Leading for DEIJB in the International School

diversity. equity. inclusion. justice. belonging.

Lisbon
10 - 16 July 2025 Facilitators: Joel Llaban and Darnell Fine

Hear what our participants have to say about the course: Aldaine Wynter

Listen to Joel Llaban Jr. answer the question “Why should you take this course?”

Educators around the world strive to create the best possible conditions to maximize learning for all learners in our care.  Ensuring that all learners feel they ‘belong’ is fundamental to realizing that goal. Whatever language is used, the premise of this course is that there are essential design principles and practices that support that goal.

Recently in some parts of the world sentiments about these tenets have begun to pivot on the value of focusing on those practices. In this week-long learning experience, we take the bold step of grappling with the critical work of defining and learning how to lead the application of actual practices that need to be eliminated, added or modified to ensure our schools work for EVERY student. We will push the envelope on the personal commitment and the professional roles, skills, and responsibility of school leaders to define and implement those systemic improvements which are mission critical- to move from intent to impact.  And we approach it with a sense of urgency. This course is open to all leaders and aspiring leaders who are committed to reflect, challenge assumptions, learn, and take action.

What will we learn?

The overarching problem that needs sustainable solutions and actions is how international school leaders can effectively lead, foster and sustain practices that ensure equity of access to learning, a learning environment that ensures all members of the community can feel inlcuded and can thrive while navigating the inherent tensions around these issues that often exist in fee-paying, independent school environments.

Self & Systems Identities
Through analysis and reflection exercises, international school leaders will learn to:

  1. Identify and challenge personal values, mindsets, and biases that may affect the effectiveness of your leadershp

  2. Examine how identity, power, privilege, and historical contexts shape their leadership approach and influence systemic outcomes.

  3. Establish a shared understanding of foundational concepts, including diversity, equity, inclusion, justice, belonging, power, privilege, oppression, intersectionalities, anti-racism, and anti-bias using current research. 

  4. Reflect on and explore strategies for addressing the challenges of fostering inclusivity in fee-paying, independent school environments that inherently embody exclusivity, and explore strategies to address this dilemma.

Teaching and Learning Leadership
Through case studies, practical examples, and mentorship opportunities, international school leaders will learn to:

  1. Create and support inclusive learning environments that embrace students of all backgrounds, identities, and abilities.

  2. Develop sustained and intentional professional learning that cultivates knowledge, skills, dispositions, and competencies driven by the goal of inclusivity.

  3. Lead audits and modifications to curricula, ensuring all students have equitable access and can ‘see’ themselves reflected in the content and design of and for learning.

  4. Establish staffing and recruitment practices that enhance diversity and contribute to a learning environment that values and supports diverse perspectives.

Facilitating Systems Change as a Community
Through systems analysis, design opportunities, and strategic planning, international school leaders will learn to:

  1. Analyze current school practices related to the the design principles of inclusion , equity and belonging in alignment with the school’s mission, foundational statements, current data, and broader discourses on these issues.

  2. Identify components within the school system (e.g., finance, facilities, human resources, learning structures, marketing) that may require significant modification to support deeper equity.

  3. Establish DEIJB metrics to assess and communicate progress, fostering a culture of accountability and growth.

  4. Design and implement organizational structures and policies that create an equitable and supportive environment for all members of the school community.

  5. Positively influence DEIJB initiatives and decision-making processes, even when not in a position of authority.

  6. Anticipate and mitigate common challenges or pitfalls that can undermine initiatives, ensuring sustainable progress.