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The EdEvents Community welcomes Korea International School, Jeju Campus (KISJ)! This outstanding school will be sharing professional learning opportunities open to all educators on the EdEvents listings, as well as job opportunities on the jobs board. You can connect with the school’s profile school’s section to catch other announcements. KISJ is a co-educational boarding and day school, located on the picturesque Jeju Island. The school offers an exceptional educational journey from Junior-Kindergarten through Grade 12. KISJ is committed to fostering a diverse and intercultural environment where students develop critical competencies and academic leadership skills. Accredited and offering a rigorous US college preparatory program, including the prestigious AP Capstone program, KISJ’s experienced and diverse faculty ensures a well-rounded education. The school’s unique DRAGON values – Respect, Responsibility, Collaboration, and Communication – underpin all learning experiences. Nestled in a UNESCO-designated location, Jeju Island provides a stunning natural backdrop that enriches the learning experience. KISJ is dedicated to preparing students for success in university and life, making it a valuable addition to the EdEvents Community. Welcome, KISJ!

In this compilation of news items, we delve into pressing issues concerning children’s mental health in Australia, Indigenous recognition in Victoria’s education system, the importance of teaching children to adapt to the impact of AI, teacher strikes in England coming to an end, a tuition centre closure in Hong Kong leading to parental concerns, and the overwhelming response to Singapore’s MOE engineering and tech scholarship program. These stories shed light on the various challenges and developments in the education sector across different regions. Children’s mental health is worsening. Where is the minister for primary kids? Natassia Chrysanthos highlights in this article the urgent need for a comprehensive and coordinated approach to address the growing mental health challenges faced by young children in Australia. – The Guardian Fourteen new Victorian schools to be given First Nations names to ‘prioritise’ Indigenous recognition Victoria’s state government has fast tracked a school name policy change to ensure that 14 new schools set to open next year will be given Indigenous-language names. – Sydney Morning Herald How we can teach children so they survive AI – and cope with whatever comes next As various industries start dealing with the current and ever-growing impact of AI, it is important in education that we create a more adaptable and resilient generation. This opinion piece from George Monbiot in the Guardian addresses the issue. – The Guardian Teacher strikes in England end as all four unions accept pay deal Members of England’s National Education Union have voted to accept a 6.5% pay rise. UK inflation sits at 7.9% for June 2023. – BBC News Hundreds of Hong Kong parents demand money back after tutoring group Brilliant Education abruptly closes doors According to the South China Morning post, a tuition centre in Hong Kong closed its doors surprising parents, as they attempt to get their money back. Brilliant Education, which operated five centres across HK, announced its “historical mission [had] been fulfilled” and all of its branches closed on Saturday. – South China Morning Post MOE’s engineering and tech scholarship attracts more than 500 applicants in first year “Science and engineering will be fundamental to our quality of life and our livelihoods, now and forever. We hope that you will always retain the strong fundamentals that you have built up, be bold to tinker and explore, be bold to collaborate beyond the conventional disciplines,” said Singapore’s education minister Chan Chun Sing in a recent speech. – The Straits Times #Asia #Europe #Oceania

Alex Atherton is a leadership coach for senior leaders and CEOs. He is also an accomplished public speaker, focused on the challenges of leadership and recognising the differences and strengths of Generation Z. Alex worked in schools for many years, mostly in London, becoming an assistant head at 27, a deputy at 30 and a head of school at 33. His consultancy work now allows him to utilise his knowledge and skills across many schools and industries. Links from the discussion: www.alexatherton.com https://www.linkedin.com/in/alex-atherton/ https://www.alexatherton.com/blog/gen-z-who-are-they

What I have learned about my understanding of belonging with my dog, Marley. I hadn’t had Marley, my rescue dog from Romania, for very long and as a first-time dog owner, I was still getting to grips with where to walk, how long to walk him, training him to walk ‘properly’ – the list of things to think about was endless! Every time we went out for a walk I was ‘full’ of things to remember/do/say/demonstrate – and that was just to Marley! If any other human beings spoke to me, I would welcome the interaction as a sign that I was ‘doing it’ – being a responsible dog owner – properly. Any interaction with people/dog owners on my walks also made me feel as if I belonged, which seems strange, but with hindsight, I think that in a similar way when you are a new parent, and specifically a new mother, when you are pushing your pram, you are ‘wearing’ a badge of honour – you have ‘made’ it. You are now a grown-up, although I recognise how superficial this may appear. Nevertheless, these feelings are valid and real – and they drive our behaviours. During one particular December morning, I was grappling with the list of expectations that were waiting for me to fulfil…. And I had made the decision to walk to the local park. Marley’s recall is ropey, and it was, back in December 2021, a ‘work in progress’. I was keen to stretch him and give him new opportunities to sniff out new spaces that we were discovering. So, off we walked to the park. When we arrived at the park, I was keen to let Marley sniff where he wanted to be, but, being the exuberant and highly sociable dog that he is, he gravitated towards the other dogs that were in the park. There was a variety of dogs and their owners, all talking together, and their dogs were playing. One of the dog owners gestured to me to join them and encouraged me to release Marley from his lead so that he could play with the other dogs. This was a milestone of success for me, and it became heightened (in a good way) as I engaged in conversations of dog-related topics with the other dog owners. I was ‘in’. I am a ‘proper’ dog owner. I asked someone in the dog owners’ group how often they met during the week and at what time, and I was told the time and the days. I was making a mental note of ensuring that I would be there – work permitting. Good for me, good for Marley. I walked home with Marley, feeling pretty euphoric. Not only had I successfully walked my dog to the park without incident, but we had BOTH made friends! Winner winner, chicken dinner! The day arrived when my fellow dog owners were going to meet at the park. Marley and I set off, expecting to meet our ‘friends’ that we had made a couple of days earlier. We got to the park at the time that I had been told most dog owners would arrive. No one was there. We hung around for a little while, but no one turned up – so we continued our walk and went home. These things happen, right? I didn’t think too much of it until a few days later when we were at the park, and I could see the dog owners’ group and the dogs that Marley had played with before. He was keen to be re-acquainted with his friends, and I felt pretty confident that I was going to be able to re-acquaint myself with the group, but unknown to me, the group had other ideas. I was ignored as I approached the group. I said hello to the same dog owner that I had spoken to a few days earlier. Ignored. Blanked. I let Marley off the lead so that he could play with his new friends. Within what felt like a minute of releasing Marley from his lead, I was asked if I could retrieve Marley as one of the dog owners felt that Marley’s playing was a little ‘rough’. Marley had been fine with the same group of dogs a few days earlier. I couldn’t understand it. The warm welcome was absent. It was as if they had never met me or Marley before. I collected Marley and we left the park and went home. As I walked home, I couldn’t piece together what I had just experienced. What had gone wrong? Did I offend someone? Was Marley anti-social with another dog? Did I miss something? Did I misunderstand what was said? Had the group had second thoughts about me? None of it made sense – and it still doesn’t. I clearly was made to feel unwelcome and I certain didn’t belong. So – what is belonging? Maslow’s Hierarchy of Needs shows us that belonging and social connection is part of what makes us human and drives our desires to thrive. Cambridge Dictionary’s definition is as follows: “a feeling of being happy or comfortable as part of a particular group and having a good relationship with the other members of the group because they welcome you and accept you.” Errrr – don’t think that that was the case here. In the days following ‘DogParkGate’, I was reflecting on the feelings that it generated within me – and the feelings shocked me. I was not expecting to feel so hurt, so rejected. Interestingly, I could accept that the dog owners didn’t want to talk to me – and I recognised, as I have done all my life, that my ethnicity – I am a black British female – may have played a part. I was FAR more upset that my dog had been rejected! Marley looks different to many dogs in our area and often generates reactions which are overwhelmingly positive (he’s a lovely looking dog – ok ok – I am biased 😉) but it felt that his difference was not required. I know it sounds silly, and there could be some really clear and understandable reasons why the situation played out as it did, but that is how it felt and how it left me wondering how he/we could have done more to have made a successful and sustained connection. I have not been back to the park since that incident. My dog story was an illustration of how belonging – when it is not successfully applied – lands with the receiving party. The feelings of bewilderment, confusion, anxiety are real. I won’t ever really know if my dog felt these emotions at the time, but they have had a lasting impression on me. If we change the scenario and we apply them to the workplace, our learning establishments, the cost of exclusion is high. Exclusion can cause significant financial losses for companies. When employees feel excluded, they may become disengaged, demotivated, and less productive, which can result in decreased organisational performance. Also, we know that employees who feel excluded may experience higher levels of stress, anxiety, and depression, which can lead to increased absenteeism and costs related to replacing staff on a temporary basis if we are thinking about schools. In addition, workplace exclusion can also lead to increased turnover rates, as employees who feel excluded may seek employment elsewhere. In addition, workplace exclusion can also lead to increased turnover rates, as employees who feel excluded may seek employment elsewhere. High turnover rates can be costly for organisations, as they require time and resources to recruit, train, and onboard new employees. Moreover, turnover can also impact team dynamics, as new employees may take time to integrate into the team, which can further decrease productivity and cohesiveness. Overall, workplace belonging is critical for organisational success and individual well-being. Having reflected on my ‘DogParkGate’ experience – and one that I am sure most of us have had at one time or another at some point – organisations must prioritise creating inclusive environments that foster a sense of belonging among employees. This can include measures such as promoting diversity and equity, providing opportunities for social connection and team building, and ensuring that all employees feel valued and respected. How can we practically increase our sense of belonging? I found this from the Very Well Mind website article by Kendra Cherry A Sense of Belonging: What It Is and How to Feel It (verywellmind.com) and she suggested three key strategies that can help. They are: Make an effort: Creating a sense of belonging takes effort, to put yourself out there, seek out activities and groups of people with whom you have common interests, and engage with others. Be patient: It might take time to gain acceptance, attention, and support from members of the group. Practice acceptance: Focus on the similarities, not the differences, that connects you to others, and remain open to new ways of thinking It would have been lovely if the dog owners in the park could have consistently applied some or all of these strategies. What can you do to increase your contribution to a stronger sense of belonging in your organisation? Do you welcome and embrace difference? Are you part of the problem, or part of the cure? Audrey Pantelis is the founder of Elevation Coaching and Consulting and is presenting a workshop The Importance of Belonging here on edEVENTS, June 7, 2023 at 3:30pm Singapore time.

This is an exciting opportunity to participate in an active workshop with two outstanding educational leaders and coaches, in this first edEVENTS Workshop ‘The Importance of Belonging’. Presented by Audrey Pantelis and Jolene Lockwood, the workshop offers participants the chance to go deep with the presenters as we explore belonging, how to recognise when individuals don’t feel included, and what steps can be taken to create a more welcoming and supportive environment for all. Belonging is essential to creating a sense of connection and community, particularly in school environments. Unfortunately, not all individuals feel included or heard within their school communities. Be empowered to make a difference in your school community and connect with other participants in this workshop for all school staff. The format will see opening talks from both Audrey and Jolene followed by focused sessions led by each presenter. Participants will also have access to an exclusive ‘The Importance of Belonging’ edEVENTS Group, which will allow for ongoing participation, sharing and collaboration with registered participants. Tickets are $97 USD and the workshop will last two and half hours. Tickets can be purchased here on the edEVENTS site. If you have any questions about this professional learning opportunity, please comment below or email us.

Starting a hard conversation can be one of the most difficult things to do, whether it’s at work or in our personal lives. It’s natural to feel uncomfortable about bringing up a tough topic, but it’s important to have these conversations in order to build stronger relationships and foster trust. Jolene Lockwood’s recent webinar on the edEVENTS Community, “How to Start a Hard Conversation”, provides valuable insights and strategies for those who struggle with initiating difficult conversations. In the webinar, Jolene Lockwood discusses how important it is to set the stage before starting a hard conversation. She uses the phrase “clear is kind, unclear is unkind” to emphasise the fact that being honest and direct is ultimately the kindest thing we can do for ourselves and others. By avoiding difficult conversations, we’re only delaying the inevitable and potentially making the situation worse. Jolene also emphasises the importance of checking in with ourselves before starting a difficult conversation. She suggests taking a deep breath and pausing to reflect on our feelings, and then checking the accuracy of those feelings before deciding whether to have the conversation or not. By taking this step, we can approach the conversation with a clearer head and a better understanding of our own emotions. Another important strategy that Jolene suggests is to focus on “shared values and goals” when starting a difficult conversation. By emphasising common goals or values, we can help to create a shared sense of purpose and avoid making the conversation feel like a personal attack. Jolene’s webinar provides valuable insights and practical strategies for anyone who struggles with initiating difficult conversations. By setting the stage, checking in with ourselves, and focusing on shared values and goals, we can approach these conversations with more confidence and create stronger, more authentic relationships. Whether you’re a manager, a team member, or just looking to improve your communication skills, this webinar is definitely worth a watch.

The latest job postings in the edEVENTS Community include schools in Indonesia, China and Rwanda. Visual Arts Teacher Learning Support Teacher Japanese Language Teacher (Early Years/Primary) Secondary Social Studies MS Science and STEM French and Spanish Teacher Interested in adding your job postings to the edEVENTS Community? Contact us and let’s make it happen. #Africa #Asia

Does questioning stimulate thinking leading to students taking responsibility for their own learning? Although questioning by the teacher can prompt good thinking and responses, it may also be the reason for students not becoming more independent… Not all students think the same way. Teacher questioning does challenge students, many of who find it hard to find the right words, to explain. Highly effective questioning We speak of highly effective questioning being about quality rather than quantity and that asking questions elicit deep thinking and provide useful insights to the teacher about students’ thinking … right? How about the non-verbal child who just cannot articulate the answer, or the child whose language skills are very weak…. what happens to their confidence? Should we be speaking about highly personalised questioning with a dash of empathy? If the aim is to promote and thinking – is deep questioning always effective? Questioning as an assessment tool Questioning could be used as an assessment tool to elicit student thinking, about knowledge and to provide the teacher evidence on whether the students have grasped how to apply the acquired knowledge, providing them an opportunity to clarify ambiguity or indeed providing challenge for further research. Great teachers elicit information from responses from of all students using tempered and meaningful questions that are specifically targeted at the student, empathetically. There is no doubt that questioning as a tool can promote deep, connected and elaborated thinking. Questions can prompt students to give explanations and justifications for their answers, or to improve an initial response, to describe their thinking processes, to elaborate on their answers, to exploring implications, ‘what-if’s and connections with other ideas and knowledge. This is true assessment by outcome. This is also an opportunity – or the first step – which really motivates students to engage in further independent learning and enquiry. Oracy and dialogue Although we have used the word ‘questioning’ there are a range of activities that teachers can use to promote oracy and dialogue inspiring the learner to generate explanations and it is this inspiration that really facilitates deep learning because this encourages the learner to connect new knowledge to existing personal knowledge and work independently. Asking meaningful and appropriate questions that target essential learning is a start point, and should be followed by inspiring subsequent actions leading to students producing evidence of learning. It’s this motivated independence that follows that makes questioning a useful tool and distinguishes it from a test or exam approach to learning.

Are you an educator looking for free professional learning opportunities? In the next few weeks, three engaging online events will be taking place, offering valuable insights, discussion, and networking opportunities for teachers and educators of all levels. Whether you’re interested in learning more about inquiry based learning, starting difficult conversations in the workplace, or the future of AI in education, these webinars have something to offer. Plus, with no registration or participation fees, they’re an excellent opportunity to expand your professional horizons without breaking the bank. Inquiry Based Learning Mini Workshop: Place As Provocation Organised by EduSpark with Misty Paterson. We are teaching the most materially-endowed generation in history yet we often struggle for quality teaching resources. How can we (re)congnize our surroundings in helpful, and sustainable, ways to promote agency, artistry, and understanding for all learners? Join Misty for a 30 minute workshop to launch an inquiry that will surely wake up new connections! Grab a souvenir and get ready to amplify the people and places that matter to you. When: April 14, 7am Singapore, 8am Seoul, 9am Sydney Watch: YouTube | LinkedIn How to Start a Hard Conversation In this edEVENTS webinar, learn how to start a challenging conversation with someone when you are frustrated, hurt, or annoyed as opposed to walking away and letting those feelings fester. Presented by Jolene Lockwood from Cognitive Consultancy LLC. When: April 22, 8am Singapore, 9am Seoul, 10am Sydney Watch: YouTube | LinkedIn | edEVENTS AI-Powered Education: Navigating the Future Are you curious about what the future holds for education? Join us for a 45-minute webinar with Tony Ryan, a renowned futurist in education, as he explores the exciting possibilities and challenges of the education landscape. When: April 26, 4pm Singapore, 5pm Seoul, 6pm Sydney Watch: YouTube | LinkedIn Looking for more professional learning events? Check the latest listings here on edEVENTS.

The CYNEFIN model is a widely recognised framework for decision-making in complex systems. In the context of professional learning programs, applying the CYNEFIN model can help organisations align their program design with the specific needs of their learners. The CYNEFIN model categorises problems into four domains: simple, complicated, complex, and chaotic. By recognising the type of problem faced in each domain, organisations can design professional learning programs that effectively address the specific needs of their learners. In the simple domain, problems can be addressed through linear training programs, such as a basic “how to” course with a single outcome. These types of programs are widely available, and can be found in various formats including online videos and tutorials on platforms such as YouTube. The complicated domain, however, requires a deeper level of understanding and expertise. Professional learning programs in this domain should be designed to build a deeper understanding of the subject matter, develop skills through a combination of theoretical and practical training, and encourage personal growth and development. Expert-led courses and workshops, as well as facilitative style courses, can effectively address the needs of learners in the complicated domain. Facilitative style courses are particularly effective in addressing complicated domain problems, particularly where there is a significant capability gap and mind-set shift required. These courses require a more personalised approach, taking into account the unique context surrounding the learner. By integrating the concepts and learning actions, facilitative style courses can provide learners with a more comprehensive understanding of the subject matter and help them to apply the learning in their specific context. The Chaotic domain in professional learning refers to newly emerging fields or concerns where the existing knowledge and understanding is limited. These programs are often exploratory in nature and help innovators and early adopters make sense of the new opportunities presented. In this domain, the learning programs are in the early stages of development and may not be fully organised into cohesive and contained topics. This type of professional learning is typically characterised by the need for experimentation, adaptation, and innovation. The focus is on helping individuals understand the potential impact of new technologies and develop new perspectives and approaches. The programs in this domain may take the form of workshops, hackathons, or other forms of experiential learning that encourage exploration, experimentation, and iteration. The key to success in this domain is a willingness to take risks, embrace ambiguity, and continually adapt to changing circumstances. At EduSpark we are increasingly using this model to guide and coach our course creators, giving them a deeper insight into matching purpose and outcome to where the learner is. This is also an ongoing exploration into improving the way we deliver CPD broadly, and I’m very keen for your comments, questions and challenges. In conclusion, the CYNEFIN model provides a valuable tool for organisations looking to create effective professional learning programs that meet the specific needs of their learners. By linking the type of problem faced in each domain and designing programs accordingly, organisations can ensure that their professional learning programs are effective and meet the needs of their learners.

We’re excited to offer a new feature here on the edEVENTS Community called “Groups”. With this feature, you can create a group for anything you’d like, whether it’s a professional learning network, a discussion forum, or just a place to connect with like-minded teachers. Creating a group is easy. Just click on the “Groups” tab on the menu bar and select “Create a Group”. You can then choose a name for your group and decide whether it will be public, private, or hidden. Public groups are visible to everyone and anyone can join, private groups are visible but require an invitation to join, and hidden groups are not visible to anyone except members. Once you’ve created your group, you can customise it with a description, logo, and cover photo. You can also create discussion forums, post announcements, and invite members to join. You can even schedule events and share files with your group members. There are many benefits to creating a group on our website. Here are just a few… Connect with like-minded teachers: Create a group around a specific topic or interest and connect with other teachers who share your passion. Share resources and ideas: Use your group to share teaching resources, lesson plans, and ideas with other teachers. Collaborate on projects: Work on projects with other teachers in your group, whether it’s creating a new lesson plan or organizing a professional development event. Get feedback and support: Use your group to get feedback on your teaching practices and receive support from other teachers. We encourage you to create a group on edEVENTS today! It’s a great way to connect with other teachers and build your professional network. Thank you for being a part of our online community for teachers!

It is wonderful to have EduSpark on board as a community member of the Ed Events Community. EduSpark is a professional learning platform built by educators, offering high-impact courses curated from the best educational minds in the world, and they are a very welcome new member. EduSpark helps schools solve the many problems around sourcing, deploying and measuring professional learning strategy at scale, supporting leaders to deliver the best professional learning programs school-wide. They constantly listen to their schools and evolve the platform towards becoming a complete professional learning solution. “Super excited to partner and collaborate with the Ed Events Community,” said co-founder Andrew Mowat. “We are looking forward to pushing the boundaries together. Education needs PD that better transfers learning effort in to visible positive change.” Using the platform, teachers and school communities can access a curated collection of courses, hand-selected by a team of experienced educators. Join course creators and other learners in communities of practice and build your professional learning network (PLN) while you learn by signing up at https://eduspark.world