ISA SELF-STUDY GUIDE Internationalism in Education www.isaschools.org ISA accepts, adheres to and wishes to promote the principles and values expressed in the United Nations Declaration of Human Rights adopted and proclaimed by General Assembly resolution 217 A(111) of the 10th of December 1948. For this reason, the Association developed the Self-Study Guide to help schools define their understanding of the term international in education. ISA expects that each school which undertakes this Self-Study Guide will in the same spirit accept these principles and values and that they will form the underlying basis of its definition of internationalism. The Guide offers no preconceived definitions or interpretations of internationalism or international-mindedness. One fundamental aspect of the Guide is that it allows a school to speak to and for itself. Each school may assume genuine ownership of the Guide, of how it is put into practice and of how to respond to its outcomes. ISA SELF-STUDY GUIDE * UNESCO CONSULTATIVE STATUS
INTERNATIONAL SCHOOLS ASSOCIATION Internationalism in Schools - a Self-Study Guide
(Copyright International Schools Association) Internationalism in Schools a Self-Study Guide Edition December 2011 (2006) Self assessing Internationalism, An instrument for Schools ISBN: 90-805933-1-1 Year: 2001 Partial or total reproduction of this document is forbidden without the written permission of the copyright owner. V20070411 US Office: 10,333 Diego Drive. South Boca Raton. FL 33,428 United States of America Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 2
Index Page Introduction 1. The United Nations Universal Declaration of Human Rights 4 2. The aims of the International Schools Association 4 3. The Purpose of the Self-Study Guide 4 4. Development of the Self-Study Guide 4 5. Nature of the Self-Study Guide 5 6. Structure of the Self-Study Guide 5 7. Use of the Self-Study Guide 6 8. Guidance and support 7 9. Recognition by the International Schools Association 7 Self-Study Areas and Sub-Areas 8-19 Area 1: School values 8-9 Area 2: Curriculum and teaching practices 10-12 2.1 Curriculum 2.2 Teaching practices 2.3 Curricular materials Area 3: The School Communities 12-16 3.1 School and community 3.2 School and students 3.3 School and family 3.4 School and teachers Area 4: School Management 17-19 4.1 Governance 4.2 Management, administrative personnel, secretarial and support staff 4.3 Admissions procedures 4.4 Public relations 4.5 Facilities The International Schools Association 20 Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 3
1. The United Nations Universal Declaration of Human Rights The International Schools Association accepts, adheres to and wishes to promote the principles and values expressed in the United Nations Declaration of Human Rights adopted and proclaimed by General Assembly resolution 217 A(111) of 10 December 1948. See http://www.un.org/overview/rights.html The Association expects that each School which undertakes this Self Study will in the same spirit accept these principles and values and that they will form the underlying basis of its definition of internationalism. 2. The aims of the International Schools Association are: to encourage cooperation among international and internationally-minded schools; to facilitate or undertake the study of educational issues of interest to such schools; to encourage the creation of new international schools; to nurture the interest of national schools in internationalism as a means of improving international understanding. 3. The purpose of the Self-Study Guide This Guide has been developed to help Schools to: a) define their understanding of the term international in education b) use such a definition to reflect upon a number of areas of School life and work c) identify those areas which they may wish to improve d) review the original definition in the light of the outcomes of the study 4. Development of the Self-Study Guide Within the community of international education there is a continuous and constructive debate about what internationalism and international-mindedness mean and comprise. Many worthy attempts have been made at describing the essential characteristics of these concepts but none so far have been accepted as definitive or fully inclusive. Into this dynamic environment the ISA offers its Self-Study Guide. It avoids both definition and a definitive tone and centres upon a process of analysis, reflection and action. The beginnings of this Self-Study Guide can be found around 1,997. A then senior member of the ISA Board set about devising a questionnaire for schools which was designed to provide, within each school context, some idea of the extent of their internationalism or international-mindedness. A number of versions of the questionnaire were created and trialed, and in 2001 the ISA adopted the questionnaire as a major development project. The SEK International University in Chile was commissioned to Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 4
prepare a draft of a more comprehensive and expanded document, a task completed in both Spanish and English and the first edition of a booklet was published by SEK International University Editions in 2001. Over the following years the ISA has consulted and collaborated with a variety of international organisations to continue to refine the Guide. In 2004 several international schools generously took part in an evaluation of the Guide which was carried out by the International Baccalaureate Research Unit at Bath University. The outcome of these consultations, collaborations and evaluation is what follows. 5. Nature of the Self-Study Guide The Guide offers no preconceived definitions or interpretations of internationalism or international-mindedness. Rather, before beginning to respond to the Self-Study Areas each School should define the term international and list its associated values. A school s definition of internationalism is of course likely to move beyond the narrow notion of links between nations and also embrace all those objectives that internationally-minded schools are likely to have with regard to their students understanding of, attitudes towards, and engagement with global issues. Schools may find it helpful to refer back to this definition and list of values as the Areas in the Guide are worked through. The ISA senses that Schools which are incorporating these concepts in their provision are doing so in a variety of ways, at differing levels and with incommensurable degrees of success, and all with their own aims, stages of development and cultural contexts. In this way the ISA sets out to recognise both the pluralism and diversity of the schools who may use this Guide and also their many and varied understandings of internationalism or international-mindedness. Thus, longestablished and new schools, public, private and international and national Schools should find this Guide accessible and usable. To provide some structure the Guide offers a general context which the ISA believes will apply to many if not all Schools. Furthermore, this general structure may apply in its entirety to some Schools but only partially to others; the partial application may itself vary from School to School. One fundamental aspect of the Guide is that it allows a School to speak to and for itself. There are no external criteria to be met, nor any measurements or assessments either of the process or of the outcome. Each School may assume genuine ownership of the Guide, of how it is put into practice and of how to respond to its outcomes. It is hoped that the Guide will be particularly useful to schools committed to an international, internationally-minded or global vision as a basis for self-review in advance of accreditation or re-accreditation exercises required by international accreditation agencies, by national inspection agencies and by associations of independent schools. At all times, however, the ISA is ready to respond to requests for guidance or support. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 5
6. Structure of the Guide The Guide comprises a form of questionnaire which is divided into four main sections called Areas with their associated Sub-Areas, a full list of which is given in the Index. Each of these Areas centres upon a major component of a School s life which is briefly described and then introduced by an over-arching question. For example, Area 2: Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 6
Area 2: Curriculum and teaching practices 2.1 Curriculum 2.2 Teaching practices 2.3 Curricular materials This refers to the School s programmes and methodologies. The over-arching question is: How is the School s internationalism supported by its curriculum and teaching practices? The Areas and Sub-Areas are studied through Domains, Guiding questions and Examples of evidence. Domains identify the specific aspects of the Sub-Areas. Guiding questions are used to elicit the quality, effectiveness, efficiency and levels of achievement and participation, as applicable. Examples of evidence refers to supporting material which may comprise formal documents, statistics and data, reports, interviews, visual and audio images etc., in fact any form of appropriate and genuine evidence as seen by the School. 7. Use of the Self-Study Guide The Guide is flexible: a School can choose what to study, how much to study, when to begin a study, over what period of time the study should last and, of course, the level of resources to be invested. a School can choose to use the whole of the Aid at one time or to use only one or more of its four sections. The degree of detail in which each Area and Sub-Area is treated will depend upon the study s aims and needs and upon the level of resources that a School decides to apply. The sections are neither consecutive nor hierarchical and thus may be used in any order or combination. Furthermore, there are no time limits on the use of any or all of its sections. Different contexts and needs will call for differing applications. Additionally, the Guide may be used as an independent, free-standing study or as the starting point for other School activities. For example, it may provide the basis for a curriculum development, or act as an initial preparation for an external accreditation or, as a further example, it may offer the means of reviewing the contribution to internationalism or international-mindedness of the School s various communities. The Guide may be used iteratively; that is, over a period of years, self-study of one or more if its sections may be repeated and earlier outcomes compared with later results. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 7
With regard to practical and organizational arrangements, the encouragement expressed above to decide what is to be self-studied extends to how to organize and manage the Study. Each School context will suggest a best way to undertake and learn from the Study. The following notes, therefore, may be interpreted as one possible methodology, but certainly not as the only and, assuredly, not the most appropriate for each context. Schools using the Guide may wish to create one or more working groups or teams according to how much is to be studied. Each working group or team might consider its task to be divided into four stages: Stage 1: the collection and analysis of information, Stage 2: the preparation of self-study reports, Stage 3: the drafting of action plans, Stage 4: the writing and dissemination of progress reports. 8. ISA guidance and support The ISA will respond to all requests for help in interpreting and applying this Self-Study Guide by entering into e-mail or standard correspondence, through telephone discussion and, upon specific request, by visiting the School. Please contact www.isaschools.org 9. Recognition by the International Schools Association Schools who wish their application of this Self Study Guide to be recognised by the ISA will have to show that their definition of internationalism or international mindedness a) Clearly reflects the values and principles embodied in the United Nations Universal Declaration of Human Rights as noted above, and b) Has been adhered to and applied consistently throughout the Self Study. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 8
Self Study Areas Before beginning to respond to these Self Study Areas each School should define the term international and its associated values. It may be found helpful to refer back to this definition as the Areas are being worked through Area 1: School values The over-arching question is: How is the School s character, in terms of internationalism, related to its values? Domain Guiding questions Examples of evidence 1.1 Values and internationalism a) What relationship exists between the values of the School and Policy Manual, Statement of Principles, Code of Conduct b) How do the values of the internationalism co-exist with other values held by the School? As above 1.2 School values and rules relating to respect for others a) How effective are school values and rules in developing internationalism through respect for others? Are the School s internal regulations coherent with its values and Are rules on respect for others published and respected in the School s daily practices? Do disciplinary decisions reflect respect for differences? Code of conduct, Student Handbook, etc. Rules and Regulations Rules on respect for others are publicly displayed and explained. Record of the School s daily practices at the level of teachers, students and personnel Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 9
1.3 Commitment to Values What degree of commitment is there to the values of Do Staff model and promote commitment to the School s international values? Do teachers support the development of activities oriented towards international values? Do students commit themselves to activities aimed at developing the School s international values? Do parents model and promote the School s international values? Examples of participation in meetings and activities designed to promote values and internationalism. Examples of the School s internal bodies that promote values and internationalism. Examples of projects and initiatives promote by the School. Examples of teachers who participate in activities organized by the students to promote internationalism in the School. Examples of initiatives and/or projects implemented by the teachers. Examples of student participation in the study Examples of activities and/or projects undertaken by the students. Examples of activities undertaken by parents. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 10
Area 2: Curriculum and teaching practices This refers to the School s programmes and methodologies.the over-arching question is: How is the School s internationalism supported by its curriculum and teaching practices? 2.1 Curriculum 2.1.1 Curriculum 2.1.2. Syllabi and Schemes of work a)to what extent is internationalism present in the curriculum? b)what particular aspects of the curriculum confer an international component? a)to what extent is internationalism present in syllabi and schemes of work? b)does the School offer internationally recognized programmes? c) To what extent does each of the curricula promote d)what is the relationship between national and international programmes? e) Are national programmes influenced by f) How does first and second language teaching promote internationalism in your School? - Number of second languages? Percentage of teaching time devoted to second languages compared with the national programme requirements? - Use of second languages as mediums of instruction? - Inclusion of literature in second language learning? - Inclusion of literature of other cultures in the curriculum? Examples of curricular policies and of general curricula Examples of syllabi, course outlines, lesson plans List of programmes/curricula Curricula guides, syllabi lesson plans showing congruence or conflicts Curricula documents Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 11
2.1.2 Promotion and publications a)how is internationalism promoted in School publications? b)how is internationalism present in exhibitions and displays? c)how is internationalism celebrated in School events? d)how is internationalism present in extracurricular activities? Publications Examples Examples 2.2 Teaching practices 2.2.1 Teaching practices and Internationalism a) How do teaching practices promote - Methodologies? - Cultural awareness? - Team teaching? b) How do different cultural perceptions, found amongst teachers and within teaching practices, influence Supporting documentation Examples of activities and contents of classes. Examples of team meetings to plan classes Examples of student comments Examples of classroom observations. Examples. Incidents. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 12
2.3 Curricular materials 2.3.1. Selection of curricular materials 2.3.2 Accessibility of curricular materials How do the procedures for the selection of curricular materials ensure How do teachers and students have open access to curricular materials related to Supporting documentation Selection procedures showing different sources of participation. The Library openly offers curricular materials that are appropriate for the School s internationalism Library hours of operation. Examples of library materials and curricular examples Area 3: The School Communities This includes the views of all the people involved in the development of the School. The over-arching question is: How do the participants and their practices facilitate the internationalism proposed by the School? 3.1.1 Relationship with the local community 3.1 School and the local Community How is internationalism Cultural influences of the enhanced by the local local community on the community and its School culture? Types of cultural Interactions Activities undertaken which are related to the local community Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 13
3.1.2 International population needs 3.1.3 School and other organizations a)what contacts has the School established with the international communities which the School serves? b) What contacts has the School made with other countries? - Exchange programmes? - Sporting and culture trips? - School twinnings? - Secondments? a)how does the School network with organizations which promote - professional organizations - service organizations - formal recognition of the School at the international level b) How is internationalism enhanced by contacts and networking? - Development of activities with other organizations and participants - Networking activities which support student learning - Exchange of learning experiences across the networks Survey of contacts Number of different countries the School has contacts with. Examples of activities Examples of networking e.g., ISA. List of memberships. Examples of joint activities and types of organizations involved Examples of networking activities Survey on the impact of networking activities Examples of the exchange of learning experiences by area and level. Survey of the impact of the exchange of experiences Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 14
3.2 School and Students 3.2.1 Size and composition of the student body 3.2.2 Student support and needs a) How does the size and cultural diversity of the student body influence b) To what extent has the cultural diversity of the student body changed in the last 5 years and how has this influenced a) What does your School do to support international students? - Are there activities related to student needs and School support systems? - Are there dedicated resources for international students? Statistical analysis of the number of students and of their cultural diversity. Statistical analysis of the student body in the last 5 years Examples of influences on internationalism Examples 3.2.3 Students and internationalism 3.2.4 Interest of Students b) If your School has international transitory students, how do you support them? a) In what ways do national students in the School help in integrating international students? b) What is the contribution of international students to a)to what extent are all the students interested in and involved in Internationalism? b) How effective is the advice given to students wishing to study or travel abroad? Examples of special programmes and activities. Examples of activities Examples Examples of activities and evidence of participation Counselling staff,student admission records, and experiences abroad Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 15
3.2.5 Students and participation 3.2.6. Relationships between students 3.2.7. Graduating Students To what extent are international students involved in the life of the School? Does cultural diversity provide a context for student interaction? a) What is the percentage of international students in the graduating classes? b)to what extent do international alumni keep in touch with each other and the School? Examples of activities and evidence of participation. Examples of interaction Statistics Points of contacts, activities, reunions 3.3 School and Family 3.3.1 Interest of the parents a)how does the interest and involvement of parents in the School enhance b) If parents are involved, how do they improve relationships and communication amongst international students? Examples of activities organized and attended by parents Examples of parental involvement Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 16
3.4 School and teachers 3.4.1 Teachers How does the cultural diversity of the School s teachers enhance 3.4.2 Relation between School and teachers a) In order to ensure internationalism, how are teachers supported? - orientation and induction? - professional development? - benefits? b) Is there a match between the internationalism of the School and the qualifications, expertise and interests of the teachers? c) What is the percentage of international teachers in relation to the percentage of international students? Activities, events, varieties of teaching experiences and styles. Documentation Records and documentation Records and statistics d) How is internationalism taken into account when teachers are recruited and appointed? Recruitment and appointment procedures Specific contractual arrangements. e)what is the nature of training and development for all teachers in the School in support of Internationalism? Training and development programmes. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 17
Area 4: School Management This forms part of the strategic vision of the organization and includes governance, management and administrative and support services. The over-arching question is: How do the various levels of School management facilitate a greater development of internationalism throughout the institution? 4.1 Governance a)does the composition of the Governing body or Board reflect the cultural diversity of the School community? Supporting documentation Statistics 4.1.1.Charactersitics of the Governing Body or Board b) In what ways does the Governing Body or Board support Internationalism 4.2 Management Policies and procedures 4.2.1. Management a)how does the cultural diversity of the School Director and the senior management team enhance Statistics, anecdotes b)in what ways do the Director and senior management team actively support c) How does the organizational structure of the School promote and support d) Do the qualifications, experiences and interests of the senior management team support e) In what ways does the allocation of financial resources support Activities, events, anecdotes Policy documents, organigrams, job descriptions Data, activities and performance Detailed budget Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 18
4.3 Administrative personnel, secretarial and support staff 4.2.2 Administrative a) How does the cultural diversity of administrative personnel, secretarial support staff enhance Statistics, anecdotes b) How do the qualifications experiences and interests of administrative personnel, secretarial and support staff enhance c) How do procedures for the recruitment of administrative personnel, secretarial and support staff contribute to d) How does the training, and development for all administrative personnel, secretarial and support staff contribute to Data, activities and performance. Documentation of first and second language expertise Recruitment procedures Specific contractual arrangements Training and development 4.3 Admission procedures 4.3.1 Admission Procedures a) How culturally sensitive are the School s promotional activities and admission procedures towards international students? Procedural documents i) promotional ii) admission b) How culturally sensitive are the admissions, orientation and integration programmes for international families joining the School? c) How effective are the admission and orientation programmes for international families joining the School? Programmes and data Programmes and data Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 19
4.4.1 Public relations and fundraising 4.4 Public Relations a)how effective are strategies to Supporting documents. promote internationalism in the Data. local community? b) If fundraising activities are important, how is their promotion related to Activities 4.4.2 Participation a) In what ways does the participation of your School in international organizations support -Conferences? -Workshops? -Presentations? -Committees? -Boards? b) What type of communication and media are used by the School to promote its international character, and how effective are they? Examples Communication networks Media Data 4.5 Facilities 4.5.1 Campus How do campus facilities reflect and support -Special installations -Display places -Theatres -Resource centres -Boarding facilities Examples of use Variety and frequency of use Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 20
The International Schools Association The International Schools Association which has offices in Switzerland and the USA was established at UNESCO House in Paris in 1951 as a not for profit, international, Non- Governmental Organisation for the development of cooperation among its member schools and with all those interested in promoting international understanding. The ISA is thus the most senior of all international schools associations. Having been granted consultative status at UNESCO the ISA began to prepare in the early 1960s an experimental contemporary history syllabus leading to the award of a certificate. This aroused considerable interest on the part of several universities and Ministries of Education and prompted the syllabus designers to envisage extending the experiment to cover a general course leading to a Baccalaureate qualification. The ISA received a three-year study grant from the Twentieth Century Fund for the development and administration of this qualification. With this support it began, in 1965, the establishment of a specialized service which was initially called the International Schools Examination Syndicate. In 1967 this independent body assumed the legal status of a Foundation and the new title of International Baccalaureate Office (IBO). The successful growth of the International Baccalaureate Organisation continues. In the 1980s the ISA initiated a further curriculum model designed for students aged 11 to 16. Originally called the International Schools Association Curriculum (ISAC), it was passed on to the IBO and developed as the IB Middle Years Programme (IBMYP). The ISA holds Conferences, including an annual education conference in Geneva jointly with The International School of Geneva and the International Baccalaureate, as well as Youth Leadership Seminars. It offers a foreign language examination in English. Each year it decides on the award of an International Humanism Award and an ISA Distinguished Service Award.The Association is also a founding Patron of the Alliance for International Education. The Self-Study Guide complements these other activities and is offered as part of the ISA s continuing support for the international vision and values that inspired the Association s founders. Internationalism in Schools a Self- Study Guide - (Copyright International Schools Association) 21
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