The Magical Mythical International School

Boom, Boom, Boom. The loud music vibrated the floor as I walked into the large auditorium filled with people. There were so many unfamiliar faces that it was slightly uncomfortable. As I was guided to a seat, almost herded like cattle, I began to observe the different people I saw in the room. To my left, I saw multiple people singing nearly as loud as the music playing. On my right was a more distinguished group, many hunched over typing on MacBooks as if unfazed by the situation. As I looked behind me, I saw a group of people talking about the people dancing and, finally, the local staff, who seemed surprised by the entire situation. Finally, the music stopped, and a tall, slender man walked onto the stage. Everyone sat down, and he introduced himself as the new principal. As everyone clapped, one thought came to mind. I hope he knows what he is getting into in his new position.

As a leader, multiple things must be considered, implemented, and navigated through. The article Leading collective capacity in culturally diverse schools discusses five areas that leaders must consider as they operate in the ability. The five areas mentioned are positioning, structuring, expectations, expressions, and profiling. All of the mentioned areas have their strengths and weaknesses.

From the positioning perspective, a leader should be able to look at the dynamics in a school to address the issues that are taking place. If the positioning of a leader is done correctly, they can give feedback and expect action to take place from what has been shared. In addition, the leader will have the pull to accomplish their objectives with staff support. While there are positives to good positioning, there can also be negatives associated with wrong positioning. An example is when a leader assumes they are being followed and are not supported by their team. This example is similar to the “seeing the water” reference presented in the article (Walker & Riordan, 2010). The leader could be doing something that worked well at their last school but does not align with the culture or expectations of those at the current school.

Structuring is another area that must be considered. When referring to structure, the authors are not talking about the building but who does what and how they work together. When the structure is correctly established, everyone knows what they are responsible for and how to accomplish the task. On the other hand, when the structure is managed poorly, you can have a situation where a person is trying to place western culture in an eastern environment or vice versa. In this scenario, the spotlight could be placed on someone who only desires to work in a team setting or feels like they cannot showcase their skill set. Both situations could create anxiety and frustration when faced by staff members.

A significant concept that a leader needs to pay attention to is expectations. Different cultures place value on specific attributes, while others may view different things as necessary. So, clearly defining what is required while fulfilling the needs of those who work under the leader is extremely important. The strength of correctly assessing and delivering on expectations is that leaders and staff develop trust in each other. According to the article, a challenge could be getting people to share how they feel honestly. Knowing what someone expects is only possible to deliver on expectations.

The next area is expression. The concept of expression can be shown through action as well as speech. If a leader can express themselves effectively, they can develop healthy relationships with those they work with. Even when working with people who have different ways of expressing themselves, a mutual understanding can be reached where collaboration can be productive and efficient. However, if the expression is misinterpreted, a person could feel intimidated or uncomfortable working with a leader.

Finally, the last area is profiling. As principal profiling could both help and hurt the dynamics of your school. If the principal uses the staff’s knowledge and expertise to build and educate the student population, they could assist in the process of developing a more well-rounded student. On the other hand, if a principal pairs a particular teacher with what is perceived as a like-minded student population, “Tokenism can interfere with building a successful and productive inter-cultural community” (Walker & Riordan, 2010).

In conclusion, being an effective leader is similar to walking on a tightrope. Leaning too much in any particular direction could completely go against the success of what needs to be accomplished. Most of the concepts listed speak to things a leader must consider. The only concept I do not necessarily agree with is profiling. As someone profiled, many leaders have assumed that I would behave differently than I do base on appearance. If a leader uses the ideas from the article, they can be effective. However, people should be offered the opportunity to show what they are capable of before being placed in a category.

Resources

Walker, A., Riordan, G. (2010). Leading collective capacity in culturally diverse schools. School Leadership and Management. 30:1, 51-63. https://www.tandfonline.com/doi/pdf/10.1080/13632430903509766?needAccess=true

Comparison of Competing Forces

"What will your verse be" (Weir, 1989)? As a child, these words cascaded through my mind regularly. As someone that finds a deep attachment to writing, a movie I watched over and over again was the Dead Poets Society. The fantastic acting of Robin Williams assisted in creating the first non-filial love I experienced in life. During one scene of the movie, William stands in the middle of class and forces the student to huddle around him. Every word uttered after that point changed my perception of poetry. He talked about poetry as if it was our duty as humans instead of a form of writing. I do not know if it was Williams acting or a predisposed pain of passion that I could not live without pursuing.

I remember going on breath-taking adventures with a pen, paper, and a dictionary which lasted for hours. Sometimes my brain would throb as I attempted to create a multitude of triple-entendre that rhymed with whatever theme I was creating. While my parents spent many hours in frustration due to my lack of environmental awareness when I would write, the passion provoked a stretching process that is invaluable. Outside of falling in love with poetry as a child, moving overseas was the only other experience that stretched me. For the first year I lived in the Middle East, I felt that every aspect of life was unorthodox. As a young man from a rural community, I quickly identified that I was the problem.

While my experience with travel required years to correct, many schools are attempting to incorporate skills in education that will assist in allowing students to maneuver situations that are becoming more prevalent in the maturation of globalization. Terms like International Mindedness, Intercultural Literacy, and Global Competence have come to the forefront of international education. Frameworks such as International Baccalaureate weaved the words through the very fabric of their DNA.

The three characteristics have some similarities but can be different simultaneously. A simple way to remember the three terms is by categorizing them as "Think, Share, and Do ." Due to International Mindedness, or I.M. for short, dealing with a person's thoughts, I view the phrase as the "think" portion. In the 2014 article by Shiprakash, Singh, and Jing, the authors presented I.M. as a term with multiple definitions. The definition's primary characteristic is a tool that pushes boundaries and provides a shared understanding (Shiprakash, Singh, and Jing, 2014). Intercultural Literacy, or I.L., is the share portion of my phrase. The term is "the competencies, understandings, attitudes, language proficiencies, participation, and identities necessary for effective cross-cultural engagement" (Heyward, 2002). This person has an understanding of other cultures and the ability to communicate with others effectively. Finally, Global Competence or G.C. is the "do" part of the phrase. This term is "the capacity and disposition to understand and act on issues of global significance" (Mansilla & Jackson, 2011). Those who gain global competence can act on the knowledge they have gained. Those who are international-minded take on critical thinking and knowledge in a distinct way. These individuals can observe and understand that each culture is unique, in addition to knowing that there is more than one way to complete a task. Due to having a mindset that embraces others, individuals with an international mindset can maneuver in various environments.

Those who are international-minded take on critical thinking and knowledge in a distinct way. These individuals can observe and understand that each culture is unique, in addition to knowing that there is more than one way to complete a task. Due to having a mindset that embraces others, individuals with an international mindset can maneuver in various environments.

A person with global competence can find solutions in arenas larger than in a local setting. This skill allows you to see current issues and be inquisitive enough to find solutions. Because the world is constantly changing, a person with this skill set is a lifelong learner. Instead of just seeing, they will act and use witty ideas, concepts, and inventions to get the job done.

An interculturally literate person can navigate a society that is not their first culture every day. This skill set allows the person to know what is appropriate and act on those behaviors. To have intercultural literacy, you must have proficiency in the targeted language. The skill can only be gained through experience.

In conclusion, each skill has its place in the realm of education. I.M., or the think portion, provides a frame in which the knowledge can be added. It is the responsibility of international schools to stretch students beyond the norms of their location and the mindset they originally had. The I.L. section, which I refer to as share, is developed through communication and collaboration with individuals from different cultures. This is obtained not only from what students learn but also from how and with whom they learn. Finally, the G.C., or do, is the presentable product that is fit to navigate the world in which we live and that we have yet to see.

Reference

Heyward, M. (2002) From International to Intercultural: Redefining the International School for a Globalized World. Journal of Research in International Education. https://drive.google.com/file/d/1dBj63ePOomBdAeLx63aZCGsv_RzJJ71t/view

Mansilla, V.B, & Jackson, A. (2011). Educating for Global Competence: Preparing Our Youth to Engage the World. Asia Society. https://drive.google.com/file/d/1Nr0T6EmLPORey-jTi55dwBkAXzKAvGpm/view

Sriprakash, A, Singh, M, & Jing, Q. (2014). A comparative study of international mindedness in the IB Diploma Programme in Australia, China, and India. International Baccalaureate. https://drive.google.com/file/d/1aTUAcSABzzuSuXUt4w2LHykbh-vdz2Cn/view

Weir, P. (1989). Dead Poets Society. Buena Vista Pictures Distribution.

What is an International School?

Boom, the gymnasium doors sounded as the large group of players entered the facility. The atmosphere tightened with every step taken by the approaching basketball program. There were blank gazes displayed by most as one could only imagine the mental sizing-up which had begun to ensue. The day started as another basketball tournament, but at this particular moment, in the minds of every person in the gym, nothing remained the same.

Before the doors opened, a level of familiarity was present. Each international school warmed up its Chinese student to prepare for battle. However, the school that had just entered the facility had players that looked different and did not have a single Chinese student on the team. As they warmed up, they were loud, talking in multiple languages, and appeared to enjoy every second on the court. They even had parents and females dressed in matching uniforms chanting for them. The nerve!

Throughout the day, I monitored the team's behavior. At different moments they displayed different characteristics. At times they reminded me of a school in the United States. In other instances, I saw cultural similarities to my experience playing Rugby with New Zealanders in the Middle East. When my team played against this particular team, I noticed they used different languages to call out the plays the coach wanted to execute. I had no idea what I was experiencing, but I had to know more.

I took a mental note of the school's full name. Then, I sat quietly on my school's charter-styled school bus for the hour ride back to the campus. After saying my last goodbye to my players, I immediately did an internet search to find out more about the school. For years I thought I knew what an international school was. However, I realized I had only touched the iceberg's surface at that moment.

According to the International School Consultancy (ISC), an international school is "a privately operated school that has chosen to deliver a curriculum wholly or partly in English to some or all of its students between 3 and 18, in a country where English is not an official language" (ISC Research, n.d.). For years I agreed with the definition but seeing the school at the basketball tournament challenged my view. I know international schools are more than the blanket definition provided. Especially when I compare where I teach to the other school around the area, I notice most are the same while some noticeably stand out. So, how would I define an international school? My definition of an international school goes deeper than curriculum and language. Many schools can boast the word international in their name while being very close to a national school. My definition of an international school is a privately owned educational system for students under 18, which is diverse in culture, instructs at least 50% in English, and provides students with an environment that is relatively different from the school's location.

For most of my career, I have worked in environments where the school was for upper-class students that were only international by passport. In many situations, the parents were from the area in which the school was located. The dynamic is similar to Ian Hills type C international school in part one of What is an 'international School. At one point, I am sure that international schools desire to be international. However, without regulation on acceptance, compromise turns many schools like this into merely private schools.

After my experience with seeing the other school and reflecting on my own experiences, I paid a great deal of attention to schools I would see in competitions. The one thing I noticed was that the schools considered traditional international schools are the one's teachers and students in my circle wanted to work at or attend. Therefore, the most practical conclusion I could gather from my various interactions discussing the topic would be that culture is the difference. The best description I can use is how Kurt Hahn referred to the story of Professor Ernst Hofmann asking people "with a radiance in their eyes" (Hahn, 1936) If they were from Salam. While I never saw radiance, you could notice a difference in the way the students' approached situations. They were the only people not jaded by the social norms everyone else encountered.

Traditionally an international school was comprised primarily of students who traveled from one area to another for education or moved with their families to the area for work purposes. Some schools receive government support that allows students to attend from the local area. International education is a trend that grew in the 1950s and 60s, and the school model was around before then. Kurt Hahn was an important figure in international education during this time. He created many programs which are still active even fifty years after his passing. He was a writer, a school founder, and a person who established innovative programs that have forever changed education. Before knowing who Kurt Hahn was, I was impacted by him—for example, having to assist students in learning to set up tents for the Duke of Edinburgh's trips. As a person who has primarily taught Common Core, I was grateful for the experience. I am even more amazed at how his idea can take students out of their current reality of cell phones and google searches and put them in a pace that forces them to think outside of what is considered normal.

The need for international schools continues to grow as the world becomes a more globalized place. Large cities around the world with transit communities have special education needs. Creating an environment that promotes learning even when the local language is not the primary language for travelers is where many international schools step in. Programs like the Alliance for International Education assist schools with connecting organizations to get research trend best practices and to solve issues that could take place in international schools.

In the 21st century, the term international school has multiple meanings. Parents, students, and teachers must decide what lens they want to look at in the term. While these institutions are evolving and will continue to grow, the purpose of educating students is the one thing they have in common.

Resources

Hahn, K. (1936). Education and Peace: The Foundations of Modern Society. The Inverness Courier. https://drive.google.com/file/d/1t745YhHvMA0Gfiau4FOhLzfFB3e7h500/view

ISC Research. (n.d.). ISC Research. https://iscresearch.com/#:~:text=a%20privately%20operated%20school%20that%20delivers%20a%20curriculum%20other%20than,English%20is%20an%20official%20language