I take a critical look at the growing popularity of infographics and one-pagers in education. While I acknowledge their aesthetic appeal and potential as conversation starters, as exemplified by the brilliant work of Jamie Clark and the WalkThrus guides, I argue that an overreliance on these simplified visual guides may be holding educators back from deeper understanding and effective implementation.

Are you struggling to decide whether school leaders should also spend time teaching? This episode is for you! I dive deep into the age-old argument of whether school leaders should step into the classroom.

Dr. José Medina discusses linguistic oppression in education and the need for linguistic liberation. He explains that linguistic oppression occurs when students are not allowed to fully leverage their entire linguistic repertoire, and are instead forced to focus solely on the language of power, which is often English. José emphasises the importance of metalinguistic awareness, which is the ability to make connections between languages in one's repertoire. He also introduces the concept of trans-languaging, which empowers students to use all of their language skills to access content learning. José calls for educators to create linguistically inclusive spaces and to model content language learning targets that incorporate the four plus one language domains.

Educational psychologist, Dr. Angie Wigford, shares the findings of her survey conducted among students and educators across the Asia on the effects of COVID on international school students and staff. This is a repeat of Episode 6.

Observations on the dual role of educational consultants: providing valuable expertise and perspectives to help schools navigate complex decisions while potentially fostering a dependency that could impede the development of internal knowledge and decision-making capabilities. Drawing from personal experiences and industry insights, I note a trend of short-lived implementations and a cycle of change with each new leadership transition, raising concerns about the sustainability of such practices.

Rachel Lofthouse and I explore the challenges and nuances of coaching and mentoring in education, particularly in the context of international schools. We discuss the potential drawbacks of implementing coaching at scale without proper consideration and support, emphasising the need for a nuanced, teacher-centered approach. The discussion also touches upon the CollectivEd award, which provides a framework for schools to evaluate and enhance their professional learning and development practices. This is part two of our conversation so if you haven’t listened to part 1, go there first.

Shane Leaning interviews Orlene Badu, a passionate educator and advocate for equity in education. Orlene shares her personal journey as a young black girl navigating through a system that often underestimated her abilities. Her experiences fueled her determination to ensure that no child is limited by low expectations. Orlene discusses the importance of prioritizing what can be done now and what can be done later, and emphasizes that curriculum alone is not the answer. She calls for schools to have a focused development plan, with racial literacy training for staff, and a deep understanding of the communities they serve. Orlene highlights the need for open conversations about diversity, the challenging but necessary task of addressing biases within the education system, and creating safe spaces for marginalized voices to be heard. This thought-provoking conversation delves into the importance of disrupting systemic inequalities and the power of education to transform lives.

Professor Rob Coe, a leading figure in evidence-based education delves into the complexities and paradoxes surrounding instructional coaching, a topic that has gained significant attention in educational circles. The conversation explores the tension between research and real-world application, between fidelity and adaptation, the importance of time allocation in professional development, and the need for adaptive expertise among teachers and leaders.

Jack George, an innovative educator and leader in the field of education technology shares the fascinating world of School 3.0, where blockchain technology, AI, and character education intersect. Jack shares Aiglon College’s journey towards creating a new system of badging, using Merits and Demerits as a form of currency. We explore the potential of NFTs and blockchain for student data ownership, as well as the importance of resilience in education. From the future of schools to the role of AI in education, this conversation is a thought-provoking exploration of the changing landscape of learning.

Dan FitzPatrick, award-winning author and EdTech strategist Dan offers invaluable insights into navigating the AI revolution. In the second of two-part episode, we explore the landscape of AI and its impact on schools, as well as practical strategies for leaders. Whether you're just starting out or looking to take your AI efforts to the next level, Dan has the expertise to guide you. Tune in to Global Ed Leaders and join us on the frontlines of educational innovation.

Dan FitzPatrick, award-winning author and EdTech strategist Dan offers invaluable insights into navigating the AI revolution. In this two-part episode, we explore the landscape of AI and its impact on schools, as well as practical strategies for leaders. Whether you're just starting out or looking to take your AI efforts to the next level, Dan has the expertise to guide you. Tune in to Global Ed Leaders and join us on the frontlines of educational innovation.

The power of a balanced approach and the importance of nuanced thinking in the context of education.

Teaching approaches, the use of workbooks and textbooks, and the importance of traditional methodologies in international education.