About This Program
1. Global Elementary Education is Encountering the Deep Reform
Currently, the development of human being gains the unprecedented attention in the filed of education. The students and learners-centered education turned to be the prominent philosophy in global education. All the education reform put much emphasis on human care and set it as the remarkable theme whether the elementary education reform of Finland in 2016, the STEM education promoted in the U.S or the third important report Reflecting Education published by UNESCO in 2015.
Next, with the increasing impact of globalization, the internalization of elementary education has become the concern for global countries. How to improve students’ competition ability in this increasingly competitive time has turned to be an unavoidable problem for educationist in every country. However, how to integrate the international leading education philosophies and practices to cultivate the international talents, still seems to be a major challenge for education till today.
Thirdly, the function and path of education is undergoing the rooted changes with the development of internet technology. On the one hand, the function of traditional education (knowledge transmission) has been weakened, how to train the living ability in the complicated world, turns to be the first concern of education. Meanwhile, students are closely linked with the internet with the development of elementary education and their learning behaviours and characteristics have been greatly changed compared with the past. The educationists need to think about how to motivate students learning interests using the internet (e.g. gamification in teaching), helping students to learn in a high-efficacy way.
2. Principle- The Critical Power for Promoting the Reform of Elementary Education
Since the opening up and reform, the Chinese elementary education reform has never been stopped. The reform of the past 30 years has caused the great changes of education. At present, the elementary education is entering the new round of policy reform; however, in order to deepen the elementary education reform, the promotion of government is not sufficient while the power from all parties is necessary to motivate the bottom-up emerging reform. The principle, serves as a key figure for integrating different profits parties. The theoretical research has demonstrated that leader is in the very critical position to promote the reform in the level of organization. Only the principles can understand the current human care of education deeply and the importance of internalization for student’s competitive ability. Only the principles are willing to explore and encounter the education new pattern in an open mind and have the ability to coordinate the enthusiasm of all members into the elementary education reform. In this situation, it requires principles to possess certain education quality but to put the human development into the first priority of running schools; the principle should possess the international ability to lead the school for exploration and the information skills to serve for the education practices. At the same time, the principle should deeply promote the school reform for ensuring the stable organization development with sufficient management capacity.
Under this background, the “school leadership programme in the context of international environment” sets the basic objectives as improving the ability of principles in elementary education, promoting the school reform, building up the schools with more advantages in international competition.
Improve the participants mastery on future education trends in the internet and artificial intelligence time
Improve participants’ recognition on their roles in school reform and development
Improve participants’ ability for integrating the international leading philosophies and practices while based on local place
Improve the scientific and professional management ability in running schools
Help participants to finalize the reform and development plan for their schools and complete them constantly in the practice
The personalized and phased learning support system based on actual situations of the participants’ schools. The training takes the task-based learning concept while abandoning the traditional training pattern with lectures and reports as the main forms. The aim is to help the participants to design the reform and development plan for the school (or based on the devised plan). After the three phases learning lasted for five months, the updated plan, which is more international and operative, can be formed at the end of the program. It not only helps the participants to improve the leadership, meanwhile, the philosophy and the plan for the development can be updated in the school.
The program integrates the international leading concepts and practices and is rooted in the indigenous school running. It combines the high-quality resources from the Institute of Education of University of London, which is top-ranking in education and leadership research and Xi’an Jiaotong-Liverpool University, which is the most successful international education institution in mainland China. It is devoted to offer the top-class learning experience in promoting the international leadership for all the participants.
Participants will be awarded the graduation certificate after completing the studies successfully jointly issued by Institute of Education of University of London, which is top-ranked in education for 4 consecutive years and Xi’an Jiaotong-Liverpool University, which is rooted in mainland China.
The program is featured by constant and long-term discussion, communication and the filed investigation, helping the participants to involve in life-learning circle and construct the platforms for exchanges and cooperation with middle and primary schools in London.
University of College London
“G5 Super Elite Universities” with Oxford University and Cambridge University
Top in World QS Ranking List in Education and Training filed for five consecutive years
Provider of teacher training program of University of Cambridge
University of College London is the top and prestigious university in the world, ranking the 7th place in the 2018 QS world universities ranking list. The UCL Institute of Education, founded in 1902, is the world leading education and social sciences school. Its width and depth of scale in education is unique and its influence on education nation-wide and world-wide is unprecedented. In the QS ranking of 2018, the Institute of Education of UCL ranks the first place in the education subject for the fifth year, surpassing the Harvard University and Stanford University.
Xi’an Jiaotong-Liverpool University
The leading Sino-foreign Joint University in China
International environment and atmosphere
Completed supporting system for teachers and teaching, the only teacher development institution accredited by Higher Education Academy in mainland China.
The truly international university, which integrates the excellent education practices both from the China and the west and discovers the future social needs.
Xi’an Jiaotong-Liverpool University (XJTLU) implemented a series of discoveries on integrating the education resources both from the east and the west and facing up the educational challenges in recent years. It has accumulated abundant practical experience in “student-centered” education philosophy, teaching modes, executive supporting system, spreading them to education institutions and organizations nation-wide via training and consultation. In the year of 2013, the affiliated school of XJTLU has been established so that the education discovery can be extended to elementary education filed. It is devoted to discover the international-level elementary education. The program held by XJTLU not only the introduction and communication on knowledge, theory and experience but also to inspire the passion and energy of participants through seminars in the transmodern and humanized environment so that the action plan can be concluded.
Needs Collection (7 Days)- Intensive Training (7 Days)- Implement the Reform (5 Months)- Online Sharing (10 Days)- Deepen the Reform (1 Month)
Needs Collection and Expectations Management: Learn about the program through on-line learning platform, making the program fit the needs better by needs collection, setting up the learning objectives and expectations by archiving the questions.
Before the training, the participants are helped to learn the content and stages of this training. They are guided to take full use of all the trainings and reflect the leadership in their respective schools further. The challenges and problems in their work of the participants are to be collected and the program director will fit the programme plan through the collected needs. Meanwhile, participants are encouraged to reflect their practice from a certain perspective, hoping to find out the solution through the 6-month learning and discussion.
Outlook on Future Education: How to make full preparation for school reform when facing the development of 21st century global education environment.
Topic 1: The Trend of Future Education
Stimulate participants’ thought and exploration on education globalization, knowledge economy and information technology. Blue-print the needs and value of education in the society of internet and artificial intelligence. Lead the participants to think how to transform from traditional teacher-centerered knowledge transmission to students-centered teaching philosophy.
Topic 2: Students (Learners)- Centered Education Philosophy
The “teacher-centered, united learning and knowledge-oriented” education mode has been overturned by “students-centered, personalized, context-based” talents cultivation system in today’s world. The topic mainly discusses how to build up the students-centered education structure and its main parts.
Topic 3: Vision and Mission, Location and Education Philosophy of School
Help the participants to ensure their locations based on school vision and current situations from the perspective of mode of running school, education philosophy, education mode, management system, international tactics, faculty team and school ecology. Guide all the staff to expect for the future.
Topic 4: Making, Implementing and Adjusting the Tactics in School Level
The tactics in school level, serves as the effective weapon, to help managers’ implementation. Presently, the leaders not only need to follow national tactics but also make out the specific development tactics for the school.
Discovery on leading international concepts and practices: How to make full use of the headteacher’s leadership, to improve the teaching proficiency and building up the school evaluation system and high-efficient faculty team, promoting the long-term development of school in the international environment.
Topic 1: The Importance of Leaders, Confronting the Challenges and Difficulties
The topic will discuss the importance of school leaders, the motivation and behaviours of leaders’ responsibilities (including values and beliefs). It focuses on function of senior management leaders of managing school effective in the perspectives of process and regulations, including managing teachers’ achievement, behaviour, health, safety, welfare and course. The participants will study and research that how to exert the function of leaders in the work, ensuring all the staff can perform the best. The participants will improve their understanding on leadership based on research findings, diagnostic tools and cases in practice so that the challenges and problems in school management can be solved by taking advantages of their merits.
Topic 2: The Essence is Improving Teaching and Learning
The topic will discuss that how senior management leaders cooperate with the teachers directly to improve and maintain the situation of teaching and learning. The participants will discuss how to improve the school teaching and learning by making and implementing the school policies, teaching model to assess students’ learning progress. They will learn how to identify the excellent teaching, making the sustainable strategies and revising them constantly, cooperating with the academic staff to further develop their practice or work with other school leaders to achieve those objectives. At the same time, the assessment can be used to support and challenge team leaders to improve their leadership in teaching.
Topic 3: The Scientific Self-Evaluation of the School
The participants will improve the necessary knowledge, understanding ability and skills for self-evaluation of the school through the topic; learning about the link between the tactics plan and achievement management. They will know about how to make the right decision on the school advantages and room for improvement through the information collected in self-evaluation. They will consider how to use this information in tactics planning and achievement management so that school can concentrate on improving the priority and students’ scores.
Topic 4: Establish the High-Proficiency Teachers Team
The participants will learn how to develop the high-proficiency teachers’ team through this topic, which shall greatly improve the school teaching. They will learn about how to establish and implement the effective career development so that the achievement of teachers and students can be improved by working with the academic staff. They also will learn courses on appointment, talents development, succession plan and team work, which serve as the important links in the school improvement. The participants will know how to lead and develop in order to share and improve the practice team by examining their behaviours, related national and international research.
Topic 5 Building up the International Platform for Communication and Cooperation
In this topic, participants will learn about different forms of internet community in the U.K. and the business scope of leadership research and programme development in UCL Institute of Education; thinking about the advantages of their mode and filed for development. It compares the existing practice of their own and the practice in the U.K. and discusses that how to promote the programme cooperation in the actual work.
Launch the school-based reform: Discover how to apply the leadership in the practice and improve the innovative leadership and management capacity by discussing the problems and solutions confronted with the British middle and primary school; building up the high-efficient team and focusing on staff development, facing up the challenges confronted by Chinese universities to achieve the final goal: improving the overall quality of school.
Topic 1: Education Leadership with Chinese Characteristics and Leaders in Education Reform
This topic will transfer the basic knowledge about leading reform and to know the model for reform. The leadership of the participants in confronting with the reform will be improved so that they could lead the reform and upgrade the school in the future. They will analyse the reform cases, accumulating related experience by analysing the methods for promoting the reform in the case study. For instance, the solution for encouraging, supporting and impacting team members if someone is worried or unwilling to change, ensuring schools’ long-term development towards the tactics planning.
Topic 2: Improving leaders’ management ability and Building up the Effective Reform Team
Self-management and excellent leaders require the time-management ability, including prioritizing the work efficiently, establishing personal resources, making out the learning plan and strategy for self-leadership and personal improvement. One of the key factors for the success of the reform is to build up the effective and cohesive team. The team leader should enhance the team management, the team members have their own roles and work in different organizations and various departments to lead and organize the whole reform.
Module 5 Open Session- Exploration on the Reform of Elementary Education-ILEAD On the Way
Topic 1: Workshop on discussing the managers’ quality in elementary education
Topic 2: Exploration on course reform in elementary education
Topic 3: Experience sharing on School Leadership Programme
Online Sharing of Reform Experience: Each member should be required to share their own innovation cases online, accumulating the experience for the future innovation by communicating both the successful and failed cases.
10 online sharing session have been scheduled and 2-hour for each day.
Four participants share their reform cases and each of them have 20-minite sharing time and 10-minute for discussion.
Filed Trip for the Best Reform: Best Reform Case by Vote.
The participants will vote for the best reform case through the cases in online sharing session. They will know the reform team, content, environment, available resources and facing challenges deeply through filed trip. These best reform cases will provide the reference for others primary and middles school principles of implementing the reform to some extent.
Training Faculty (Partial)
Professor Xi Youmin
The Executive President of Xi’an Jiaotong-Liverpool University the vice-chancellor of University of Liverpool in UK, the managing Vice Dean of Shaanxi MBA academy. President Xi proposes to build the brand-new education concept integrating the Chinese and the western education, having practiced this concept at XJTLU for decades. With his efforts, the XJTLU has become the sample school for international education at home and abroad. In recent years. He extended this concept and practice to the elementary education reform, establishing the affiliated school and launching a series of reforms.
Dr. Zhang Xiaojun
Academic Assistant of the Executive President at XJTLU Vice Dean of ILEAD
Dr. Zhang graduated from the management school of Xi’an Jiaotong University. He has been mainly involved in the training and research in education leadership in recent years. He led to develop a series of training programs catering to university leaders, management staff and served as the instructor. His main research interests include reform on organization of Chinese education system, the roles and innovative strategies of leaders in education innovation, future education; in addition, how the education institution to face the future and propel the reform.
Dr. Stuart Norman Perrin
Dean of International Affairs
Before joining XJTLU in 2012, Stuart taught English in Poland and the Czech Republic. After that, he has been always working for private education institutions and universities. His work involves the pre-foundation and basic course, short-term English course, academic literacy and international student’s recruitment and marketing. He has unique understanding on education internalization, in particular, how to get rid of the local main perspective and to form the school mechanism which can truly integrate diversified culture.
Professor Chin, Chee Seong
Dean of Learning and Teaching
Professor Chin, Chee Seong joined XJTLU in the year of 2012 and he is the founder of Sustainable Architecture Master Programme and Architecture Engineering Bachelor Programme. Under his leadership, the civil engineering program of XJTLU has been accredited by JBM (the first one in mainland China), its exploration in teaching has been fully recognized by the international community. Dr. Chin has deep understanding and practice experience on localizing international pioneering education philosophies and practices in China.
Lisa Gallimore Lecturer
Lecturer for leadership and learning department, Institute of Education, UCL
She has over 30 years of working experience on education consultant, business trainer and teacher trainer. Her PhD thesis focuses on the research area of leadership, exploring the strategies and supporting system of successful class tutors (including tutoring, flexibility and beliefs). She specializes in designing and implementing courses, CPD training, tutoring for students and experienced teachers, guidance for chief teachers and business leaders by taking full advantage of her skills, knowledge and related experience on administration and MBA. She is the member of administration team of teacher education programme, the chief supervisor and lecturer.
Dr. Samrah Rizvi
Programme Manager of International Leadership Course in London Leadership and Learning Centre, Institute of Education, UCL
Dr. Samrah is responsible for coordinating the personalized plan to global customers including wide research, consultation, knowledge transfer and school leadership. She has over 25-year of experience on programme management and teaching in the filed of education. Her recent participation in international leadership programmes involve in international schools in U.K., the Ministry of Education in Pakistan, China, UAE, Armenia, Estonia.
Jonathan Block School Inspector, Office for Standards in Education.
Former principle of primary and middle schools in London, current school inspector of Office for Standards in Education in U.K.
Before leaving the position of principle, he was researching the mental health of class tutor, welfare and possible support mechanism.
He chairs and participates the British and international school leadership course, designing and implementing the personalized training for school leaders in the Institute of Education of UCL. In the past three years, he has been offering the leadership training for the school leadership leadership. In addition, he has engaged in a charity organization, which trains the counsellor and psychotherapist for children psychology and managed the centre in the north of London. He goes to Poland regularly, establishing the language school there and supporting the English teaching in the local country schools.
Ms Yang Qinghua
0512 88161806 firstname.lastname@example.org
Ms Wang Zhenzhen
0512 81884662 Zhenzhen.Wang@xjtly.edu.cn
Ms Tang Yu
0512 81884757 Yu.Tang@xjtlu.edu.cn
Address: Room 811, International Research Centre
111 Renai Road, Xi’an Jiaotong-Liverpool University, Dushu Lake Science and Education Innovation Distract, SIP, Jiangsu Province.