Are these phrases recognizable? Many, if not most, international schools include similar language in mission and/or vision statements. What does this mean in the daily life of a student and of a school? How do we move towards creating a sustainable culture of service that has value and purpose for all stakeholders and leads to the outcomes we describe?
- Sam Passeport
3rd, 10th, 17th, 24th February 2025
The Silent Way (SW) is a pedagogical approach to teaching foreign languages invented by Caleb Gattegno in the late 1950s. The language teacher using this approach strives to “subordinate teaching to learning” by reducing the teacher's talking time and increasing students’ voice because the teacher is silent (but not mute!) most of the time and therefore gives more space for the students to express themselves.
- Kath Murdoch
4th, 11th February, 6th & 11th March 2025
Critical to the success of any journey of inquiry is the degree to which the learner is able to both access information and process and communicate ideas. As we inquire, most of the information we encounter is in the form of some kind of text.
Jay will present ideas from his recent book, Designing Authentic Performance Tasks and Projects (ASCD, 2020). This session will examine the characteristics of quality performance tasks and explore a set of practical and proven tools for the development of performance tasks to engage students in meaningful learning and for assessing important learning outcomes (e.g., 21st century skills) that often fall “through the cracks” of conventional testing.
- Jessica Vance
8th, 15th, 22nd February & 1st March 2025
How do we curate spaces to cultivate curiosity yet showcase the “messiness of learning? In this four part series, Jessica Vance will guide you through the foundational tenets of data collection, evidencing and authentic documentation of learning leveraging space as a third teacher.
- Dr. Lucy Hoi Yin Wong
22nd, 23rd February & 1st March 2025
How do we implement inquiry? This three days, 10 hours practical workshop aims to offer you practical strategies which supports your teaching in an inquiry-based way. During the first two days, participants start to examine their inquiry journey, explore how to implement inquiry in the classroom with practical examples from a wide range of settings and to explore strategies in each of the phases of inquiry.
In this practical workshop, participants have the opportunity to clarify their understanding of what it really means to use an inquiry based approach to teaching and learning in the primary / elementary classroom. Over two interactive days, teachers examine the essential elements of inquiry and how these elements can be 'brought to life' through quality planning, use of materials, choice of teaching strategies and interactions with students.
Develop a clear understanding of critical thinking and the ability to plan to support the development of critical thinking in all learners. Develop ability to frame powerful questions that invite and support critical and creative thinking. Build a repertoire of powerful strategies to support learning through instruction and effective assessment.
- Dan Feigelson
4th, 11th, 18th, 25th March 2025
In recent years, much of the conversation around literacy instruction has focused on the Science of Reading. But after students learn to decode and read with fluency, how do we help them continue to grow as readers? Our most important job as teachers of comprehension is to help children understand and think deeply about increasingly longer and more complex texts.
- Clare Landrigan
6th, 13th, 20th & 27th March 2025
Poetry is a structure that promotes inquiry, agency, interpretation, and liberation. Layering poetry into content areas and nonfiction literacy units of study is a great way to invite your students to explore, question, and bring their whole selves into appreciating the natural and human world around them.
- Anne Van Dam
8th, 15th, 22nd & 29th March 2025
This online workshop explores the variety of ways early childhood educators document young children’s learning. A growing body of research points at the importance of documenting, monitoring and interpreting learning as it supports our intention to plan in response to children evolving understanding and questions.
- Carol Ann Tomlinson
10th, 17th, 24th & 31st March 2025
While there is a great deal of conversation in schools about formative assessment, it is relatively rare to see it implemented in classrooms as it ought to be if the goal is to improve teaching and learning. This 4-part webinar will explore formative assessment as a powerful tool that, when used correctly, enhances student achievement, professionalizes teachers, improves instruction, and builds student agency.
- Susan Harris Mackay & Matt Karlsen
12th, 19th, 26th March & 2nd April 2025
Story workshop is a playful approach to literacy in early childhood (especially ages 3-8) that prioritizes opportunities for making meaning, sharing stories, play, and the arts. The approach, initially articulated and developed in classrooms in Portland, Oregon, now flourishes in programs around the world.
- Kath Murdoch
15th & 16th March 2025, The Hague
In the inquiry classroom, we aim to nurture learners who see themselves as capable, curious, resourceful individuals with a strong sense of agency. There is growing evidence of the importance of nurturing the kinds of dispositions and skills associated with agency.
- Dr. Heidi Hayes Jacobs
20th, 27th March & 3rd April 2025
How can we create a living breathing curriculum responsive to the learners in our care? How can we support a culture of collaboration between teachers to develop a pathway of engaging learning experiences both vertically and across the school year? Mapping is curricular collaboration. Mapping is learning architecture as a faculty lays out and reviews curriculum both vertically and across the school year.
- Dr. Lucy Hoi Yin Wong
22nd March 2025
This particular workshop will inquiry with educators in the area of implementing play-based learning in world language classroom from K-2 from potential to practice. Following exploring various strategies and hand-on activities shared by facilitator, participants will plan collaboratively in building up the strategies bank for learners.
- Dr. Lucy Hoi Yin Wong
23rd March 2025
The integration of literacy text into student inquiry is an indicator of a good practice in an inquiry-based additional language classroom. For example, a story book as part of a unit of inquiry with a particular social studies emphasis to support students conceptual understanding of the unit of inquiry.
A good essential question serves as a doorway for engaging student inquiry, helps teachers in “uncover” the big ideas of the curriculum, and lead students to deeper understanding. In this session, we will examine key ideas from the best-selling book, Essential Questions: Opening Doorways to Student Understanding (McTighe and Wiggins, 2013).
- Dr. Heidi Hayes Jacobs
29th March 2025
How can we provide purposeful feedback to our colleagues on their plans for teaching and learning? Whether it is feedback on curriculum unit design, vertical curriculum maps, bundling and placement of standards, development of learning targets, authentic assessment design, or lesson construction, educators need feedback that ultimately supports their students.
- Trevor MacKenzie
29th & 30th March 2025, Sofia
Trevor MacKenzie facilitates learning from his recently released fourth publication, Inquiry Mindset Questions Edition. Question Routines are designed to help teachers leverage student-generated questions to help plan next steps in learning.
- Dr. Lucy Hoi Yin Wong
29th & 30th March 2025
This 8-hour workshop focuses on understanding the different needs present in a classroom, exploring how to remove barriers to learning, and designing instruction that supports all learners. Participants will dive into the latest research on differentiation and Universal Design for Learning (UDL), gaining practical strategies that can be immediately applied in their teaching practice.
- Sam Passeport
2nd, 9th, 16th, 23rd April 2025
As we increasingly emphasize the use of formative assessment and feedback, teachers experience the tension of feedback’s double duty: giving feedback for learning yet also for administrative accountability (justifying grades, for instance).
- Anne Van Dam and Sean Walker
5th, 12th, 26th April & 3rd May 2025
Throughout this online workshop, participants will have an opportunity to experience a day in the life of a Kindergarten class (children turning six this academic year) at the International School of Paris.
- Dr. Virginia Pauline Rojas
8th, 10th, 15th & 17th April 2025
Cultivating a collective responsibility for multilingual learning environments requires content and language teachers to know more so they can do better. These sessions provide the ‘what, why, and how’ knowledge and skills teachers need to unleash the potential of collaboration in content and language integrated learning classrooms. Learn how to make the mantra, ‘every teacher is a language teacher’ a reality in collaborative classrooms.
- Carol Ann Tomlinson
9th, 16th, 23rd, 30th April 2025
Inquiry-based teaching and learning and differentiation share many beliefs, attitudes, and practices that can be important in engaging learners from a wide range of cultures, interests, strengths, and entry points.
Inquiry as an approach to teaching and learning has long been regarded as a powerful way not only to engage students in their learning, but to challenge them to think more deeply and apply skills and understandings to new contexts.
Internationally-renowned author and consultant, Jay McTighe, will share ideas from his most recent book, Assessing Learning in the Classroom – By Design (Teachers College Press, 2021). He will present five underlying assessment principles and examine a set of fundamental questions about the What?, Why? and How? of effective assessment.
The Intensive Instructional Coaching Institute is a focused and intensive professional development opportunity based on 20+ years of research. It provides a big-picture view of instructional coaching and includes an exhaustive learning opportunity covering five coaching areas presented in Jim Knight’s bestselling books and research.
- Dr. Virginia Pauline Rojas
10th & 11th May 2025, Shanghai, China
The aim of this two-day workshop is three-fold: (1) to consider current trends and issues in bilingualism and language education, (2) to build a translanguaging toolkit for teaching multilingual learners from an asset-based paradigm, and (3) to reimagine equitable linguistic landscapes for international schools with majority multilingual populations.
- Dr. Heidi Hayes Jacobs
11th, 18th & 25th September 2025
How can we create a living breathing curriculum responsive to the learners in our care? How can support a culture of collaboration between teachers to develop a pathway of engaging learning experiences both vertically and across the school year? Mapping is curricular collaboration. Mapping is learning architecture as a faculty lays out and reviews curriculum both vertically and across the school year.
- Kath Murdoch
13th & 14th September 2025, Bali, Indonesia
In the inquiry classroom, we aim to nurture learners who see themselves as capable, curious, resourceful individuals with a strong sense of agency. There is growing evidence of the importance of nurturing the kinds of dispositions and skills associated with agency.
- Clare Landrigan
16th, 23rd, 30th September & 7th October 2025
Every child deserves the opportunity to become a lifelong reader, and books are the teacher’s tool to make that happen. This course will show you how to redesign your book spaces, reorganize your books, and reimagine how these spaces can work together across the entire school to make each teacher’s book supply seem endless in the eyes of a reader.
- Dr Ron Ritchhart
21st & 22nd September 2025, Bangkok
The Worldwide Cultures of Thinking Project at Harvard Project Zero has been investigating what it takes to build school and classroom cultures rich in thinking for over two decades. This research has informed the work of schools, museums, families, and organizations around the world. Ron Ritchhart, the CoT project director, has designed this new workshop based on his current work and writings.
- Ken O’Connor
27th & 28th September 2025, The Hague
Join Ken O’Connor for a dynamic and interactive two-day session designed to transform your approach to grading and reporting. Grounded in the principles of standards-based education, this session will guide participants through essential practices and strategies to ensure that grades are consistent, accurate, learning-focused, and meaningful (CALM).
- Eloïse Engel, Hannah Woodhead & Caitlin Harrison
7th, 14th, 21st & 28th October 2025
The goal of this four-session workshop is to create inclusive maths classrooms that empower all learners. Participants will explore strategies for designing inclusive environments and meaningful assignments that leverage diverse student interests and readiness, fostering engagement. The workshop will emphasise inquiry-based approaches that encourage students to explore and connect mathematical concepts, enhancing their conceptual understanding.
- Carol Ann Tomlinson
8th, 15th, 22nd & 29th October 2025
This four-session workshop is designed to guide teachers in understanding and planning for effective differentiated instruction in their classrooms. Each session will balance the need to understand the "whys" of differentiation with the need to act on the "hows" and "whats" of differentiation.
- Dr. Heidi Hayes Jacobs
9th, 16th & 23rd October 2025
How can leaders directly improve the conditions for teaching and learning? We have a genuine opportunity to reconsider format decisions in our schools to address new challenges and open possibilities regarding the structural ecosystem. There are four program structures can be designed to work together providing opportunities for responsive curriculum. The program structures are a kind of structural nest when viewed as INTERCONNECTED.
- Dr. Heidi Hayes Jacobs
1st November 2025
If you are a head of school, curriculum leader, academic officer, school head, division head, department chair, you likely you hear the concern that we have a jam-packed bloated curriculum that is overwhelming teachers and students. Innovation is only possible if there is "room" in the program to engage in learner centered opportunities.
- Carol Ann Tomlinson
5th, 12th, 19th & 26th November 2025
While there is a great deal of conversation in schools about formative assessment, it is relatively rare to see it implemented in classrooms as it ought to be if the goal is to improve teaching and learning. This 4-part webinar will explore formative assessment as a powerful tool that, when used correctly, enhances student achievement, professionalizes teachers, improves instruction, and builds student agency.
- Carol Ann Tomlinson
14th, 21st, 28th January & 4th February 2026
When we think of “inclusion,” that most often refers to general education classrooms that make provisions to include a few learners with special needs. In those instances, it’s easy for think of the classroom as composed largely of “regular” or “normal” students who are joined by learners who aren’t “regular” or “normal.”