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After successfully offering its School of Digital Marketing and the School Of Design to over 20,000 students, IIDE (Indian Institute of Digital Education) proudly presents the all new School of Code. Launched in June 2019, this six-month program has been thoroughly revamped from its original curriculum, taking an unorthodox approach towards teaching coding while focusing more on the application part of it. Through this program, students will work on some fun projects and as a side effect of it; they will learn some popular technologies like HTML, CSS & Javascript. Moreover, the program teaches some other cutting-edge technologies and frameworks like Bootstrap by Twitter, React.js by Facebook, Node.js, MongoDB and a bit of Python.

With expert faculty; this program is headed by Rudraprasad Das, Amar Pathak (Full Stack Developer) and Prabjyot Sudan – Co-founder of ENIAK. By the end of the course, students will be Certified Full Stack Developers equipped with industry level skills.

Given the huge gap between the industry and the current education system- there is a dire need to teach coding in the right manner. There are colleges & universities that offer a program but most of the knowledge is theoretical and the syllabus is grossly outdated. There are also boutique institutes which teach new technologies focusing more on the technology part of it rather than what one can do with it. As Rudraprasad, Head of Department of School of Code at IIDE says, “There are a lot of misconceptions about and around coding that intimidates people. There is no structure to how coding should be taught. We, at IIDE, aim to change that.”

In the revamped School of Code, every module in the curriculum is well researched and verified by fellow developers in the industry whilst making sure that all the latest and popular industrial technologies are included. The course covers various technical and practical aspects of coding and web development. More importantly the program focuses on ‘project-based learning’ wherein every module is based on a fun project. This enables a very practical and fun way to learn coding. Students will also get to work on a number of different projects during their course. These live industry projects add up to make a very strong portfolio. Moreover, IIDE provides a 100% assistance in landing a job post course completion. The IIDE School of Code proffers many career prospects: Full Stack Developer, Frontend Developer, Backend Developer, Dev-ops Engineer, tech consultant etc and will actually prepare students to solve real-world problems and make a business model around it.

Karan Shah, CEO and founder of IIDE says, “Our institute realizes that today Developers are one of the highest paid professionals in the digital world. Therefore, with this cutting-edge syllabus, the institute is here to make sure that with its industry-vetted curriculum and expert trainers, we are not just making your average developers. We are creating industry elites.”

Admissions to the program have already begun with classes at IIDE’s Andheri campus.

About Karan Shah and IIDE

Karan Shah founded IIDE 3 years ago. He studied Private Equity & E-Commerce Strategies at Harvard University and is also a tech enthusiast and a public speaker. He aims to change the way education is delivered in our country by making it fun and practical through using an experience-based learning methodology with trainers who come with industry experience and hands-on learning techniques.

IIDE is known to provide the best training for Digital Marketing in Mumbai. Karan established the institute to create future digital professionals and entrepreneurs given that more and more businesses today are transitioning into the digital space. Hence, to cater to this ever-increasing demand for digitally skilled resources, IIDE was incorporated.

After successfully offering its School of Digital Marketing and the School Of Design to over 20,000 students, IIDE (Indian Institute of Digital Education) proudly presents the all new School of Code. Launched in June 2019, this six-month program has been thoroughly revamped from its original curriculum, taking an unorthodox approach towards teaching coding while focusing more on the application part of it. Through this program, students will work on some fun projects and as a side effect of it; they will learn some popular technologies like HTML, CSS & Javascript. Moreover, the program teaches some other cutting-edge technologies and frameworks like Bootstrap by Twitter, React.js by Facebook, Node.js, MongoDB and a bit of Python.

With expert faculty; this program is headed by Rudraprasad Das, Amar Pathak (Full Stack Developer) and Prabjyot Sudan – Co-founder of ENIAK. By the end of the course, students will be Certified Full Stack Developers equipped with industry-level skills.

Given the huge gap between the industry and the current education system- there is a dire need to teach coding in the right manner. There are colleges & universities that offer a program but most of the knowledge is theoretical and the syllabus is grossly outdated. There are also boutique institutes which teach new technologies focusing more on the technology part of it rather than what one can do with it. As Rudraprasad, Head of Department of School of Code at IIDE says, “There are a lot of misconceptions about and around coding that intimidates people. There is no structure to how coding should be taught. We, at IIDE, aim to change that.”

In the revamped School of Code, every module in the curriculum is well researched and verified by fellow developers in the industry whilst making sure that all the latest and popular industrial technologies are included. The course covers various technical and practical aspects of coding and web development. More importantly the program focuses on ‘project-based learning’ wherein every module is based on a fun project. This enables a very practical and fun way to learn coding. Students will also get to work on a number of different projects during their course. These live industry projects add up to make a very strong portfolio. Moreover, IIDE provides a 100% assistance in landing a job post course completion. The IIDE School of Code proffers many career prospects: Full Stack Developer, Frontend Developer, Backend Developer, Dev-ops Engineer, tech consultant etc and will actually prepare students to solve real-world problems and make a business model around it.

Karan Shah, CEO and founder of IIDE says, “Our institute realizes that today Developers are one of the highest paid professionals in the digital world. Therefore, with this cutting-edge syllabus, the institute is here to make sure that with its industry-vetted curriculum and expert trainers, we are not just making your average developers. We are creating industry elites.”

Admissions to the program have already begun with classes at IIDE’s Andheri campus. Application Guidelines | IIDE

Step 1: Fill in the Application form completely and submit. Step 2: Take the Entrance Test and submit. Please Note : Read the Guidelines for Application, given below, thoroughly. Follow the 2 step Admission Process strictly.; Fill in the application form first and then take the test.

About Karan Shah and IIDE

Karan Shah founded IIDE 3 years ago. He studied Private Equity & E-Commerce Strategies at Harvard University and is also a tech enthusiast and a public speaker. He aims to change the way education is delivered in our country by making it fun and practical through using an experience-based learning methodology with trainers who come with industry experience and hands-on learning techniques.

IIDE is known to provide the best training for Digital Marketing in Mumbai. Karan established the institute to create future digital professionals and entrepreneurs given that more and more businesses today are transitioning into the digital space. Hence, to cater to this ever-increasing demand for digitally skilled resources, IIDE was incorporated.

More about the School of Digital Marketing at IIDE:

The digital marketing program is designed to help students and professionals get a thorough understanding of online marketing. This helps them to either get a foot in the door or make a successful transition into the digital marketing industry.

IIDE has therefore strategically developed this highly skill-based program in a way to cater to every type of student, no matter what their field of education. The School of Digital Marketing covers executive and managerial skills taught through real case studies and live projects with known brands. With twenty-four modules and twenty-four industry experts teaching a different module; the six-month intense program guarantees a 100% placement assistance on completion.

In the past 3 years, IIDE has established 14 micro centres across Mumbai, three city campuses at Andheri, Mulund and Churchgate each, and has trained over 20000 students. IIDE has also conducted corporate training for companies such as Mahindra & Mahindra, L&K Saatchi & Saatchi, Abbott, Social Kinnect to name a few.

The post The all new School of Code at IIDE appeared first on The Knowledge Review.

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Mumbai, July 16, 2019: Whistling Woods International (WWI), Asia’s premier Film, Communication, and Creative Art institute will be conducting the final round of entrance examinations for its full-time degree and diploma courses. The entrance exam is conducted for the intake of the 2019 academic year.

WWI offers degree and diploma programs accredited by the Tata Institute of Social Sciences (TISS). The examination will be held at Whistling Wood International, Filmcity campus at Goregaon East, Mumbai.

Students inclined to pursue careers in film, communications and creative arts can apply for courses, namely, BSc/BA in Filmmaking with specialization, BA in Screenwriting, BA in Acting, Integrated BSc/BA+PG Diploma in Animation with specialization, Integrated BSc/BA+PG Diploma in Game Design, BA in Fashion Design, Integrated BA+PG Diploma in Visual Communication Design, BA in Music Production & Composition, BBA in Media & Communication and PGD in Media & Entertainment. Students can also apply for diploma courses such as Advanced Diploma in Filmmaking with specialization, Advanced Diploma in Acting, and Diploma in Screenwriting.

Rated as one of the top 10 film school in the world by The Hollywood Reporter, the institute has over 1900+ alumni successfully working with various media organizations, film production companies, and fashion houses. Students not only benefit from learning from the industry experts but also get a first-hand experience of using the state-of-the-art technological advancements at the institute, which makes the students industry-ready.

Students can visit www.whistlingwoods.net to fill the admission forms online to undertake the entrance examination.

About Whistling Woods International

Whistling Woods International (WWI) is Asia’s premier Film, Communication, and Creative Arts Institute. Founded by one of India’s leading filmmakers – Subhash Ghai, WWI is one of the largest and best media institutes in the country. ‘The Hollywood Reporter’ has rated Whistling Woods International as one of the Ten Best Film Schools in the world in 2014, 2013 & 2010. WWI offers courses that vary in duration from 1 year to 4 years catering to all major verticals of the Media & Entertainment industry, namely Acting, Animation, Cinematography, Direction, Editing, Game Design, Music, Producing, Production Design, Screenwriting, Sound, Visual Effects, Media Management, Fashion Design and Visual Communication Design. All the courses are accredited by the Tata Institute of Social Sciences (TISS).

The post ADMISSIONS OPEN FOR WHISTLING WOODS INTERNATIONAL’S JULY 2019 INTAKE appeared first on The Knowledge Review.

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New Delhi/Ghaziabad – It was a momentous day for the students of Krishna Institute of Engineering technology today, as they were felicitated by President Shri Ram Nath Kovind for winning the prestigious 2019 AIAA Neil Armstrong Best Design Award, in the 25th Annual Rover Challenge held at the US Space and Rocket Center in Alabama. The students were honored at the Rashtrapati Bhawan on 9 July 2019 for securing first prize amongst 115 teams.

The team from KIET Group of Institutions, Delhi-NCR, Ghaziabad a pioneer in engineering, was led by mechanical engineering student Shatakshi Dwivedi and consisted of her team associates Abhimanyu Bhagat, Utkarsh Sharma, Prajwal Singh and Suyash Yadav. Their project “Moon Buggy” was hailed for its excellent performance amongst the international competition, featuring teams from Germany, Bolivia, Peru, Egypt and the US.

Speaking on the occasion, Shri Atul Garg, Management Trustee, KIET Group of Institutions said, “It is a proud moment for us and we are grateful for the honor that has been bestowed upon us. Our students have consistently shown that if our young minds are given the right environment and motivation, they can come up with ideas that are brilliant! This acknowledgement will boost not only the confidence of the team, but will inspire all the students across the country who dare to dream, regardless of where they come from,” he said.

NASA’s Human Exploration Rover Challenge is a follow up to its Great Moonbuggy Race, challenging college students to create a rover designed to traverse the simulated surface of another world. The rover had to be compact in size, had to take minimum assembly time and could be manually pedaled by two members for a distance of 800 meters in less than 7minutes. It was supposed to perform the tasks of a rover and simultaneously cross obstacles laid down on its way.

Team Interstellars from KIET Group of Institutions won the AIAA Neil Armstrong Best design award as they succeeded in preparing Foldable Crank Assembly with assembly time of 9 seconds that was the minimum time in comparison to 30-40 seconds taken by the other participating teams. It also had the most Compact Size which did not affect the ergonomics that was much appreciated by the judges.

Tuhin Srivastava, who has been a part of the journey and was the KIET’s team advisor during the challenge said, “It’s an incredible end to what has been an incredible journey. It has been an overwhelming experience and the fact that our achievement has been recognized by our respected President is both humbling and joyous. I am extremely proud of the team and grateful for the support of their families and the KIET faculty and leadership. It is our collective dream that has helped us reach this far.”

The team was accompanied by the management members along with Dr. (Col) A Garg, Director, KIET Group of Institutions for their felicitation ceremony at Rashtrapati Bhavan, New Delhi.

KIET Group of Institutions is one of the premier destinations for young minds, offering courses in Engineering, management and pharmacy. It continuously strives for the welfare of its students providing them with best opportunities both on the national and international platforms.

The post A team of five students felicitated by Shri Ram Nath Kovind, President of India appeared first on The Knowledge Review.

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For over two decades, E-Learning has been hailed as ‘the’ solution that will drive educational reform and displace the dominance of classroom learning, as we know it. Despite the potential of E-Learning, to personalize instruction, enable scalable solutions and develop new learning skills that will be vital for the future workforce, E-Learning has not yet redefined what we understand school to be.  E-Learning and classroom learning must work in coalition and not competition.

In our content rich and connected world, it is vital for young people to think critically and interrogate sources of information. Knowing how to ask good questions to discover knowledge and build an understanding, is essential to learning success in the 21st century. Put simply, learning how to learn. This can be achieved through E-Learning that is designed to purposefully leverage digital technologies that enable complex communication, successful collaboration, enhance critical and creative thinking and a personalized learning experience. The right technology tools when combined with appropriate deployment and training for teachers can offer new opportunities for student learning and so make a valuable contribution to any classroom.

E-Learning, flipped learning, online learning, blended learning; each offers a different point of entry for teachers to introduce technologies into their classroom environment. Direct instruction, debate, brainstorming, setting learning goals, while all these are seen as traditional approaches, each can be enhanced with technology.

The following are examples of effective strategies that combine E-Learning with traditional classroom learning:

  • Sophisticated response-ware that enables immediate feedback for both students and teachers to track progress. Allowing for differentiation and adjustment to the classroom teaching program based on the formative data that is collected.
  • Flipped learning practices that support students to access learning materials independently then use social learning opportunities in class time to apply the knowledge, challenge understandings and participate in unique experiences and responses.
  • Building collaborative online learning spaces that provide access to peers and shared online spaces to build knowledge and work together.
  • Differentiated learning paths, that allow students to access materials with greater choice and voice about the pace and mode.
  • Development of digital portfolios to capture goal setting, evidence of learning, reflection and growth over time.
  • Using technology to redefine the type of task we design and take advantage of simulations, real-world problems and require students to create content in response to the learning rather than simply consuming material.
  • Using technology to connect and share with communities of learning across the world.

Despite these opportunities to enhance our classrooms with technology, some continue to view it as little more than a distraction for young people, already labeled as screen addicted. Recent system wide interventions that call for bans on mobile devices in schools demonstrate the fear that can dominate the discussion. Such discourse limits the exploration of the potential of these technologies to enable valuable E-Learning opportunities. The success of E-Learning strategies has also been impacted by a one-size fits all approach to integrating technology. Examples include single device programs, mandated learning management systems or whole school adoption of a single tool. Instead, teachers need a bespoke collection of ICT tools that suit their classroom and their students just as teachers do with other teaching strategies.

Technology can encourage educators to consider the role of teacher and student differently. In classrooms we can create new learning experiences where students become creators not just consumers, teachers can become co-learners and focus on providing personalized programs and regular powerful feedback. This change demands that ICT systems are streamlined and that schools prioritize professional learning opportunities for teachers to share with each other the technology and teaching approaches that are most effective in their unique school context.

E-Learning when implemented purposefully can support a classroom learning environment that enables thinking and innovation, where students are engaged and encouraged to take meaningful risks towards connected learning outcomes, ensuring they develop the skills and capabilities they need for economic, social and cultural success in the 21st century.

About the Author

Meg Fortington is the Director of Curriculum and Innovation at St Margaret’s and Berwick Grammar School.  She is passionate about the value of technology in every classroom and its potential to make a positive impact on teaching and learning.

Meg regularly presents professional learning opportunities and workshops focused on E-Learning tools and strategies to support educators to focus on the skills and outcomes made possible with technology.

The post A Reformative Unison: Where Chalkboards and Digital Screens Coexist appeared first on The Knowledge Review.

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The course of mankind’s evolution and the norms and methodologies of education have evidently been treading on the same roads, hand in hand, leveraging the opportunities provided by technology. This correlational evolution has birthed a certain sect of people, who uphold the prominence of contemporary education and the resultant profundity of its acknowledgment, and who can be safely assumed to be designated as educational leaders. To simply exhibit an example, while not stereotyping, of how and what an educational leader should be, we wish to place the spotlight on Kelly Gervasoni, the Year 9 Coordinator at St Andrews Lutheran College.

Kelly’s teaching career began in 2012 when she was granted ‘special provision’ with the Victorian Institute of Teaching to start teaching in her 4th year of university study for Bachelor of Mathematical Sciences/Bachelor of Education. During her first few years, she developed mentor relationships with the Head of Mathematics and School Principal and admired their strong leadership characteristics. These relationships enabled her growth as an educational leader through their support and encouragement of reflective practices. Kelly remembers her Principal saying, “Get comfortable being uncomfortable.” She made the conscious effort to say yes to all opportunities within reason and made multi-level action goals with these mentors. Kelly strongly believes that self-awareness is a crucial element of an effective leader (Goleman, 2013) and thus, regularly reviewed her strengths and weaknesses and incorporated these into her action goals.

Kelly began working at St Andrews Lutheran College as a Middle/Senior School teacher and made the conscious effort to develop authentic relationships with her colleagues, which were based on trust and authenticity. During this process, she developed a new Mentor – the Deputy Principal, Mrs. Virginia Warner, and admired her passion, dedication and having relationships at the core of her practice. Kelly longed to have those excellent relational skills and patience with colleagues and thus knew Mrs. Warner was the next mentor who could enhance her leadership skills.

In 2019, Kelly was offered further opportunities at St Andrews, including the role of Year 9 Coordinator. She was excited to lead and empower another team in the area of Student Wellbeing, where she could use her knowledge and skills learnt from her postgraduate studies. Her career aspirations as an educational leader are to become an effective leader in the area of student wellbeing, where she hopes to initiate productive collaboration amongst staff and students to facilitate quality practices that are reflective and model life-long learning amongst staff and students.

At the Helm of Innovation

On a local level, Kelly collaboratively undertook an Action Research project with the School Psychologist, Mrs. Robyn Rudd on their interest area – enhancing engagement of middle-school female students. They utilized current resources and existing research to modify pre-existing programs and mesh them to address their desired outcomes for students at St Andrews. While there were limitations in the research project including a small sample size and a short timeframe, the duo has added insight into previous research on the impact of facilitator training for Social and Emotional Learning (SEL) programs, specifically the role of the teacher compared to a trained psychologist.

Pertaining to the St Andrews motto in 2019, ‘Learners leading learning,’ Kelly has been leading the learning way while also encouraging students and staff to be the leaders in their education. In other words, students understand the teacher’s role of being a learning facilitator, rather than the expert. As within the 21st century, students have access to a multitude of educational resources and Kelly encourages them to embrace learning from differing platforms. Furthermore, she emphasizes that positive self-efficacy beliefs, motivation and effort are the key indicators for future success.

Delivering Distinction

Kelly states that St Andrews Lutheran College’s mission statement: ‘Celebrating the Gospel, Nurturing the Individual, Empowering Lifelong Learners’ stands as a firm statement about what St Andrews is, and has been at the heart of the College since its inception. The school strives to provide a high quality education in a Christian context. “We value a holistic approach, and encourage students to develop values that enrich the intellect, nurture the spirit, develop social responsibility and create healthy lifestyles,” Kelly expresses.

St Andrews is widely regarded as a caring school and places a high priority on pastoral care. The school has adopted Positive Psychology as their wellbeing focus with the aim of proactively building wellbeing and resilience of students. The staff works hard at developing nurturing relationships with students because encouraging and affirming relationships lie at the heart of effective learning. A strong sense of community and belonging can be found at St Andrews. The staff enjoys strong parental support and involvement, and seeks to work in partnership with their local community.

The school is at the forefront of innovation regarding technology and classroom design in Australia. All staff and students use Microsoft OneNote for their teaching and learning, as well as the professional development of staff. Furthermore, it has updated its classroom design in line with current research. As a result, the teaching methods are moving away from ‘traditional’ teaching with no central front of room, rather an integrated learning environment that is ‘learner centered.’ Wherever a student sits in the classroom, they should feel at the center of their learning experience and the classroom setup is similar to future collaborative workplace environments. All students and staff can access classroom resources and lesson plans at school or externally, which are displayed via interactive whiteboards and multiple television screens in each classroom.

Competing with the one in the Mirror

Juggling the work-life balance has been an ongoing challenge for Kelly since the beginning of her teaching career. “I have high expectations for myself and I am passionate about education, so sometimes this love for teaching can intertwine with my personal life,” says Kelly. Since she advocates healthy wellbeing with her students and staff, she feels it is important that she role-models such wellbeing. Thus, teacher wellbeing has been an area of focus for her over the last few years, especially with the increased workload and innovation of technology which enables people to work from home.

Kelly has set rules in place to ensure she maintains a healthy work-life balance and this includes turning off emails from 6pm-6am, avoiding work on weekends if possible and scheduling her fitness routine a week ahead. While reflective practice has significantly enhanced her leadership skills, it was challenging for Kelly to allow herself to be analyzed by others in her initial years of teaching. “Once I got ‘comfortable being uncomfortable,’ as my Principal says, I began to seek and embrace the feedback I received and used it to further develop my leadership skills. Reflective practice has been a key element to my success as a leader,” Kelly expresses.

The Light of Inspiration

When asked about how she manages to both, stay inspired and also inspire others around her, Kelly says, “It all boils down to passion. I absolutely love teaching! It is my dream career and I enjoy having a positive impact on my students daily. Teaching is such a rewarding career and it gives me butterflies every time a student has the “AH-HUH, I get it!” moment.’ That, for Kelly, is the light bulb moment for a student who understands a new skill or knowledge. Kelly describes herself as one of those overly excited math teachers. Sometimes her students laugh about how excited she gets, explaining new concepts, especially when she teaches mathematical proofs like the Pythagoras theorem. To inspire her students, she uses her passion for teaching and her high expectations. Through setting high expectations, she is providing courage to her students by saying “yes, I believe in you! I’ve set the bar high because I know you can master these skills.”

Beholding New Horizons

At 28 years of age with seven years teaching experience, Kelly believes she still has much more to learn and offer to the world of education. Within the next 5 years, she aims to further enhance her leadership skills within her passion area – Student Wellbeing. Eventually, she would like to be in a role of greater influence on student wellbeing, such as Head of School or Head of Wellbeing, where she could have a greater impact and influence on the students of the college. All the while, Kelly firmly emphasizes on the fact that it takes a team to educate a child.

“St Andrews Lutheran College is one of the leading Positive Education Schools in Queensland, embedding restorative practices within its culture,” Kelly asserts. “We are leaders in innovation and technology, with new classroom designs in line with current research and all students and staff use Microsoft OneNote for all teaching purposes,” she adds. The school’s aim is to further research and enhance its practices to ensure it remains at the forefront of positive education, innovation and technology.

The post Kelly Gervasoni: At the Forefront of an Educational Reformation appeared first on The Knowledge Review.

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There is much in the literature that attempts to frame what it is that students in this century and beyond need to be able to think, say, and do to function effectively and compassionately in a global world. All educators aim to prepare students (and adults) for a world where the only constant is change.

Many observers will claim that little has changed regarding formal education methodologies for over 200 years. Those of us in education in Australia, however, know this not to be the case. School structures and classrooms, curriculum, pedagogies and assessments have all changed considerably. So much so that I often hear parents comment “I wish I could have learned like that”. We know so much more about how people learn physiologically as well as psychologically that the nature of an instructional class in Australia is completely different to that of the 20th Century. When teachers open their doors to others to share practice, which I confess happens far too rarely, these developments become obvious.

How do we know we have effective classrooms in a country such as Australia? Research has shown that the highest performing cohorts in the world are the children of first generation migrants into Australia. To me this indicates that the importance placed on the value of education, which many migrants have for their children, when combined with the Australian education framework produces outstanding results. I believe this also represents a window to the future regarding approaches to curriculum, pedagogy and assessment that Australia can share with educators globally.

Likewise models of education have also changed to meet the (perceived) needs and desires of families.  Knowledge can be accessed and assessed anytime anywhere and I have no doubt that this trend will continue. There is much discussion in educational circles of micro credentialing that may or may not sit alongside traditional qualifications. I suspect models of knowledge and skill development and their assessment will become increasingly flexible in terms of timing of delivery (global and interactive) and nature (on-line, face to face, blended).  The range and nature of providers is likely to increase even more.

In Australia all providers of primary and senior secondary education academic certificates must be not-for profit. The provision of early childhood, vocational and other skill based training, however, has opened up and I suspect we will see increasing numbers of corporate/for-profit players in the education space.  Globalisation is already ensuring new models of provision to meet the demand from communities as well as opportunities for providers.

A key component of education all around the world will need to be the development of intercultural understanding. Frequent references to 21C skills refer to global citizenship (see Council of International Schools, Partnership for 21st Century Learning, Australian Department of Foreign Affair and Trade, The International Baccalaureate however, there is little common agreement as to a definitive list of attributes that constitute these 21C skills. It is, therefore, important for schools, teachers and students to have a common understanding of these priorities. Education providers need to devise programs that recognise the importance of global citizenship education, international mindedness and intercultural and transcultural understanding if we wish, as many of us do, to make the world a better place.

Globalisation affords us both opportunity and challenge in terms of creating curricula and programs that scaffold educators and students to, in the words of Yong Zhao:

“Become more aware of the global nature of societal issues, to care about people in distant places, to understand the nature of economic integration, to appreciate the interconnectedness and interdependence of peoples, to respect and protect cultural diversity, to fight for social justice for all and to protect the planet for all human beings” Zhou 2010

One thing will never change, however, and that is the teaching of skills and knowledge that relate to knowing one’s self and relating to others. We believe the cornerstones of wellbeing are having strong identity, relationships and community. Schools will always need to provide a basis to develop and nurture all 3 elements of wellbeing as well as what it means to be the best person one can be.

At St Margaret’s and Berwick Grammar we strive for our students to be their best selves, now and in the future, for the betterment of all humanity and the planet through demonstrating COURAGE: to do the right thing, CURIOSITY: to know and learn, CHARACTER: to be one’s best self and RESPECT: to live wisely and compassionately with others and the planet. I am convinced that if we can do that at St Margaret’s and Berwick Grammar, we have done our job.

About the Author

Annette Rome currently works as a Principal of St Margaret’s and Berwick Grammar in Melbourne. Though trained as neurophysiologist, her interest in education includes the education of young people to be global citizens that operate ethically and knowledgeably. Her current project entails researching International Mindedness and the International Baccalaureate’s Theory of Knowledge.

She was coordinator of the CSE International Education Action Group, Indigenous Education Focus Group and is an adjunct lecturer at The University of Melbourne Graduate School of Education. She has written a number of science and education resources and books and presents at national and international conferences.

She was on the Science Teachers’ Association of Victoria Council and Orica Corporate Affairs Division (Education). She is an International Baccalaureate Jeff Thompson Research Award winner and was honoured to be appointed a Fellow of the Australian College of Educators and the Australian Council of Educational Leaders.

In 2018 Annette was named on The Educator’s Hot List in Australia. She is a founding member of the James Macready-Bryan Foundation and an active member of the Australian Council of Educational Leaders, Australian College of Educators and the Principals Australia Institute Change Team. She has been a Director on the Boards of The Australian College of Educators and the music education charity, The Songroom.

She has been an active campaigner for the Australian National Disability Insurance Scheme, implemented in 2015, with a particular focus on young people with acquired brain injury. Her passion in education is for the development of young people so that they may become the best they can be – true citizens of the world.

The post Envisioning Education: What does the future hold? An Australian Principal’s thoughts appeared first on The Knowledge Review.

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“A word of encouragement from a teacher to a child can change a life. A word of encouragement from a spouse can save a marriage. A word of encouragement from a leader can inspire a person to reach their potential.” – John C. Maxwell

If one is to study the persona of an educational leader, the most evident factor unveiled is their exhibition of aspects such as determination, passion, expertise and erudition.

Through this edition titled, Australia’s 10 Most Influential Educational Leaders to watch, 2019, we at The Knowledge Review, present to you a list of such exceptional educational reformers, wherein featuring on the cover is Karen Spiller OAM, the Principal of John Paul College, Brisbane.

Karen has been teaching and leading in Queensland Schools for almost forty years following a traditional career pathway of Secondary Teacher, Head of Department, Deputy Principal and Principal. Her journey as a Principal is twenty years young. She has held national and state leadership roles as National Chair of the Association of Heads of Independent Schools Australia and National President of the Alliance of Girls Schools, Australasia.

She is currently the State Chair of Independent Schools Queensland, a member of the national body Independent Schools Council Australia, the Australian Boarding Schools’ Association and Yalari which is an organisation which supports the education of indigenous young people. Karen is also a member of the International Education and Training Advisory Group to the Queensland Government and a member of advisory bodies for the Business Faculty of QUT and the Health Faculty at Bond University.

Through her career, Karen has held roles through the Anglican Schools Commission and the Queensland Curriculum and Assessment Authority. She was Principal at St Aidan’s Anglican Girls’ School in Brisbane for 18 years and led it to becoming one of the most successful schools in Australia.

On the Trophy Shelf

All along her voyage, Karen has been adorning her hat with a number of feathers. For her, a medal of the Order of Australia (OAM) in the 2017 Queen’s Birthday Day honours list was very special.

Other highlights of her successful career include a Churchill Fellowship in 2011 which allowed her to travel and undertake further research into strategies for better equipping women for the role of Principalship in Australian schools.

The International Rotary Award – the Paul Harris Fellowship is also a valuable one for Karen as it was an award made by her local branch to recognise my leadership in the community as well as at a national level.

Karen has also received awards nationally by the Federal Government agency EOWA for Leading CEO for the Advancement of Women and for Excellence in Music Education and from the Modern Languages Teachers Association for Excellence in School Leadership. Karen feels honoured by all of these accolades and awards, as all she wants to do is help others as she has been assisted and mentored, and give back to the profession.

She is also a Fellow of the Australian College of Educators, the Australian Council of Educational Leaders, the Australian Institute of Company Directors, Australian Institute of Managers, the CEO Institute and the Australian Marketing Association.

Enlightening the World

Pertaining to her profound experience, Karen ceaselessly contributes to uplifting the value of education. For her, one of the most significant contributions has been encouraging the leadership of others.

“Seven staff who worked with me directly – are now Principals of other Independent Schools around Australia – and I have mentored at least another ten into senior leadership roles,” says Karen.

Additionally, through the Aspiring Women’s leadership conference which she launched in 2006 with her colleague Ros Curtis, she has positively motivated and influenced the career of hundreds of female leaders. This conference has been offered in both Brisbane and Perth annually since its inception in 2006.

“Research says that quality educational leaders make an evident difference to the academic outcomes of students and their experience of school life as well as to the success of a school. When we have an ageing workforce and evidence of declining interest in school leadership roles, it is vital that we have strong and motivated teachers in the leadership pipeline,” Karen expresses.

Karen emphasizes on the necessity of each student being in classrooms with highly qualified, passionate and successful teachers who can genuinely support each student to achieve their best and make them feel good about themselves. This has been achieved through setting high expectations of Karen herself, the leadership team and all the staff of the school. Each change and teaching strategy has been grounded in educational research.

In addition, Karen also enjoys presenting research papers at international and national conferences on a variety of topics including educational improvement and change.

The Bridge towards Success

John Paul College was established in 1982 as Queensland’s first Christian Ecumenical College. It is an independent, co-educational K-12 College with an Early Learning Centre, a small Boarding house and an English Language College. JPC’s purpose is; To Educate, To Inspire, To Make a Difference.

As a relatively young school, the calibre of its alumni is a great testimony to the success of the school. This list of alumni includes Dami Im, Mitch Larkin, David Baxby, Luke Trouchet, William Liu, Clare Ferguson, Lachlan Power and Paul Olds.

Known in the 80s and 90s for its Marching Band on the international stage at the opening of the Sydney Olympics, the Calvary Stampede and Expo ‘88, as well as being one of the first schools in Australia to introduce 1-1 laptops, JPC is especially proud that ACARA identified it as one of the few schools in Australia that demonstrated significant improvements in their writing and numeracy progression based on the 2018 NAPLAN results.

Describing the work culture at John Paul College, Karen says, “We are all here for one reason – our students.” She expresses that it’s the reason she and other educational leaders get out of bed every morning; not just to pay the mortgage. To Educate, To Inspire, To Make a Difference – this is why they come to school every day. To ensure that every child we are privileged to teach, receives the very best we can give.

“Do I need to say more about a passionate and positive school culture? The schools I have worked in and now lead, all have had a genuine commitment to broad educational opportunities. This means a focus on leadership development, community service and extensive extra and co- curricular activities that often include exchange opportunities, and local and international travel for students,” She adds.

Beyond Challenges lies Wisdom

When asked about the challenges that she came across in her career, Karen says, “Change is always difficult. There have been times both in my previous schools and at JPC when some people have been resistant to change. I guess this is human nature. Quite often people think they or the school is perfect the way that it is. My view is that if you are not moving forward, you are stagnant or moving backwards.”

One of the books that changed Karen’s life is ‘Good to Great’ by Jim Collins. “I read this in 2005 and have been a different leader ever since. It gave me the language and thinking capabilities to be more confident in what I felt needed to be done. I am more passionate and more focussed since embracing Collin’s work,” Karen express.

When it comes to staying motivated and instilling the same upon her students, Karen believes that it’s easy to keep motivated when one thinks of the awesome responsibility she and other leaders have, to influence positively the lives of their students, in whichever school they are privileged to lead.

For Karen, it is not only about giving students the best education possible to allow post school options, but to also giving them choices in their future career and within the world of work. More importantly, it is about them feeling confident and capable, feeling that they can make a difference in this world and local community.

“As a Principal, you have so much ability to change people’s lives for the better, and that includes our staff. Inspiring students to make a difference is such an important responsibility. Our young people have a privileged education that millions in the world don’t have access to. In some cases, they are the most educated in their family. They too, have an awesome responsibility to reach forward and make a difference to others and our community,” says Karen.

Karen expresses her pride in being the Principal of John Paul College, and together with the passionate, professional staff and dedicated school board, she wants to ensure that JPC provides an outstanding education to all young people, who in turn, go into the world continuing to make a difference.

The post Karen Spiller: Personifying Academic Expertise, Advocating Holistic Excellence appeared first on The Knowledge Review.

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One who holds the torch of knowledge, drives away the muffling fog of ignorance, and guides the multitude towards enlightenment.

Passionate and efficient educators follow a reformative and holistic approach towards empowering their students. They comprehend students’ volatile learning interests and formulate comprehensive strategies, creative teaching methods, activities promoting inclusiveness and many other ways to match up to their students’ requirements. Such innovative, prolific and adept educators possess the potential to sculpt ambitious young learners into leaders and professionals of tomorrow. One plausible example of such educators is Timothy Barlow, the Director of Technology Innovation at St. Leonard’s College.

Tim has had a profound career in Education to date. He began his professional life as a Geneticist at a cutting-edge research facility, and his inclination towards exploring, utilizing and pioneering the use of innovative solutions travelled with him magnificently into education. While Tim started his career as a Middle Years Science teacher and Senior Years Biology teacher, it wasn’t long into his career before he was tasked with diverse leadership roles.

As a Head of Learning, Middle Years Leader and Experiential Learning Coordinator, Tim efficiently organized all aspects of around 12 international trips involving over 400 students and staff. He also coordinated and directed a local and international based, award winning educational experiential learning program. As a Head of Year 9 he was a hugely successful and respected pastoral leader. Additionally, he spearheaded the early introduction of restorative practices. He led a team of pastoral careers in the revolution of adolescent discipline. Tim’s proficiency as an educator is evidently proven when a certain year level which historically received hundreds of detentions per annum, received zero as soon as he took over.

In the past decade, Tim has had a significant impact on the direction and implementation of a number of transitional educational innovations. In his first year as an eLearning coordinator, he personally designed and implemented a school wide, radically successful virtual learning environment while concurrently planning the complete transition to a Bring Your Own Device (BYOD) model of student technology provision. Tim also conceived, built and delivered an entirely new educational faculty named DigiSTEM as the global demand for coding, robotics, STEM, design thinking, making and engineering emerged. As the Director of Technology Innovation, he also sits on the executive leadership team at one of Melbourne, and Australia’s, premier independent schools. His dynamic and innovative style inspires both his students and educational peers alike.

Blending Technology with Learning

Tim’s educational leadership and innovation began in earnest when he was a full-time classroom teacher and he has been unwavering in continually improving the traditional methods of classroom teaching practice ever since. In 2007, he began implementing his pioneering mindset to work in education with conviction. In the age of the iPod, Tim was a true pioneer of the Flipped Classroom pedagogy. When smart phones emerged, he designed and developed four educational iPhone apps. When tablet computing and eBook readers emerged, he developed eight wildly interactive and engaging electronic books. He has even gamified – introduced elements of game-based motivation – an entire year of the Australian Science curriculum. His podcasts have been downloaded almost a million times, he has over 100,000 views on YouTube, and his blog has been visited over two million times.

Tim’s innovative and creative use of ICT in the curriculum is undisputed. His personal classroom innovation has directly enabled a generation of students to experience and engage in higher level learning. However, as an educational thought leader, his vision has also transformed many educational practices. His vision has assisted schools around the globe, transition from the traditional closed wall, class-based nature of online learning, to course-based collaborative teaching and learning platforms. He has pioneered and assisted many schools transition to the modern BYOD model of student technology provision. He has pushed his own, and numerous other schools down the path of continuous reporting to enhance learning outcomes and strengthen relationships between schools and parents.

The Home Ground

Tim expresses his pride in working at St Leonard’s College in Melbourne, Australia. He aligns comprehensively with the vision of the school – to provide all students with An Education for Life. Similarly, Tim draws inspiration from the college’s mission which states, ‘Through inspiring and caring teachers, and in a physically, emotionally and spiritually safe coeducational environment, St Leonard’s College provides an exemplary innovative education for its students, enriched by the traditions of its heritage.’ As a result, all of the school’s strategic directions are in line with powerful education experiences for the present landscape, which equip students for their uncertain futures. Tim’s drive to support staff in a myriad of avenues has ensured that strategic initiatives have succeeded, and staff has up-skilled in areas surrounding pedagogy, use of technology and reporting practices.

Tim states that he works at a school that helps lead the educational landscape in virtually all that it does. Its amazingly committed staff constantly pushes the boundaries of pedagogical practices to ensure the very best learning environment for all students. The academic results of his school are routinely amongst the very best in the country and the students at his school are award winning, from Swimming or Cheer Sports, through to Theatre Productions, Musical Performances and Adventure Racing.

According to Tim, when he was appointed to the role of Director of Technology Innovation at St Leonard’s College, the ICT landscape was a virtual wasteland. His futuristic vision and strategic planning ensured that his school quickly transitioned to a national leader in this regard. As with all challenges, Tim takes them in his stride, and it is virtually impossible to shake him and his drive to seek improvement, it becomes evident that he can easily overcome the challenges of the roles he has undertaken.

Changing the World, One School at a Time

“Education is of utmost importance to the future well-being of our society, and our entire planet, and this provides a continual and ample source of both, the motivation to do great work for students everywhere, and also unrest and a strong desire to continue to push education forwards and see it continually improve and evolve to better empower all students everywhere,” Tim expresses. This constant positive outlook cannot help but spread onto Tim’s colleagues and peers, and the inspiration his students gain from this approach of teaching is profound. Tim’s students are engaged and inspired to be their best and to pursue their own passions to their very best ability.

At St Leonard’s College the entire faculty continues working to be the best school in the world – a goal that every single school should aspire to. For Tim personally, the goal is always to help as much as he can and do the best work he can, whatever work that is. Tim is periodically asked if he will step into a Principal role at a school in the future, and while Tim would never say never he is happy simply being a powerful force for change and good in this world.

The post Timothy Barlow: Voyaging for Excellence, Reforming Education appeared first on The Knowledge Review.

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Schools are experiencing a period of massive change. They are endeavoring to prepare students for a rapidly changing world. Schools are complex organizations, with many competing priorities, agendas and initiatives. Research shows there is a clear connection between school effectiveness and school leadership. Leaders make a huge impact on both the effective operation of the school and the school’s culture. According to teamwork guru Patrick Lencioni, the key to managing the complexity of schools is to identify a reasonable number of issues that will have the greatest possible impact on the success of a school, and then spend the most amount of time thinking about, talking about, and working on those issues. This needs to be the core work of school leaders.

“If everything is important, then nothing is.”

A highly functioning leadership team operates like a slick machine. They use their time extraordinarily well, hold crisp meetings, are cognizant of the big picture and sensitive to the detail that impact on staff engagement and morale. It is essential that all school leaders are highly effective (including aspiring leaders). One man on a mission to reform the education sector for the better is Steve Francis, a Certified Speaking Professional and the Managing Director of the Happy School program. Steve is an experienced leader who works to support schools to build leadership capability.

Steve works with leading educators to help them reach their potential and optimize their schools. He is an expert in leading effective change processes in schools. In a career spanning 20 years, Steve has been the Principal of a number of schools in Australia from a one-teacher school in country Queensland, through to a large metropolitan school in Brisbane and an international school in Hong Kong. As a Principal at Jindalee School in Brisbane he led a large school with 800 primary and preschool students, including 50 special education students.

In Hong Kong, Steve was the Principal of Kowloon Junior School for the English Schools Foundation. The school had 900 students on two campuses. During his tenure in leading the school, it made the transition from teaching the UK National Curriculum to implementing the International Baccalaureate (IB) Primary Years Program (PYP). He also led the design process for building the new school to accommodate all 900 students on the one campus.

For the past ten years, Steve has focused his work on developing school leaders. He argues that schools often promote great teachers to positions of leadership and expect them to be great leaders. However, the skill set of being a great teacher is different to the skills required to be a great school leader. His passion in this area became evident when he was an executive of the State Principals’ Association.

In the past year, Steve has worked with the leaders or staff of over 500 schools across Australia, New Zealand and internationally. As well as working in-house, he has presented keynotes and workshops at numerous education leader conferences including both the Australian Primary Principals’ Association and New Zealand Principals’ Federation conferences. In the past year, he followed in the footsteps of Michael Fullan, Andy Hargreaves and Sir Ken Robinson by presenting to an audience of over 2500 teachers in Qatar.

Steve’s work as a professional speaker has been accredited with the awarding of the highest worldwide designation, Certified Speaking Professional (CSP). For the past three years, Steve has also been recognized by Educator magazine as one of the top 50 most influential educators in Australia. Steve was also a member of the judging panel for the awarding of the Australian Education Awards. Steve is the author of four books including, ‘First Semester CAN MAKE OR BREAK YOU!’ and ‘Time Management For Teachers’.

Steve is passionate about staff and leader well-being and reinstating the status of the teaching profession. He completed his Master’s degree in School Leadership and wrote his thesis on teacher stress. This led him to develop the Happy School program. He argues that whilst working in schools can be very rewarding, it can also be very demanding. Many a time, the staff feels exhausted, under-valued, frustrated and unappreciated. Teacher well-being and engagement are key factors in school effectiveness. Through his Happy School program Steve provides three strategies to support school leaders to improve staff morale and well-being in their schools.

Delivering Innovative Development

Happy School Membership:

Schools can become a member of the highly successful Happy School program. Over 600 schools receive the weekly one page articles on important topics for staff well-being, engagement and satisfaction. The articles are designed to be easily shared with staff and provide regular, on-going professional development in bite-sized pieces. Membership of the Happy School program includes the weekly, ready-to-use one page articles written by experts in their field. The weekly articles can be printed as part of staff news, displayed on noticeboards, emailed to staff, included in electronic staff notices, discussed at staff meetings or for professional development.

WELL Productivity Program:

The year-long WELL Productivity program provides either self-paced or leader facilitated professional development covering four areas of staff well-being and productivity – Positive, Productive, Proactive and Peak Performance. The 20 engaging action-focused units each comprise a 5-minute video tutorial with accompanying handouts and resources. The 12-month program is designed to help staff improve their productivity as well as their well-being.

Face-to-face professional development:

Steve Francis also provides awesome face-to-face professional development at conferences, clusters of schools and in-school professional learning. For the past three years he has been recognized as one of the top 50 most influential educators in Australia. His keynotes and workshops at national and state conferences for Principals and teachers including APPA, NZPF, VAPP, QASSP, QSPA, INTASE, TAFE Qld and EduTech have led to him being invited to work with schools and leadership teams across Australia, New Zealand and internationally. His sessions are relevant, practical and engaging and are always well received.

Whether schools choose face-to-face professional development with Steve, the self-paced WELL Productivity program or subscribe to receive Steve’s weekly Happy School articles, the team at Happy School are dedicated to improving the well-being of staff in schools.

Emphasizing on Reputation and Attitude

In unison with his favorite quote ‘Live the Reputation You Want to Have,’ Steve says, “We all have a reputation in the eyes of parents, students and our colleagues as well. If they were asked to describe us in three words, what would we like them to say?” Steve recommends working out what one would like to be known for and then act that way. He says he’d like to be known as a positive person, who gets things done and never has a bad word to say about people behind their backs and endeavors to make sure that he behaves accordingly.

“Early in my career I learnt that the most important decision you make every day is your attitude. You can either choose to be positive and enthusiastic about the challenges you face in schools or waste your energy in constantly complaining. I know where I’d prefer to put my energy and focus,” Steve adds. In his opinion, school leaders need to be constantly monitoring the ‘happiness’ of staff, students and parents. It’s like unlocking a combination lock. Fine tuning each of the factors is essential for an optimal culture.

Piloting Comprehensive Progress

To assist school leaders to understand and monitor their culture, Steve developed the Survey My School interactive surveys that seek input from staff, parents and students. As well as providing benchmarks, the instruments help to identify specific issues that are having a negative impact on the school culture. He argues that the fastest way to improve the school culture is to identify the barriers that are having a negative impact. School leaders need to address whatever issues they can and acknowledge that they are aware of the other issues and working towards resolving them.

Steve believes that the existing culture in a school has a huge impact on staff. It impacts on how they behave, how they interact with co-workers, how happy and engaged they are at school, how they interact with students, how much discretionary effort is put in and how much gets done. The influence of culture can be positive and fulfilling or negative and deflating. Optimal results will only be achieved in an ideal culture. Managing culture is the most important work of the leadership team. Steve developed the Survey My School instrument to assist schools to measure and improve school culture. He believes that school leaders need to be acutely aware of their school culture. He argues that culture wins every time. If you have a bad culture, it will win – and ruin your school. If you have a great culture, it will also win and enable you to do great things.

Great staff makes a huge difference to both the outcomes achieved by a school and the school’s culture. Attracting and retaining great staff is paramount. Superstar Teachers – dedicated, hardworking, and talented staff which have a great work ethic and a terrific attitude are very much in-demand! They are highly sought after and are able to ‘pick and choose’ where they would like to work. To attract and retain such staff, it is more important than ever, that school leaders position their school to be the ‘Employer of Choice’.

Steve suggests that being an Employer of Choice means becoming recognized as a school where potential and existing employees want to work for, over and above others. He argues that positioning a school as an ‘Employer of Choice’ is important as the current education sector approaches a shortage of talented teachers. Steve has also developed a process for assessing and independently certifying schools as the ‘Employers of Choice.’

Reaching out to Students

Steve has also worked with schools to increase student voice and ensure teachers are receiving formative feedback from their students using the instrument he developed called, Survey My Class. Student surveys provide invaluable feedback to teachers about what is working in their classroom and what isn’t. Effective teachers utilize the feedback to improve their teaching. Regular student feedback should be an integral part of school improvement. Formative feedback from students should be utilized to provide a clear focus for teachers to reflect on their teaching with the aim of increasing student engagement.

The post Steve Francis: Empowering Schools and Educators Globally appeared first on The Knowledge Review.

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