The James Innovation Fellowship is an initiative designed to foster educational excellence by enabling educators to explore teaching practices and strategies from leading institutions worldwide. Established to inspire and drive innovation, the Fellowship provides opportunities to engage with global leaders in education, gaining insights that enhance professional development and curriculum design. Through this programme, schools affirm their commitment to delivering exceptional, forward-thinking learning experiences aligned with the highest global standards.
As part of the 2024 James Innovation Fellowship, Mr Tom Kirby, Academic Dean, had the privilege of visiting several world-class educational institutions across Switzerland and the United Kingdom. Each visit provided him with valuable insights into innovative teaching and professional development practices that could benefit ÍõÖÐÍõÁùºÏ²ÊÌØÂë’s teaching and learning environment.
Leysin American School’s LASER programme encourages faculty to engage in research and programme development, focusing on curriculum innovation and assessment. LASER also hosts visiting and resident scholars, fostering global collaboration among faculty. This model of internal support and external insight could inspire a similar collaborative culture at ÍõÖÐÍõÁùºÏ²ÊÌØÂë, empowering educators.
At the International School of Lausanne, Mr Kirby explored their structured approach to integrating Artificial Intelligence (AI) in education. The School’s committee of leaders and teaching staff dedicated a full day to AI-focused professional development, including sessions for staff, students, and parents. This strategy could guide ÍõÖÐÍõÁùºÏ²ÊÌØÂë’s approach to AI, enhancing technology’s role in student learning.
The International School of Geneva, the world’s first IB School, showcased the power of inquiry-based learning. This approach fosters adaptability and independent thinking, qualities that align with ÍõÖÐÍõÁùºÏ²ÊÌØÂë’s commitment to dynamic, student-centered learning.
Dulwich College’s internal journal, Teaching Matters, allows faculty to share research and best practices, promoting professional dialogue. Mr Kirby noted the potential of establishing a similar initiative at ÍõÖÐÍõÁùºÏ²ÊÌØÂë to enrich the professional community.
At St Paul’s Girls School, he observed an emphasis on nurturing intellectual passions over traditional grading, balancing creativity and academic rigour. While this model differs from ÍõÖÐÍõÁùºÏ²ÊÌØÂë’s, elements of this approach could inspire new ways to integrate flexibility within our Shool’s curriculum.
Overall, Mr Kirby returned with renewed confidence in ÍõÖÐÍõÁùºÏ²ÊÌØÂë’s dedication to research-based teaching. His experiences reinforced the strength of the ÍõÖÐÍõÁùºÏ²ÊÌØÂë Teacher Expertise Programme (STEP), affirming that STEP is well-positioned to support growth in teaching and learning.