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Event details below may change due to Corona Virus. Please visit the AISA events page regularly for the latest information.

    • 01 July 2020
    • (UTC-00:00)
    • 30 June 2021
    • (UTC-00:00)
    • Online

    SUMMARY
    Sustaining a High-Performing Board in Today’s Challenging Times

    This event is designed for the board members of one school to work with the facilitator at a time that suits both parties. The facilitator will shape the specific goals, content and the times of the 6 hours of synchronous learning to meet the needs of each school. 

    KEY AUDIENCEHead of School and Board Members


    The practice of sojourning into "retreat", stepping off the grid for a few moments of focused discourse and discovery on how an international school board will fulfil its governing responsibilities is essential for a number of reasons. Not only does it fulfil the accreditation mandate for professional development of the board itself, but a carefully designed retreat also promotes the sense of team within the Board and partnership with the Head of School. A carefully planned retreat will also enable the Board to identify specific governance goals and determine the direction for the year ahead.

    As a result of attending this institute, school board teams can potentially expect to:

    • Understand each other’s concept of what it means to be a Board member and what their expectations of the Board are.
    • Grow as a team: understanding each other's perspective and expectations, committing to effective team characteristics, and producing results while maintaining working capacity.
    • Recognize the importance of clear, consistent, carefully crafted foundational statements that define the character of the school and guide decision making, from the boardroom to the classroom.
    • Understand the roles and responsibilities of the board, individual board members, and the Director with particular attention to handling challenging issues: as prescribed in the school's foundational documents, as informed by best practices in International Schools, and as appropriate for their own preferred school culture.
    • Recognize the value of all three modes of governance; fiduciary, strategic, and generative and determine how to be a "Strategic Board".
    • Review the current Strategic Plan, consider alternatives in the Strategic Planning process, and determine a framework for updating/renewing the school's Strategic Plan.
    • Clarify its responsibility for "accountability" by reviewing strategies that sustain a culture of accountability.
    • Review research-based practices of high-performing Boards and determine its own rubric for being a highly effective Board.

    FACILITATORS

    Rick Detwiler
    Rick is the former head of school of five international schools, now consults with international school Boards of Trustees on governance, policy review/revision, and strategic planning. Since shifting focus from the headship to governance in 2009, Rick has focused his work with Boards of Trustees from over 50 international schools, including a dozen AISA schools, on the concepts and strategies cited in the NAIS International Trustees Handbook, 2nd Edition, 2019, which he co-authored with David Chojnacki. Most recently, Rick and David have developed the AAIE-sponsored “Leading-Together” project, focused on empowering board chairs and heads of schools to work effectively with their boards.

    Rick’s particular interest in board development lies in developing school board training experiences that are action-driven and individualized for the specific needs of the client school.

    Born and raised in upstate New York, Rick earned his BA degree from Dartmouth College, MA from Tufts University, and CAGS from the University of Vermont. Prior to his career as an educator, Rick served as a Naval officer, including two tours in Vietnam, an experience that ironically, launched him on his international career. After the Navy, Rick joined the Peace Corps as a volunteer, teaching high school science in Botswana, following which he returned to Vermont for ten years as a teacher and principal.

    Rick now lives back in Vermont with his wife of 48 years, Sandi, a retired ESL teacher, and they have three grown children, all educated at international schools.

    Teresa Arpin
    Dr. Teresa Arpin is the President of Transformation Systems, working with educational organizations both nationally and internationally since 1996. She has worked extensively with boards of trustees, in the area of governance. She has also conducted leadership development programs, facilitated strategic planning processes and helped schools measure the impact of their strategic plans. Dr. Arpin has worked with international schools and regional organizations for almost 30 years.

    Her work has included facilitating strategic planning processes for five international regional education associations, which include AISA, AASSA, CEESA, EARCOS and NESA. She has collaborated with the NESA Board for many years in the evolution of a strategic planning protocol that is now being modeled in several international schools and regional associations.

    Dr. Arpin earned a Bachelor of Philosophy from Thomas Jefferson College and a Masters in Curriculum and Instruction from Michigan State University. Her doctorate is in Educational Leadership from Eastern Michigan University. She is also certified by Newfield Network, an international program for the development of ontological coaches.

    David Chojnacki
    David Chojnacki (pronounced “hoy-NOT-ski”) has had a lifetime of engagement in and leadership of and networking with independent schools around the world. His headships include stints at the International School of Ouagadougou, Burkina Faso (1981-1984); Karachi American School (1984-1988); The American Embassy School in New Delhi (1988-1992); and Cairo American College (1992-1996).

    In 1996, Mr. Chojnacki was appointed Executive Director of NESA, leading the organization to international prominence and serving the member schools in numerous ways, especially providing valued services in networking, professional development, and executive coaching of school leaders, serving for 21 years in that capacity until his retirement in 2017.

    Editor of the international version of the NAIS Trustee Handbook, he is currently engaged in school board training and also serves as a senior consultant with Carney Sandoe & Associates.

    REGISTRATION
    The virtual board retreat will be a six-hour interactive workshop (with the specific times agreed with the facilitator) and includes follow-up consultation at US$ 2,500 per school.

    If your school board would like to take part in the retreat, please contact either Rick Detwiler ,Teresa Arpin or David Chojnacki to discuss organising this event for your school at a date and time that suit you.

    • 26 October 2020
    • 12:00 - 13:00 (UTC-00:00)
    • Online

    SUMMARY
    The frequency and severity of physical and sexual abuse and neglect during the COVID response is rising across the world. Schools are likely to be the first to identify and respond. This two-part series addresses the role of medical professionals and the ethical considerations they and school-based response teams navigate in abuse cases.

    REGISTER HERE

    KEY AUDIENCE: Medical professionals, their supervisors, and child protection designates/deputies.

    Healthcare professionals and their supervisors will learn from a child abuse physician about medical myths and realities, signs and indicators of abuse, and how to frame a child-centered, trauma-informed approach. Topics will include questioning, procedures, and documentation of evidence. Note: the question and answer period will not be recorded.

    KEY QUESTIONS

    • Learn characteristics of intentional injuries, what lab work to request for sexual assault and victim-centered examination approaches.
    • Understand how documentation may be used as evidence and the time limitations of evidence collection.
    • Practice question formation for survivors, offending and non-offending caregivers and external medical providers.
    • Take a case scenario approach to navigating cultural taboos and traditional practices.
    REGISTER HERE
    • 02 November 2020
    • 12:00 - 13:30 (UTC-00:00)
    • Online

    SUMMARY
    The frequency and severity of physical and sexual abuse and neglect during the COVID response is rising across the world. Schools are likely to be the first to identify and respond. This two-part series addresses the role of medical professionals and the ethical considerations they and school-based response teams navigate in abuse cases.

    REGISTER HERE

    KEY AUDIENCE: Medical professionals, their supervisors, and child protection designates/deputies.

    Understand response team member roles and how to advocate for children with colleagues, parents/caregivers, and external partners. Ethical dilemmas related to cultural traditions and expectations, child agency and medical practice will be explored. This webinar will be focused on participant interaction and discussion. Breakout rooms by region and language will be designated. We can provide facilitators in English, Spanish, Mandarin and Arabic. Note: breakout room discussions will not be recorded.

    KEY QUESTIONS

    • Identify ethical dilemmas related to child agency, duty of care, and cultural norms.
    • Discuss challenges with internal and external partners such as caregivers or local authorities who take a different view of the best interests of the child.
    • Explore how teams can support justice and ethical principles of care even when fulfilling mandatory reporting obligations could result in further risk or abuse.
    REGISTER HERE

Past AISA PLIs

24 September 2020 AISA Well-being Webinar: Stress, Burnout & Compassion Fatigue – I think I have them all!
22 September 2020 The Online Staff Wellbeing Toolkit
15 September 2020 Wi-Fi and Well-being: Engaging in Social-Emotional Learning Strategies for Students and Teachers
10 September 2020 Social and Emotional Learning: What are we seeing and learning in AISA schools?
08 September 2020 Having Hard Conversations with Parents
03 September 2020 Supporting Transitions: How to Support Your School Community
25 August 2020 Communicating in Challenging Times
19 August 2020 Best Practices for Online Lesson Design: Formative Assessment, Student Agency, Differentiation
19 August 2020 Setting up a Virtual Classroom: Establishing Routines and Workflows for Online Learning, Supporting Students Remotely and Building Community Online
15 August 2020 Governance Workshop: Leading Together – An Overview
11 August 2020 Strategies to Build Community, Friendship and Compassion in a Virtual Classroom
28 July 2020 AISA Online AERO Math Series
06 March 2020 AISA/COBIS Child Protection Course
04 March 2020 Adaptive Schools - Foundation
26 February 2020 Personalized Learning in a PLC at Work® Institute
24 February 2020 Assessment
22 February 2020 AISA Counsellors Institute
22 February 2020 “I Can!”: Ensuring Language Learner Proficiency
21 February 2020 Data Tells A Story: Using Data to Guide Continuous School Improvement
21 February 2020 Working with Parents as Partners to Improve Child Safety
19 February 2020 Child Protection Response Team Training - Level 1
15 February 2020 Reframing Our Learning Symposium: Exploring the Future of Engaged Learning
24 January 2020 Social-Emotional Learning: Strategies and Programs that Support Students
23 January 2020 Introduction to Design Thinking
20 January 2020 Visible Thinking
10 January 2020 ISTE Certification for Educators
20 November 2019 AISA 2019 Conference
15 November 2019 Learning to Lead
17 October 2019 Balanced Literacy to Support Readers and Writers in International Schools
14 October 2019 Taking the Complexity Out of Concepts
21 September 2019 AISA MAP Institute: Applying Reports and Informing Instruction
20 September 2019 Service Learning 101
19 September 2019 Transforming Schools: Leading and Learning in Complex Systems
09 September 2019 Impact Teams and a Peer-Power Approach
31 August 2019 Governance as Leadership Training Institute
12 April 2019 Rigorous Project Based Learning By Design
15 March 2019 AISA HR Managers Institute
15 March 2019 Service Learning 101
22 February 2019 Empowering the 21st Century Learner Through an Integrated Approach
16 February 2019 AISA Counsellors Institute
15 February 2019 Personalised Learning Symposium
15 February 2019 Literacy Institute: Developing Stronger Readers & Writers
08 February 2019 AISA Librarians' Institute
25 January 2019 Instructional Agility
18 January 2019 Cognitive Coaching Part 2 (Days 5-8)
28 November 2018 Adaptive Schools
10 November 2018 AISA Executive Assistants' Institute
09 November 2018 Service Learning 101
02 November 2018 Assessment: Reaffirming, Reworking, & Rethinking Assessment
26 October 2018 Taking the Complexity Out of Concepts - A Continuation
19 October 2018 Student Agency: Personalised Learning
11 October 2018 Building a Learning Culture in International Schools - PLC at Work Institute
06 October 2018 Making Math Meaningful: Modelling Activities to Support Engagement, Higher Order Thinking & Real-World Application
05 October 2018 Co-Teaching: Classroom Partnerships to Ensure the Success of ALL Students
22 September 2018 Using MAP Testing to Improve Student Learning & Support Continuous Improvement
21 September 2018 School Safety & Security Institute (East and Southern Africa)
17 September 2018 School Safety & Security Institute (West Africa)
13 September 2018 Transforming Schools: Leading and Learning in Complex Systems
31 August 2018 Governance as Leadership
24 August 2018 Building a Culture of Efficacy: Leading Impact Teams
24 August 2018 Teachers of Advanced Placement (AP) Institute
10 July 2018 Developing Excellence for School Nurses and Medical Personnel
19 May 2018 GDPR Institute
13 April 2018 Service Learning 201
16 March 2018 Taking Fitness to the Next Level
05 March 2018 Cognitive Behavioral Intervention for Trauma in Schools (CBITS)
24 February 2018 Transforming Classrooms Through Blended Learning
17 February 2018 Using Feedback Loops To Regulate and Accelerate Student Learning
09 February 2018 Exploring the Future of Diverse Learning - 2018 Symposium
26 January 2018 McREL's Classroom Instruction that Works
24 January 2018 Transforming Schools

With thanks to our member schools

 

American International School
of Johannesburg

International School of Kenya
 
International School of Kigali,
Rwanda
 
Dar es Salaam
International Academy

 International Community School
Of Addis Ababa, Ethiopia
American International School of Lagos

Ghana International School

Brookhouse School, Kenya



 American International School
of Cape Town


 
American International School
of Lusaka


Rosslyn Academy



International School of Tanganyika
International School of Dakar 
 International School of Uganda

American International School of Mozambique

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