language in both the United States and throughout the Middle East to adolescents and adults. Recently, she worked as an instructor for Intensive English Programs (IEPs) in Colorado and Texas. In the Middle East, she taught English as a Foreign Language (EFL) in a variety of contexts, and she successfully founded and managed an English language center that focused on test preparation, English for Specific Purposes (ESP), and teacher training. She has trained teachers, in six different countries, on best practices for delivering their English language programs using communicative methodology. In 2014, she presented “Back to Basics” at TESOL Arabia, which described her experiences working with Iraqi teachers. Currently, she serves on the Colorado TESOL Board as the Teacher Education/Action Research SIG co-chair. Julia’s professional interests include ways of making classrooms more student-driven, using Computer Assisted- Language Learning (CALL) to supplement lessons and engage learners, and materials development.

 

KDSL Global Fellows 2019

KDSL Global, based in the United Arab Emirates and in the United States, is pleased to announce our new fellows.  The fellowship will run from January-December 2019 with a focus on writing, leadership, and launching a new education idea.

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Octevia Torian is from Virginia and has 14 years of experience in the education field. In the past she has served as an instructional coach, advisor and advanced academics resource teacher. Currently, Octevia is in her second year of teaching in Al Ain, United Arab Emirates with a focus on the Next Generation Science Standards, Project-Based Learning, STEM, and teaching science at the middle school level.  She loves to bring real life experiences to the classroom for students and takes pleasure in seeing learners engaged in the classroom and applying their knowledge to everyday life. Octevia is a lifelong learner who is a member of professional development organizations such as ASCD and presents at education conferences. One of her latest projects involves initiating a pilot program at her school with Global Air Media, LLC. This program uses STEM curriculum to teach students about drone technology and entrepreneurship in the 21st century. At her school she leads a YouTube Club for students, a talk show for teachers, and is a co-host for a podcast called Dismissed.  She is a graduate from Averett University, Capella University, and Virginia Commonwealth University.

 

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Sania Green-Reynolds is a Jamaican native who is living her dream of experiencing and contributing to education on a global level. She is an experienced and dynamic English teacher, curriculum, teaching and learning support expert, and believer. Sania has been teaching for 16 years (pre-training) and 11 years (post-training). She’s taught students (face to face) in Jamaica and the Caribbean, Japan, the United Arab Emirates and students of other nationalities in online forums, and hosts  personal and professional development workshops as well as speak at regional and international conferences. Over the years she has received various awards in education, which speak to her innovative and skilled approach to teaching and progressive student learning.

Sania is a best-selling co-author and a writer who has contributed to several international publications. She has been an inspiration to her students and colleagues alike. One of her books, The Self-Confidence Booster, was translated to Japanese to provide further inspiration and motivation to her students in Japan whom she believed could speak English more fluently if they were confident enough to do so. Sania has been awarded different awards such as English Teacher of the Month, Most Innovative English Teacher, Education Journal Middle East Teacher of the Week and recognized as the teacher with the highest NWEA MAP progress and attainment in her past school.

She believes in giving back to the community. As demonstrated by her work in community improvement and social work in education, which spans from the Caribbean to Africa and as a result, she is honored to be a Walden University Scholar of Change Awardee. She holds a 3-year Diploma in English Language and Literature Education, a B.Ed. in Elementary Education with 1st Class Honors, Certificates in TEFL, Supervisory Management and Coaching, and a M.S.Ed. In Educational Leadership and Administration with Honors.

 

Global Schools Network

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For nearly 20 years The Partnership for 21st Century Learning (P21), has advocated for 21st century readiness for everyone. That suite of skills includes global competence, which has taken on paramount importance for success in career, college, and life. Through the Global Schools Network, P21 seeks to identify, document, promote and celebrate examples of 21st century learning initiatives that successfully prepare students for college, career and life with a focus on global competence, globally infused curriculum, and vibrant online and face-to-face exchanges.

The schools and programs that earn Global Schools Network designation enter a dedicated professional learning community focused on 21st century global learning, and their stories provide educators, policymakers, and communities a variety of models to draw from and be inspired by.

We strongly advise that all schools take the free pre-assessment before deciding to complete the full application. This is found here: https://p21global.org/self-assess.  

 

Evaluation Process

The Global Schools Network evaluation process is thorough and designed to lift up global examples of successful  practices and structures that yield 21st century global learning outcomes. The application will remain open year round, but we will do reviews four times per year: September, December, March, and June.

Each application is reviewed by GSN staff, advisory and steering committee members, and a peer group of existing GSN schools and programs. All schools, private, public, religious, are eligible to apply.

 

Metrics

P21 uses a rubric to evaluate each application. Applicants that successfully demonstrate they have embedded advanced and exemplary 21st century global learning practices that improve student learning in classrooms and communities will receive admission to the network under three levels of program success: Developing, Sustaining, Model.

The GSN Evaluation Tool is based on the following criteria:

  1. Evidence of commitment to global competence, global awareness, and linguistic competence for all learners.
  2. Educational support systems and sustainable design focused on global competence.
  3. Engaged learning approaches, such as Project Based Learning.
  4. Equitable student access to globally focused learning.
  5. Evidence of student acquisition of 21st century knowledge and skills as well as global and linguistic competence.
  6. A sustained implementation of a global competency framework for teachers and students.
  7. Partnerships for sustainable success

 

Program Levels

Developing:  If a school or program scores predominately in the “Developing” range then it enters the GSN with that status, with all rights and privileges. It can reapply within two years for higher level status. Each Developing program is assigned a mentor from the pool of GSN mentor programs.

Sustaining: If a school or program scores predominately in the “Sustaining” range then it enters the GSN with that status, with all rights and privileges. It can reapply within two years for higher level status. Each Sustaining program is assigned a mentor from the pool of GSN mentor programs and partnered with two other schools at this level.

Mentoring: If a school scores predominately in the “Mentor” range then it enters GSN with that status. Mentor status is for three years.  Mentor GSN schools are required to provide support for other GSN schools and often participate in our global study tour program.

If you think your school is ready to apply visit https://p21globalschools.formstack.com/forms/gsn_application

The Global Schools Network is a community of schools committed to inclusive and equitable quality education for all with a focus on global awareness, global competence, cultural competence, and linguistic development.

 

To learn more visit https://p21global.org/.

Global Collaboration Week

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Global Collaboration Week is Coming! (September 17 – 21, 2018)
Students, teachers, and organizations will get online to celebrate global collaboration during the week of September 17-21, as back-to-school season begins in the northern hemisphere. During this week, experienced global educators and other professionals will design and host connective projects and events and invite public participation. The primary goals of this whole day event are to demonstrate the power of global connectivity in classrooms, schools, institutions of informal learning and universities around the world, and to introduce others to the tools, resources, projects, and networks that are available to educators today. This is an opportunity for educators new to globally connected teaching and learning to participate in virtual activities designed by more experienced teachers. It’s also a great way for educators running ongoing global projects to find project partners!
Cost + Location: Free, registration required | Online
Linkhttps://www.globalcollaborationweek.org/

Global Schools Network

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KDSL Global Founder Kevin Simpson is a new member of the Advisory Committee for the Global Schools Network Power by P21.  The network is a community of schools committed to inclusive and equitable quality education for all with a focus on global awareness, global competence, cultural competence, and linguistic development.

 

The Goals of the network are to:

Increase global connections between teachers, students, and school leaders.

Increase global competence, global awareness, and linguistic competence among teachers, students, and educational leaders.

Expand recognition of successful organization and program models.

 

To learn more please visit https://p21global.org/.