Leading for DEIJB in the International School
Diversity. Equity. Inclusion. Justice. Belonging.
Lisbon
10 - 16 July 2025
Listen to Joel Llaban Jr. answer the question “Why should you take this course?” Hear what our participants have to say about the course: Aldaine Wynter
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. 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 transform our schools into learning communities reflective of diversity, equity, inclusion, justice and belonging. 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. It’s time. This course is open to all leaders and educators 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 Diversity, Equity, Inclusion, Justice, and Belonging (DEIJB) within their schools while navigating the inherent tensions of exclusivity, systemic biases, and structural inequities that often exist in fee-paying, independent school environments.
Self & Systems Identities
Through analysis and reflection exercises, international school leaders will learn to:
Identify and challenge personal values, mindsets, and biases as foundational aspects of DEIJB leadership.
Examine how identity, power, privilege, and historical contexts shape their leadership approach and influence systemic outcomes.
Establish a shared understanding of foundational concepts, including diversity, equity, inclusion, justice, belonging, power, privilege, oppression, intersectionalities, anti-racism, and anti-bias using current DEI research.
Reflect on 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:
Create and support inclusive learning environments that embrace students of all backgrounds, identities, and abilities.
Develop sustained and intentional professional learning that cultivates their own DEIJB knowledge, skills, dispositions, and competencies, as essential to school change.
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.
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:
Analyze current school practices related to DEIJB in alignment with the school’s mission, foundational statements, current data, and broader discourses on these issues.
Identify components within the school system (e.g., finance, facilities, human resources, learning structures, marketing) that may require significant modification to support deeper equity and de-silo equity work.
Establish DEIJB metrics to assess and communicate progress, fostering a culture of accountability and growth.
Design and implement organizational structures and policies that create an equitable and supportive environment for all members of the school community.
Positively influence DEIJB initiatives and decision-making processes, even when not in a position of authority.
Anticipate and mitigate common challenges or pitfalls that can undermine DEIJB initiatives, ensuring sustainable progress.
The curriculum for all PTC courses is rooted in the ‘Standards of Practice for International School Principals’ and created using our design principles. We offer here an annotated version of those standards suggested some indicators of each through the lens of DEIJB.
