👋🏽⭐⭐ Calling All Teachers and School Leaders (Preschool, Primary, Middle & High Schools) ⭐⭐👋🏽

The 15th ANPS Educators’ Conference invites teachers and school leaders to embark on a journey of innovation, education, and elevation in the modern era. The theme, “Innovate, Educate, Elevate: Transformative Practices for Educators in the Modern Era,” encapsulates a dynamic exploration of groundbreaking approaches that empower educators to excel in their roles.

Date: Saturday, 24 February 2024
Time: 8.00 – 15.30 WIB
Venue: North Jakarta Intercultural School (NJIS)
Jl. Boulevard Bukit Gading Raya Kelapa Gading, Jakarta Utara DKI Jakarta 14240 Indonesia

Conference Fees:
ANPS Member Early Bird Rp 499,000 (before 30 January)
ANPS Member Normal Rp 550,000. (after 30 January)
Non-ANPS Member Rp 650,000

Seats are limited with snack and lunch provided.

Registration Link:

Participants’ Rundown Link:

 

When Adults Step Back, Kids Step Up: Boosting Independence, Grit, and Mental Health through Letting Go

The adults (parents, teachers, and school leaders) are anxious. We worry about everything: Is that play equipment safe? Will our kids be kidnapped at the mall? Who is watching our child right now? The media landscape gives us new things to worry about every day, and we, as parents and teachers, are more aware of risk than ever before.

But what is the impact of all this adult anxiety? When children are given the impression that the world is a dangerous and scary place, what impact does this have on their mental health, their well-being, and their own levels of anxiety as they grow up? In this session, we will examine the data on children and child safety risks, sensible child protection rules, and programs like the Free Range Child movement and “Let Grow.” We will explore how a change in mindset is necessary in order to stop the mental health epidemic, and we will discuss the role that schools must play in providing opportunities for adventure, exploration, and independent childhood experiences.

Expected outcomes of the presentation:
Through this session, we expect teachers to gain an understanding of the impact of parenting styles and adult anxiety on student wellbeing and mental health. Our hope is that teachers will come away with strategies on how to talk about independence and grit with parents and how to implement a Free Range and Let Grow model at their schools.

Over his years as an educator, Gerald Donovan has taught Primary English, High School Economics, and has often doubled as the school soccer coach. He currently works as Head of School at North Jakarta Intercultural School; an EARCOS, WASC, and IB Continuum International School. He has been resident in Indonesia for over 23 years and sits on the leadership committee of the ANPS and the board of EARCOS.

As a workshop leader, Gerald has run seminars, led workshops, and consulted for clients as diverse and prestigious as Oxford University Press, The Educational Leadership Forum (Hong Kong), The Sampoerna Foundation (Indonesia), Freeport Schools in Papua (YPJ), The South East Asian School Principals Forum (SEASPF), and the Association of National Plus Schools (ANPS), and the East Asian Regional Council of Overseas Schools (EARCOS). He has also acted as a school visitor and chair for WASC.

Embracing Coaching Culture at Schools

Over the past decade, coaching in education has emerged as a powerful strategy to enhance outcomes for learners. This session will focus on examining the application of coaching with educators, students, and the broader educational community. By embracing coaching in educational settings we are ensuring that both learners and educators are experiencing positive experiences.

High-performing schools seeking to improve teaching and learning provide opportunities for teachers to learn from one another. Coaching serves as a valuable vehicle for these opportunities, enriching the development of professional practice. Research indicates that coached teachers are more likely to successfully integrate newly acquired teaching practices into their classrooms.

This session explores how leaders can cultivate a coaching culture within schools by incorporating coaching-style questions. As these coaching-style conversational practices become embedded in the school’s culture, staff members become more reflective, fostering a space for collaborative discussion and focusing the energy of the staff group.

Join us in this exploration of coaching, engage in role-playing scenarios, and actively participate in activities designed to integrate coaching into everyday educational practices. Let’s embrace coaching as a transformative tool, ensuring positive growth for both educators and learners.

Expected outcomes of the presentation:
Participants will understand what coaching is and how coaching positively impacts educators, students, and the broader educational community.
Participants will practice coaching-style questions and active listening skill to improve the reflective discussions and collaboration among staff.
Participants will practice the GROW model in coaching conversation to integrate coaching techniques into their daily educational practices.

Andri Nurcahyani is an educator and school leader with over 20 years of experience. She served as a Secondary School Principal for more than 17 years in several international standard schools in Indonesia. Currently, she holds the position of Quality Assurance, Learning, and Development Manager at Sekolah Bogor Raya. Additionally, she is a professional coach and holds an Associate Certified Coach (ACC) Credential from the International Coaching Federation (ICF), USA. Andri is also a member of the national accreditation body of Indonesia (BAN), where she plays a crucial role in maintaining educational standards in the country. Furthermore, she has contributed to the development of two modules in the Program of Guru Penggerak, Ministry of Education, Culture, Research and Technology, Indonesia, which have been participated in by more than 55 thousand Indonesian teachers. Through her dedication and diverse experiences, she has made a meaningful contribution to education in Indonesia.

Anti-bias Education for Young Children: Building Affirmative Culture in Classrooms

The workshop will facilitate practical understanding of what anti-bias education means, especially in early years classroom. The participants will also be able to relate the children’s developmental journey with the goals of anti-bias education. What role do adults play in the classrooms to create affirmative culture? What are some of the ways in which we reduce bias and create more inclusive early learning spaces? How can this be an integral part of our curriculum? These are some of the key questions that the participants will be able to respond to drawn from their own lived experiences.

Working on their own identity, the adults will be able to draw out relevant insights about how children construct their identity; how this starts as early as 2 years of age and how, we as adults, can advocate for goals of inclusion and diversity in early years. Through movie, movement, discussions the workshop will provide hands on exploration opportunities for the adults to construct their own understanding.

Expected outcomes of the presentation:
– Participants will understand the basics of what and why anti-bias education in early years classroom
– They will begin to curate and plan simple activities that can be part of their curriculum
– They will do reflective process of understanding themselves and its relevance to this exploration

Aarthi currently works as a Curriculum Coordinator at Bunda Mulia School, Jakarta. She is also a visiting faculty with the School of Education, Azim Premji University. She has also fulfilled and thoroughly enjoyed interacting with adults during her roles as a professional development coordinator at Bunda Mulia School, Jakarta, and teacher trainer for Montessori diploma programmes at Sunshine Teachers’ Training Centre, Jakarta.

Her explorations include observing little humans in their environment, observing and listening to them as they construct their world of knowledge. Her visit to Reggio Emilia, Italy inspired her to listen deeply to young children and document their lives. Aarthi developed a deep interest in transformative observation and reflective adults while pursuing her Masters’ degree at The Institute of Educational Studies, USA. She loves to embrace and think about uncertainty, spontaneity and asynchronous development in children as well as adults.

Aarthi is currently exploring play based pedagogy and playful learning and therapeutic interventions for young children.

Breaking Barriers: Navigating the Future of Early Childhood Education through Inclusive Practices and Early Intervention Strategies

Breaking Barriers: Navigating the Future of Early Childhood Education through Inclusive Practices and Early Intervention Strategies” delves into the evolving landscape of early childhood education by exploring the transformative power of inclusive methodologies and intervention strategies. This workshop examines the pivotal role of inclusive practices in breaking barriers to learning, emphasizing the importance of individual interventions in creating a supportive educational environment. It showcases innovative approaches and research-based insights that pave the way for equitable and comprehensive early childhood education, ensuring the holistic development of every child regardless of their individual needs or backgrounds.

Expected outcomes of the presentation:
This presentation aims to deepen understanding about inclusive practices and early intervention in early childhood education. It aims to empower early childhood educators with practical strategies to support diverse learners, fosters collaboration among stakeholders, and influence policy and advocacy efforts for sustained inclusive education. Ultimately, it seeks to create equitable learning environment and long-term benefits for current and future generations of young learners.

Dr. Astrid HW-Levi, EdD, is a passionate advocate for inclusive education and early childhood development. With a doctorate in Education and more than 20 years of experience in the field, she specializes in fostering equitable learning environments for young children. Her expertise lies in parenting, curriculum development, and implementing early intervention strategies by promoting inclusive practices in early childhood education. As a mother to three children aged 17, 15, and 8, she is a dedicated educator, trainer, and speaker in workshops nationwide, empowering educators with practical tools to support diverse learners. Her commitment to breaking barriers in education has driven her to create positive change in the world of early childhood education.

Storytelling Magic : Engaging Young Minds with Interactive Techniques

Shareen is the director of Academics in the Finnish chain of preschools: Kipina Kids Indonesia. She started off her career as an educator 25 years ago as the co-founder of Kiddie Planet Montessori Preschool. She is an internationally certified Montessori trainer and has a passion to combine best practice and pedagogy while training teachers in early childhood classrooms. Shareen engages in professional development, with a passion of coaching fellow educators in Indonesia and internationally to reach their full potential.
Shareen is a qualified parenting coach and advocates a strong partnership in educating young children. She has raised this awareness amongst parents by conducting Parent-education workshops within the community. Committed to sharing her passion for building leaders,her work is rooted in the belief that lifelong learning is foundational to life success. Her motto is that as educators we should always be learning, sharing and collaborating to build a professional learning community: one leader, one teacher or even one parent can use education and leadership to change the world.

Words Matter

“Words Matter’ for numerous reasons. The words we use have a profound impact on our relationships with our students and colleagues. Kind and empathetic words can strengthen bonds, build trust, and nurture connections with others. While hurtful, or disrespectful words can damage relationships, causing emotional harm and eroding trust.

If you are constantly searching for effective methods to nurture self-discipline, resilience, respect, and kindness in your students, then this workshop is for you. Through interactive exercises and discussions, you will learn how acknowledging, guiding, correcting and giving effective feedback will create a culture of positivity in your classroom and workspace.”

Expected outcomes of the presentation:
Teachers will be able to:
● Define, recognize and strengthen positive qualities of character in students, others and themselves
● Speak the language of virtues to acknowledge excellence, to guide and educate, and to correct mistaken behavior
● Recognize teachable moments, using difficulties as opportunities for strengthening character
● The skill of ACT with TACT, a method of giving and receiving feedback

Richard graduated from Murdoch University (Australia) with a Grad Dip. Ed and from Charles Sturt University (Australia) with an M Ed. He has worked in the field of education for the past 20 years as a teacher and in educational leadership. As a Master Facilitator of the Virtues Project, he founded GoVirtues, an organisation which offers personal and professional development programs for schools, parents and organisations.

Brain Matters – Unleashing the Power of Neuro-Education in Primary Teaching

In the dynamic landscape of primary education, understanding the intricacies of cognitive development is key to fostering an environment where young minds thrive. The workshop titled “Brain Matters” is designed exclusively for primary school teachers, offering an insightful exploration into the fascinating world of neuro-education.

This engaging workshop will delve into the essential aspects of brain science, unraveling the mysteries of how the young brain learns, retains information, and responds to various teaching methodologies. Participants will gain valuable insights into practical strategies, informed by neuroscience, to create an optimal learning experience for their students.

Benefits:
Gain a deeper understanding of the neuroscience behind learning in primary education.
Acquire practical, evidence-based teaching strategies to optimize the learning environment.
Foster a supportive and inclusive classroom culture that nurtures both cognitive and emotional well-being.
Establish a foundation for lifelong learning success in primary students.

This workshop is tailored for primary school teachers, teaching assistants, and educators interested in enriching their pedagogical practices with insights from neuroscience.
Join me on a transformative journey into the realm of Brain Matters, where knowledge meets innovation, and education takes on a neuro-centric approach to empower the next generation of learners.

Creating Learning Spaces for All

The workshop will provide educators with practical strategies for implementing universal design learning, including the incorporation of multiple means of representation, engagement, and expression. Through engaging sessions and collaborative discussions, participants will gain insights to accommodate diverse learning styles, abilities, and preferences. By the end of the workshop, attendees will be equipped with the knowledge and strategies needed to create truly inclusive learning spaces that empower all learners, fostering a culture of equity, diversity, and accessibility within educational institutions.

Expected outcomes of the presentation:
Participants in the workshop can expect to gain a deeper understanding of inclusive education and commit to creating learning spaces that meet each student’s unique needs. This will empower them to create a positive and fair learning experience, leading to improved student engagement, achievement, and well-being.

Yap Meilianny is a passionate and dedicated educator and experience in the International Baccalaureate Primary Years Programme (IB PYP) since 2003. Her expertise in aligning curriculum objectives with the IB philosophy has contributed and ensuring that students receive a holistic and inquiry-based education. Meilianny also has made contributions and served as the programme and event officer of the Association of National and Private Schools (ANPS) in Indonesia and an IBEN member. In these roles, she has organized and facilitated educational events, workshops, and conferences, contributing to and promoting professional development and collaboration among educators across the region.

 

The Symbiosis of Teaching Natural Science through Computer Science – Guided Inquiry Computational Modeling

Computational modeling is the use of computer simulations to model complex systems. Using a guided inquiry structure inspired by POGIL we have developed a way for students to simultaneously deepen their understanding of models used in the natural sciences while also practicing their computer science computational skills. Participants will have the opportunity to learn basic coding principles and apply them to sample guided inquiry activities in the natural sciences. No previous coding experience required. This workshop is aimed at the high school level but could be adapted for middle school students as well.

– Participants to this workshop should bring laptop/gadget and should have a google account.

Expected outcomes of the presentation:
There are two main expected outcomes. First, educators will understand the rationale behind combining teaching computer science with the natural sciences. This includes both the skill development view as well as the complementary focuses on context and computational thinking. Second, educators will become familiar with guided inquiry computational models as an elegant means of achieving this integration and be inspired to try it themselves.

Jeff has worked in 6 international schools since starting his international career in 2004. He is currently the Head of Science at Jakarta Intercultural School.

Erik has worked at Seoul International School and Jakarta Intercultural School during his 12 years of teaching internationally. He enjoys discussing and working on program structure and how best to integrate cognitive science strategies effectively in the classroom.
Sustainability Competencies and Community Engaged Learning

What is Education for Sustainability (EfS) and why is it essential for our students, our school, and our communities? What are the key sustainability competencies? How is community engaged learning a tool to educate for sustainability? Teachers of any level or subject can integrate the key sustainability competencies into their curriculum to develop sustainably-minded local and global citizens. In this session, teachers will engage in introductory and exploratory activities that get them thinking about their place in the world and the purpose of education. They will co-construct key definitions related to EfS before delving into the profiles of the 6 most widely recognized competencies. In the main activity, they will incorporate a focus on at least one sustainability competence into a relevant lesson. Using community engaged learning, teachers will consider the knowledge, attitudes and behaviors that their students need to act sustainably. The group will debrief by considering what it means to teach with a sustainability lens.

Expected outcomes of the presentation:
Define the key sustainability competencies Identify knowledge, attitudes and behaviors of sustainably-minded citizens within a unit topic Evaluate community engaged learning as a tool for sustainability Design a relevant lesson that integrates a key sustainability competency

Kristin Abt is a Secondary Science Teacher, CAS Coordinator and Gotong Royong Leader at Canggu Community School. She is currently a doctoral student in Education for Sustainability at the University of Wisconsin Stevens Point. She has 11 years of teaching experience in Indonesia and a Master of Science in Conservation Biology and Sustainable Development.

“Crucial Conversations: Tools for Talking When Stakes Are High”

In the dynamic landscape of education, school educators frequently encounter high-stakes situations that demand effective communication and collaboration. This workshop equips educators with strategies to navigate difficult conversations with students, parents, colleagues, and administrators.

Participants will explore the core concepts of crucial conversations, including recognizing when a conversation becomes crucial, mastering their own emotions and reactions, fostering safety in dialogue, and achieving mutual understanding and agreement. Through interactive exercises, role-playing scenarios, and case studies tailored to the educational context, participants will develop skills in active listening, assertive expression, and problem-solving.

By the end of the workshop, educators will have a toolkit of communication strategies to effectively address conflicts, resolve differences, and build stronger relationships within their school communities. Ultimately, the goal is to empower educators to transform challenging conversations into opportunities for growth, collaboration, and positive change in their professional practice and student outcomes.

Hendro is a passionate educator with more than 20 years of experience in education management. He is currently holding a position of Superintendent for Bina Bangsa Schools, leading 6 campuses across Indonesia (namely in Jakarta, Bandung, Semarang, Balikpapan and Malang). Previous successes included leading K-12 schools in the areas of school strategic direction, curriculum, teaching and non-teaching staff recruitment & retention, school systems, student recruitment, parental engagement, and financial sustainability. He is currently the Chairperson of ANPS (Association of National and Private Schools). His primary objectives are to enhance the education system in Indonesia and to make greater impact to Indonesian children so they will be responsible global citizens who can adapt to new and changing environment.

Incorporating Mindfulness Practices within Classroom Settings

This workshop explores integrating mindfulness practices into educational settings, emphasizing their impact on school culture, student attention, and resilience—an urgent requirement in today’s context. The goal is to delve into how mindfulness techniques positively shape school culture, fostering an environment conducive to learning and personal growth—a pressing need in today’s educational landscape. Through evidence-based strategies, participants discover ways to nurture mindfulness habits that enhance students’ attention spans, enriching their learning experiences. By highlighting the correlation between mindfulness and improved focus, this session equips educators with practical tools to seamlessly integrate mindfulness into daily classroom routines, aiding students in coping with exam anxiety for better performance and a brighter future. Moreover, it underscores how a mindfulness not only prepares students to handle exam stress but also nurtures emotional regulation, empathy, and overall well-being for students and faculty—addressing critical needs within modern education. Ultimately, the workshop aims to empower educators to create inclusive and captivating learning environments where mindfulness becomes a driving force for academic success, resilience, and preparing students to overcome exam anxiety, ensuring a strong and resilient foundation for their future endeavors.

Expected outcomes of the presentation:
The presentation aims to explore integrating mindfulness practices in education, highlighting their impact on school culture, student focus, and resilience—a crucial need in today’s education. Attendees will learn evidence-based strategies to cultivate mindfulness habits, enhancing students’ attention spans and aiding in managing exam stress for better performance. It emphasizes mindfulness’s role in fostering emotional regulation, empathy, and overall well-being for both students and educators. Ultimately, the goal is to empower educators to create inclusive, engaging classrooms where mindfulness supports academic success, resilience, and helps students cope with exam anxiety for a brighter future.

Ravi Kumar, an educational leader with more than twenty years of extensive experience spanning roles as a principal, administrator, teacher trainer, and educator, prioritizes lifelong education, nurturing mindfulness, and instilling a growth mindset in students. Alongside holding a Post Graduate Diploma in Educational Administration and a Master’s in Geology, Ravi actively pursues ongoing professional development.
His recent training includes certificate courses in School Management and Leadership from Harvard Graduate School of Education (HGSE) and Harvard Business School (HBS), focusing on Leading Schools and Leading Change. Additionally, he has completed courses in Mindfulness and Well-being Foundations from Rice University and Mindfulness: An Approach to Stress Reduction from Korea Advanced Institute of Science and Technology (KAIST).
In his present role as the Principal for Junior High School at Sekolah Mutiara Harapan in Sumatra, Indonesia, Ravi supervises teaching staff and collaborates on strategic goals. He teaches Cambridge Global Perspectives and conducts mindfulness assemblies, prioritizing holistic student development.
Before his voluntary break, Ravi held pivotal roles like Heading Polytechnic Business Indonesia Murni Sadar and leading Raffles Independent School in Indonesia. He also led the Strategic Team for the Total Student Development Program at TSIS, Thailand. His expertise spans institution establishment, faculty management, curriculum planning, and overseeing comprehensive school development programs.
Moreover, Ravi Kumar’s extensive experience in teaching and active involvement in extracurricular activities manifest his commitment to holistic student development. His relentless pursuit of professional growth and steadfast dedication to cultivating a vibrant learning atmosphere underscore his commitment to educational excellence and leadership.

Future-Ready Learning: Integrating AI with a Focus on Skills, Ethics, and Student Agency

This workshop is designed to deepen educators’ understanding of generative AI in education. Participants will explore various AI tools, examining their potential, limitations, and biases. The workshop will involve hands-on prompt engineering exercises, enabling educators to use AI as a thought partner in fostering critical thinking. Discussions will also focus on ethical considerations and the balance between AI and human input. Policy development for AI integration into curricula will be addressed, enabling educators and students comprehend and responsibly use AI. The overarching aim is to equip educators with the tools needed to integrate AI effectively into teaching and learning processes.

Expected outcomes of the presentation:
1. Improved understanding of generative AI tools and their application in K-12 education.
2. Skills in prompt engineering for effective AI utilization in the classroom.
3. Enhanced ability to use AI for fostering critical thinking and creativity.
4. Brief exploration of fostering critical thinking in interpreting AI outputs and understanding biases in AI models.
5. Discussion of ethical considerations and guidelines for AI use in classrooms, ensuring a balance between AI assistance and human judgment.
6. Strategies for developing policies and integrating AI into educational curricula.

Benedict Rinne is a passionate educator deeply committed to developing the talent and capacity of fellow educators. With a particular interest in Generative AI in education, Ben recognizes the need for all educators to become familiar with this technology to decrease the digital divide for students. While excited and inspired by the potential of Generative AI for fostering learner agency and growth, he is also cautious and emphasizes the importance of responsible integration, ethical considerations, and policy development. As a workshop facilitator, Ben aims to equip educators with an understanding of the tools and ethical considerations involved in integrating GenAI within educational settings. He is committed to empowering educators and students to navigate the evolving landscape of AI in education and to adapt to the increasing use of this technology in various aspects of daily life and education

 

Fostering Curiosity: A Guide to Igniting Student Inquiry through Research and Digital Citizenship in the PYP World

This session explores how we encourage the students to use the right terminologies in digital citizenship in addressing their understanding with an engaging and fun activities. Teachers use strategies and methods that allows the students to reflect on the skills they used and developed.

Expected outcomes of the presentation:
Participants will be equipped with knowledge and understanding about using the right terminologies in digital citizenship for primary students and apply it into their approaches to teaching.

Rika Indriani is an ICT teacher with an educational background in Computer Science who graduated from Binus University, where she brings knowledge and passion for cultivating a dynamic learning environment where students can thrive in the ever-evolving information and communication technology. She’s been teaching ICT since 2008 and is currently an IB PYP – ICT teacher at Tunas Muda School Kedoya. Her commitment to fostering technological literacy and critical thinking equips students with essential skills for success in the digital age.


Credit Card payment
Rp668,250
Event Details
  • Start Date
    February 24, 2024 8:00 am
  • End Date
    February 24, 2024 3:30 pm
  • Status
    Expired
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