KDSL Global Team article featured in Teach Middle East Magazine

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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

 

 

KDSL Global and the GCC ASCD Connected Community Convene the Powered by Teach to Lead Summit

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On Friday, October 4, and Saturday, October 5, MENA region teachers and teams will convene in Dubai as part ofan 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 Teacher Leader Evo Hannan said, “When you live a life beyond your limits, you have experiences beyond your imagination.”   Hannan will be the featured speaker on the first day of the summit andis currently the Spark Tank Coordinator at Dwight School Dubai. He continues to develop new ideas and leads a collective of innovative educators called ‘Innovation X’. He is also the founder of ‘Teacher Society’, a global education community that promotes teacher well-being and professional development, and the creator of the #INN4SDGs initiative.

 

Educators, school leaders, and teams from the MENA region are encouraged to apply early to attend.  More information can be found at 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 Association for Supervision and Curriculum Development (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 Rania Nasr

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Our KDSL Global Intern recently had the opportunity to interview Rania Nasr of Risalla Education Consulting. Currently, Nasr is based in the United Arab Emirates and passionate about training, teaching and learning, and shifting how Arabic and Islamic Education are taught in schools. Her company is a new collaborating partner with KDSL Global.

Tell us about Risalla Education Consulting.

Risalla Education Consulting provides hands-on workshops designed specifically for teachers of Arabic, Social Studies, Moral Education, and Islamic Education. We aim to help them create a student-focused learning environment, quality lesson plans, differentiated activities and assessments, and engaging resources to increase the level of student engagement and enhance the overall learning experience. We are a Dubai-based training and education consultancy, exclusively dedicated to improving the teaching and learning of those subjects across the region. By incorporating the most recent teaching methods and practices, our workshops focus on how to engage students in higher order thinking skills within those subject areas, and keep them motivated to achieve the standards set by the Ministry of Education.

Our cross-cultural domain expertise gives us unique insight and ability to cater to the challenges currently facing Arabic and Islamic Education departments in the GCC. We understand that teachers come from varying backgrounds in education, with different outlooks on teaching and learning. In order to unify and improve this framework, it is important to bridge the gaps between Western pedagogy and Arabic/Islamic culture by providing specialized training for teacher of those subjects. Our vision is to strengthen those departments from the ground up so that they are in line with other subject areas and meet international standards of education. We provide a range of services and resources to suit each and every school needs, schedule and budget.

Our services include, but are not limited to:

  • Workshops:  Hands-on and focused, delivering best teaching practices, covering everything from effective lesson planning to differentiated assessments
  • Coaching:  Working closely with individual teachers during school visits, observations conducted to assess learning within the classroom, designing a program that best fits the needs of the teacher/department
  • Curriculum Documentation: Aligning lesson plans to curriculum using standards and benchmarks, highlighting learning outcomes for each lesson
  • Recruitment: Assisting both schools and educator candidates, ensuring high quality teaching provision at our member schools.
  • Resources: Training teachers to design their own resources to facilitate learning to increase student engagement and motivation in the classroom

 

What challenges are Arabic and Islamic Education currently facing?

  • Arabic and Islamic Education in most schools are not in line with all other subject areas because they are not engaging enough to keep students focused and motivated, and in many cases students do not take pride in their language and culture.
  • Schools do not invest in training their Arabic and Islamic Education teachers on a continuous basis, and when training is provided it is not concise, specialized, or focused.
  • Students are generally unmotivated, uninterested, and shy away from these subject areas in international schools. There is little sense of pride and enthusiasm shown, and the underlying cause is always the method in which these subjects are being taught.
  • Teachers of Arabic and Islamic Education come from varying backgrounds and have different mindsets when it comes to education. Often times, their teaching methods are traditional and lack creativity.
  • Lack of online resources, and lack of engaging use of technology within the classroom

 

Tell us about the teacher training your company offers.

  • We have over 50 training courses approved by KHDA, and are delivered in both Arabic and English.
  • We work directly with teachers in our training’s through a hands-on learning environment.
  • Our training courses are themselves models of how to plan an effective lesson while considering differentiation, assessment for learning throughout the lesson, and engaging activities throughout. The training’s also focus on the ways in which teachers can ensure and measure progress within lessons.
  • Our training’s cover various topics and are based on the teacher’s development needs. The topics covered range from depth of knowledge, visual learning and inclusion to preparing for inspections and assessment data. We work with both teachers, and head of departments to ensure they are successful in expanding their skill sets and applying them into their work.

 

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About Risalla Education Consulting

Rania Nasr is the Managing Director and Head Trainer at Risalla Education Consulting. They are a Dubai-based training and education consultancy, exclusively dedicated to improving the teaching and learning of Arabic Islamic Education and Social Studies across the region. Our goal is to ultimately move away from traditional teacher-centered practices to creating a more learner-focused environment in the Arabic/Islamic classroom. By incorporating the most recent teaching methods and practices, our workshops focus on how to engage students in higher order thinking skills within these subject areas, while motivating them to achieve the standards set by the Ministry of Education.

To learn more about Risalla Education Consulting visit https://www.risalla.com.

KDSL Global interviews Marla Hunter

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Our KDSL Global Intern recently had the opportunity to interview Marla Hunter of Live. Love.Teach!, LLC. Currently, Hunter is based in the United Arab Emirates and passionate about coaching, diversity, and inclusion. She is a new collaborating partner with KDSL Global with plans to focus on diversity, equity, and inclusion in the international education space.

 

Tell us about your work mentoring teachers.

I have been mentoring educators for almost 10 years now. Without mentors or instructional coaches, teachers would flounder in every decision they make. I use practical strategies to support the teachers that I coach and elevate. This helps to improve the quality of education for students.

Below are the steps that I use during coaching/mentoring

  • Reassuring new teachers
  • Providing encouragement to all
  • Offering feedback
  • Being there during the “oh no!” and “ah ha!” moments
  • Reflecting together

 

Tell us about your work towards moving schools to embrace diversity and inclusion.

Diversity and inclusion is something that I have been working on since I began my work in education 15 years ago. It is important to remember that it is the responsibility of educators to embrace diversity, equity, and inclusion (DEI) of the students in their care; whether the student is in their immediate classroom or not. NPR‘s Bill Chappell reports that, according to the Census Bureau, “By around 2020, ‘more than half of the nation’s children are expected to be part of a minority race or ethnic group.’” Can you imagine that this is just the USA? Just think about GLOBAL education. When I moved abroad I helped to start a Facebook group catered to People of Color (POC) teaching abroad and wanting to move abroad to teach.  I have conducted several Periscopes and Facebook Live conversations to discuss DEI and other concepts of global education.

As a collective we need to stop talking about DEI in international education and start taking action.

  • Building community
  • Building trust
  • Instruction/Professional Development

 

What leadership coaching services do you offer?

I offer the following services that can be found on my website:

https://www.missmarlahunter.com/coachingservices/

  • Teacher Mentoring
  • Leadership Coaching
  • Technology Coaching
  • Employee Training and Development

https://www.missmarlahunter.com/professional-development/

 

M Hunter

After a successful career of teaching in both public and private education in Nashville (TN), Memphis (TN), and Orlando (FL), Marla Hunter is now teaching internationally and has taught in the following places: China (Shenzhen), Nigeria (Abuja), and currently the UAE (Al Ain).

Marla graduated from University of Memphis, by way of Oakwood College (now University), with a Bachelor’s in K-8 Education and from Nova Southern University’s MATL (Master’s of Teaching and Learning) program where she earned a degree in Curriculum and Instruction.

It is believed that as educators we must work to inspire the students with a love of learning. We must also teach them how to learn and equip them with the tools necessary for their next step in life. The child must work to be teachable, to practice their lessons faithfully, and to learn from their mistakes and from the mistakes of others. Finally, the classroom must encourage curiosity, foster thinking, and facilitate productivity. It must be a safe and inviting environment in the eyes of the child.

Marla is a firm believer in the use of EdTech & a lover of Maths. She has participated and facilitated several math initiatives in Tennessee and Mt. Holyoke University: SITES-M School (Strengthening Instruction in Tennessee Elementary Schools) – Focus on Mathematics, Summer Math for Teachers Working with Data: DMI Training/ DMI Facilitation Training, Summer Math for Teachers Geometry: Examining Features of Shape DMI Training/ DMI Facilitation Training, and SITES-M DMI Training for Teachers Number and Operations, Part 1 Building a System of Tens: Calculating with Whole Numbers and Decimals. She also provided quarterly Parent PD (Early Childhood Parent Sessions) in Reading, Math, and STEM/STEAM at the International School of Abuja.

Marla’s school in Nashville, TN was also the anchor school to begin the use of Common Core State Standards for the state. Marla receive training and became a trainer in CCSS for both K-8 Maths. She developed workshops to help educators in Memphis & Orlando. She also helps school districts, homeschool co-ops & various educational companies development EdTech and other curriculums for their various programs.

 

 

KDSL Global and the GCC ASCD Connected Community Convene the Teach to Lead Summit

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Professional Development Targets MENA’s Teacher Leaders  

  

DUBAI, UAE, April 29, 2019 – On Friday, October 4, and Saturday, October 5, MENA region teachers and teams will convene in Dubai as part of an initiative of the Association for Supervision and Curriculum Development (ASCD) Connected Community in the Gulf Cooperation Council (GCC) called the 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 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 ASCD Emerging Leader Ashley Green said,The Teach to Lead Summit will provide the educational leaders throughout the MENA region with the platform to grow and build their ideas while receiving support and input from global community stakeholders.”

 

Educators, school leaders, and teams from the MENA region are encouraged to apply early to attend.  More information can be found at 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 Association for Supervision and Curriculum Development (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 Sue Beers

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Our KDSL Global Intern recently had the opportunity to interview Sue Beers, the Executive Director of MISIC. Now serving 160+ school districts in Iowa and other states, MISIC began in 1998 as a collaborative between 15 school districts in central Iowa.

 

What inspired you to work in education and curriculum? 

My mother and grandmother were teachers. I just followed in their footpaths! My interest in curriculum development came for designing my own lessons and curriculum, as we had no state or local curriculum guides. I received a Master’s in Curriculum and Instruction and while doing that study, became intrigued with not only writing curriculum, but leading others in this work as well. As a Director of Curriculum for 19 years, I had the opportunity to work with teachers from all content areas and grade levels to design and implement high-quality curriculum.

 

Tell us about the books you have written for ASCD.

As a former language arts teacher, literacy has always been my passion. Early in my career, I discovered that I had a significant number of high school students who were reading below the 5th grade level. I also realized that even my high-performing students were unable to independently process and understand the content-area text that they encountered. Many had simply stopped reading and waited for teachers to tell them what they needed to know.

I started researching and studying how to help students use text to learn in all content areas. This has been my lifelong passion and resulted in my writing 5 Action Tools for ASCD in the area of literacy in the content areas. The books were Reading Strategies for the Content Areas, Reading Strategies for the Content Areas Volume 2, Writing to Learn in the Content Areas, Adolescent Literacy, and Teaching 21st Century Skills, which included a great deal of literacy connections.

In addition to literacy, I am passionate about providing high-quality professional development programs for teachers and administrators. ASCD asked me to develop a set of tools for this, resulting in another action tool on this topic.

 

 

What is the importance of integrating literacy skills in science curriculum?

The Next Generation Science Standards (NGSS) standards include alignment to the literacy skills students need to be able to read, write about and talk about science concepts. If one knows a lot about science, but cannot share that knowledge by communicating with others, the advantage of that knowledge is loss. If they cannot read science content, they will miss a key method for gaining science knowledge. There are specific tools and methods for reading science that need to be explicitly presented to students. Science teachers are not asked to be reading and writing teachers, but rather to use reading and writing to help students learn their science content. Science teachers need to help students unlock the content by giving them the tools they need to comprehend the unique structures, vocabulary and nuances of scientific language. In addition, they need to provide opportunities for students to write about their learning in order to deepen and sharpen their understanding.

 

To learn more about MISIC visit http://misiciowa.org.

 

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Making connections among a myriad of initiatives and supporting learning through humor and example are professional passions for Sue Z. Beers.  In workshops delivered across the country, Sue shares strategies and tools for creating effective learning opportunities that prepare students for college, careers and citizenship.  Improving teaching and learning will necessitate that teachers, administrators and district personnel participants deeply examine their own current practices against best practices.

Sue’s 40-year career as a classroom teacher, program coordinator and district administrator has provided her with hands-on experience in the areas of effective teaching and school improvement.   As the founder and current Director of the MISIC Consortium, Beers works with over 160 school districts in Iowa and other states in guiding the alignment of curriculum, instruction and assessment in order to improve student learning.

As a consultant, speaker and ASCD Consultant, Sue has shared her expertise and experience with school districts and educational organizations nationally and internationally to improve teaching and learning in the areas of

  • Using Professional Learning Communities to Achieve Effective Instructional Change
  • Leading the Implementation of the CCSS: Strategies and Resources
  • CCSS Implementation in Literacy and Math Classrooms
  • Key Shifts of the CCSS in Literacy and Math
  • Reading and Writing Strategies in the Content Areas
  • Literacy Across the Curriculum
  • 21stCentury Teaching and Learning
  • Professional Development Planning
  • School Improvement Planning
  • Effective teaching strategies
  • Curriculum Development
  • Assessing Student Learning
  • Using Data to Inform Instruction

 

Sue co-authored ASCD’s “Leading the Common Core” professional development institute and is also the co-author of Reading Strategies for the Content Areas:  An ASCD Action Tool, Volumes 1 and II  and Using Writing to Learn Across the Content Areas:  An ASCD Action Tool.   She has also authored an ASCD Action Tool on Strategies for Designing, Implementing and Evaluating Professional Development, Adolescent Literacy and Teaching 21st Century Skills.

 

 

New KDSL Global Manager of Learning

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Meet Rashenah Walker, our new KDSL Global Manager of Learning. In this role Walker will manage projects in our professional learning portfolio for the MENA region.

Rashenah Walker is an international curriculum specialist and educational trainer. She holds a Master’s degree in Education majoring in Instructional Technology and is a dual major Doctoral Candidate in Educational Leadership and Curriculum Design. Rashenah began her career in the United States as special education and Advanced Placement teacher. Since then, she has worked in the areas of curriculum design, educational administration, organizational needs analysis, and teacher development. As an independent contractor, Rashenah has completed professional development training for TESOL, College Board, Edmodo, and KDSL Global making significant contributions to educational organizations within the U.S. and internationally. Currently, she is serving on the TESOL Professional Standards Council, has appeared as a guest on the radio show Myk12career.com, in addition to winning multiple Global Education Supplies and Solutions (GESS) awards for her research on using Edmodo in schools.

KDSL Global is a partner with the Middle East Maths Teacher Conference 2019

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Middle East Maths Teachers Conference 

About: The third Middle East Maths Teachers Conference will bring together, School Leaders, Maths Advisors, Education Consultants and Mathematics Educators, from all over the Middle East and beyond, for a jam-packed day of learning and networking, with the main aim of advancing the Teaching and learning of Mathematics in middle east classrooms. Years one and two were fantastic and this year is promising to be even bigger and better.

Conference activities and presentations will provide an opportunity to reflect on where we are, how far we have come and where we are going. As schools look for ways to improve, while providing students with high quality, teaching and learning in mathematics, this year’s conference will serve as an opportunity for scholarly exchange and discussion, hands-on workshops with leading experts as well as sharing good practice among schools, with the ultimate goal of improving student engagement and learning in mathematics across the region.

Who Will Attend: Heads of Mathematics Departments, Teachers of Mathematics, Teaching Assistants, School Administrators and Education Consultants.

Focus Areas:

  • Student Engagement & High Impact Mathematics Teaching Practices
  • Engaging Students: Technology Inside and Outside the Mathematics Classroom
  • Creating Quality Learning Environments
  • Diverse Students & Learning Strategies
  • Forging links between mathematics departments across schools
  • Formation of professional networks for the continued sharing of good practice and much more.

 

For more information please visit https://www.middleeastmaths.com.