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    tofique@technologycounter.

    Belief in yourself 

     

    Best school management software - My thing !

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  4. Kevin Lloyd

    Forum Topics and Format for Involvement

    We would like to know from our network of members using this forum and providing School Transportation Services what information you would see as beneficial to be addressed as part of this Forum. We would also like to know the format for engagement that you would be most willing to participate in.
  5. Sima Singh

    Sima Singh

    Hello Everyone, Lets Connect & Share Some Great Information.

  6. Our team will be happy to arrange a call to assess the challenges that your school is facing and propose a way forward or develop a custom offering for support of your school.

    0.00 EUR

  7. School transportation is one of the safest modes of travel. This is no exception during this challenging time of working with Covid-19. Over the last several months, the industry worked diligently to bring in practices which minimize the risk of spreading this virus. However in order to minimize risks through the operations, school share the responsibility with the operator to establish safety procedure from pick up to drop off and while in transit. There should be uniformity and agreement on what procedures are to be mandated and who is responsible for compliance and oversight. Creating a clear strategy, which complies with local regulations but is operationally practical is important to minimize the risk of spread of Covid-19 but is only the first step. As important is how well this information is disseminated to all stakeholders, including students, parents and school staff. As schools educate their students and staff on the protocols required within the school premise, these protocols should include entering and exiting as well as using school transportation. Infographics are a great and simple way to remind students of the importance of the procedures when on the bus. Posting these onto the schools website or disseminating through the information portals/applications can work to remind parents of their role. Involve the students and have them take ownership of the processes by designing their own safety in the bus posters. Come join our free webinar on Tuesday, 15th September to at 10:00 CEST and listen to our panel of experts discuss their initiatives and how good practice and collaboration is working in various regions globally.
  8. We are pleased to announce that Linda Howard will now moderating the School Transportation forum on the International School Recovery Forum for Covid-19. Linda will bring her expertise to assist with questions or concerns as well as sharing best practises for safe home to school transportation from around the world. Linda is the Managing Director & Senior Consultant at School Transport Management International. Through School Transport Management International, Linda provides consultancy to schools and consortiums. Areas of expertise include safety and process auditing, implementing new services, network review, structure, and compliance reviews. Linda is passionate about improving safety and quality services for the transportation of students. She has worked 20 years in school transport, specializing in best practise and policy implementation, strategic planning, network reviews and safety audits. Linda has worked for international and independent schools across South East Asia, the MENA region and Europe.
  9. As Schools are returning to classrooms around the world, one key component for many schools - especially in the International School community is the school's transportation service. Please complete the attached survey to help us provide insights to schools as they seek to safely transport children between home and school! https://www.smartsurvey.co.uk/s/OAVPXB/
  10. Kevin Lloyd

    School Transportation During COVID-19

    until
    The International School Recovery Forum together with experts in school transportation and safety from Asia, the Middle East and the UK will discuss safe school transportation during COVID-19. Participants will gain insights on: - Effective safety measures already implemented - Alignment of rules and regulations – government and school - The importance of Education and Communication to ensure adherence Register here - http://www.cvent.com/events/webinar-school-transportation-during-covid-19/event-summary-9605ec849a6c4becb9f29d668c5c5e52.aspx Our panelist include: Steve Burnell, Managing Director, School Transport Services, UAE Michelle Chow, Director Tong Tar Transportation Services, Singapore John Burch, Regional Director, Confederation Passenger Transport, UK Meredith Herald, Director, Penbrae International Consulting Linda Howard, Director, School Transport Management, Spain Carlos Guerrero – Operational Risk Manager – formerly of the Shanghai American School, USA Kevin Lloyd, Director, Together School Limited, Germany
  11. About This File A social distancing PE pack with activities that can be done while social distancing measures are still in place. To share with colleagues in school to ensure PE can still have a place on the timetable! Developed by Kieran James - Twitter @KJamesPE Social distancing PE activities (1).pdf
  12. Kevin Lloyd

    Re-booting School Sport

    INTRODUCTION When schools closed early for Easter in March 2020, no one knew when they would open their doors again. Some felt that they would start as usual in late April, with the tacit expectation that the summer term would look similar to all the years that had preceded it. Within a few weeks, public exams had been abandoned for the year, and it was clear that the term would start substantially later than planned, if at all. Many schools had taken advantage of the Government’s Job Retention Scheme to defray the cost of workers no longer required. The word “furlough” had entered the public vocabulary. The impact upon sport was similarly rapid and dramatic. The final stages of national competitions due to be played in late March were cancelled. By mid- April all National Governing Bodies (NGBs) had suspended sport at every level, from grassroots to international. Most initially set review dates, but followed up with “until further notice” declarations, many of which still apply. Desperate attempts are underway to try to restore professional sport, especially in Soccer, Cricket and Rugby as these games are haemorrhaging money in the absence of televised competition. The Olympic Games has been postponed for a year, for the first time in its history. The implications for independent schools are enormous, and potentially catastrophic. The future of the sector is threatened. All are desperate to restore operations as early as can safely be managed, with whatever restrictions are necessary. There is a race to get back towards something recognisable, partly to address educational omissions, but also to justify fees. Sport and physical activity are a critical part of this. They are a distinguishing feature of the sector’s identity, and a central part of its business case. Also, they are the area of school life that will find it most difficult to accommodate travel, distancing and hygiene restrictions. The impact of the pandemic may influence the character of school sport forever. This could be either a positive or negative thing, depending upon how it is handled. It is vital that schools develop a coherent plan to handle the various stages of the process if they are to emerge with a programme that meets the needs of pupils, and is attractive to a potentially shrinking market. All contingency planning is based on an assumption that the pandemic will have an enduring, though diminishing, legacy. In a rapidly changing landscape, all expectations are conditional. Medical developments, especially the availability of a vaccine, treatment or antibody test, would change everything. Schools must hope for this, but plan for the alternatives. This plan will recognise the three stages of recovery. PADSIS - Rebooting School Sport.pdf
  13. About This File Context Introduction: As we move towards the planned wider re-opening of schools and facilities afPE has prepared this document to support the Physical Education, School Sport and Physical Activity (education based) workforce. Each school is different – some have been operating on a reduced pupil basis, in a different way, or the site has been closed completely. We want to stimulate discussion, allow schools to manage their situation as we know and understand that educational contexts are different in terms of the size, age and layout of buildings. Leaders are reminded to always follow Government and employer’s guidelines. The ultimate decision about pupil safety will depend on context and geography, and is therefore for individual headteachers to make, in consultation with their governing body. We know all colleagues want children and young people (C&YP) to be safe and well and it is also important that the workforce is protected and safe. Considerations regarding PPE (that have been available to special school staff and some mainstream schools, with pupils with high level medical and physical needs) and hand washing facilities must also be considered as part of whole school consideration around effective infection, protection and control. Below are three key questions you may want to consider in your planning: 1. Have you reviewed your risk assessments before re-commencing physical education? 2. Does your teaching activity meet the Government requirements? www.gov.uk/coronavirus 3. Are your teaching plans consistent with the requirement of any whole school/employer expectations which may have developed in response to the national guidance? Key principles for supporting safe PESSPA: • Clean frequently touched surfaces • Wash hands frequently as part of a clear hygiene regime • Minimise contact • Ensure good respiratory hygiene Ensure pupils are regularly informed about what good hygiene is. Decide the approach to enhance hygiene (for example, toilet use, hand washing) and decide on the policy related to usually shared items (for example, practical equipment). Ensure clear notices that build on NHS and Government guidance are on display, avoid information over load or the message will get lost. Posters are available for education settings. COVID-19-Interpreting-the-Government-Guidance-in-a-PESSPA-Context-FINAL (1).pdf
  14. How to use this document:1. This document has been prepared for a New Zealand context, based on public health guidelines and our NZ Government Alert Levels. If using this for a different country, please adapt accordingly, and follow your own guidelines.2. Senior leaders, HOD’s, HPE leaders and teachers can engage with these guidelines and ideas.3. Please note, there are different Ministry of Health Guidelines for Early Childhood Centres (ECC). The nature of an Early Childhood Centre is very different, and therefore all ‘toys’, ‘equipment’, and spacing rules need to be considered and adhered to. As children in ECC’s are moving most of the time, we believe there is no need to treat the ‘physical activity context’ any differently to the guidelines on general play or handling of toys] etc. Therefore, the suggestions in this document are not designed for ECC specifically. Some suggestions could be used/modified if they meet the public health measures and Centre guidelines. These can be found here: https://education.govt.nz/covid-19/alert-level-3-faqs-for-schools-and-early-learning-centres#public-health-measures4. This document provides ideas for physical education or physical activity contexts to support physical distancing when equipment or sports gear cannot be shared between children, and they must be 2m apart.5. These suggestions have been based upon the most up to date information released by NZ Government.More on public health guidelines and Sport New Zealand’s advice for play, physical activity and sport can be found here:https://sportnz.org.nz/assets/Uploads/Play-Active-Recreation-and-Sport-at-Alert-Levels-4-4.pdfMore on the role of the school, and guidelines from the Ministry of Education for schools can be found here:https://www.education.govt.nz/covid-19/More on the general guidelines of Levels and what this means can be found here:https://covid19.govt.nz/6. We have based our comments on the types of movement we may typically see on school grounds. Physical Education classes, breaks and lunchtimes, play, fitness, sport and incidental movement (between classes, on and off school grounds).7. These guidelines should not supersede your school policy. For example, many schools have been informed that the role of the school in Alert Level 3 is to act as a ‘home’. This means teaching staff are supervising students to complete their independent online work in a safe space, whilst their caregivers or parents attend work. Therefore, teachers on site will not be planning, or facilitating lessons for students on school grounds.Please follow the instructions of your school leaders on this matter. If this is indeed the case, you may wish to use the ideas within this document to support break times from online learning, and for quality physical activity experiences throughout the day. L3-Guidelines-School-based-PE (1).pdf
  15. The Munich International School is prepared for the future with the systems in place for a successful start to school in August 2020 and has presented this great video detailing how things will look. This is an excellent tool to increase confidence in the school community and to new prospective families.With spacious teaching spaces in six separate buildings, MIS has easily adapted to government regulations for hygiene and the highest standards of safety.Video created by MIS alumna Lauren Emery ('18)
  16. Guidelines from the American Academy of Pediatrics encourage “having students physically present in school.” Dr. Sean O’Leary, an authorof that advice, explains why. https://www.nytimes.com/2020/06/30/us/coronavirus-schools-reopening-guidelines-aap.html?referringSource=articleShare
  17. Kevin Lloyd

    Recovery Plan Assessment

    The challenge of reopening and being prepared for recovery from the Pandemic is a daunting task. There are no experts that have been through something like this. However, tackling recovery through a systematic approach can help schools ensure that their plans are complete. Having qualified and experienced professionals reviewing and providing suggestions can give that assurance and peace of mind that your school’s plan is comprehensive and complete. The Recovery Plan Assessment covers a range of pertinent policies and procedures including safety, health, risk and response and the foundation. There are three levels of assessments: Complete Recovery Plan Assessment covering the full range of areas needed for recovery Foundation Recovery Plan Assessment covering the core or foundation areas needed for recovery Focus Area Recovery Plan Assessment covering a deep dive into one area needed for recovery Free initial consultation!! Complete Recovery Plan Assessment: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) Programme Management (educational delivery such as managing Room to Zoom and teacher constraints) People Management (physical and psychological well-being for staff and students) Budget (including funding) considerations €2,500 Foundation Recovery Plan Assessment: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) €1,500 Focus Area Recovery Plan Assessment - your choice of one of the following areas: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) Programme Management (educational delivery such as managing Room to Zoom and teacher constraints) People Management (physical and psychological well-being for staff and students) Budget (including funding) considerations €1,000 The Assessment includes: One-hour consultation call defining the deliverables and understanding the key issues Our consultants will review pertinent records and documents, conduct interviews as necessary and provide assessments and recommendations on your plan Our consultants will formalize the insights highlighting areas that need to be addressed with recommendations in a short summary One-hour consultation call to review the document with you School can work on updating the plan to provide amendments and improvements One-hour consultation call to finalize the plan The Recovery Plan Assessment will be done by Clearpath Alerts, LLC and Together School Ltd. Clearpath Alerts (www.clearpathalerts.com) which provides customized and actionable resiliency strategies and solutions and Together School (www.together-school.com) which provides communication solutions for transportation, attendance and more including emergency management. Clearpath Alerts and Together School work collaboratively with a variety of schools, universities, corporations, and non-profit entities providing valued services. For further Information on Recovery Assessments please contact us at info@together-school.com or in comments below with your name, contact details and your focus area.
  18. Your choice of one of the following areas:

    • Opening and closing (pre-opening requirements, criteria for closing and reopening)
    • Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.)
    • Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.)
    • Communication (strategy and protocols for staff, parents, and students)
    • Programme Management (educational delivery such as managing Room to Zoom and teacher constraints)
    • People Management (physical and psychological well-being for staff and students)
    • Budget (including funding) considerations

    Recovery Forum Assessment ONE.png

    1,000.00 EUR

    • 1127367812_RecoveryForumAssessmentFOUNDATION.png.600ec1244f5d7b33d665a505036deccf.pngOpening and closing (pre-opening requirements, criteria for closing and reopening)
    • Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.)
    • Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.)
    • Communication (strategy and protocols for staff, parents, and students)

    1,500.00 EUR

    • Opening and closing (pre-opening requirements, criteria for closing and reopening)
    • Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.)
    • Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.)
    • Communication (strategy and protocols for staff, parents, and students)
    • Programme Management (educational delivery such as managing Room to Zoom and teacher constraints)
    • People Management (physical and psychological well-being for staff and students)
    • Budget (including funding) considerations

    Recovery Forum Assessment FULL.png

    2,500.00 EUR

  19. until
    By invitation - A Round Table Discussion on Access Control at International Schools to discuss, share and learn from other schools around the world as to best practices for managing campus / school access during COVID-19. Approach We are inviting schools (max. 10) to a round table discussion that addresses the key areas for Access Control, including: Strategy and Policies – Development, enforcement, vulnerabilities, alignment with other policies, medical pre-screening, and privacy considerations Managing Access from Arrival to Departure – screening, spacing, registering, staging areas, isolation areas, drop off / pickup procedures, protect, and empower staff Movement on Campus - limiting access – buildings, facilities (bathrooms, etc.), register and document, Use of stairwells, elevators Communication – transparency, rule changes, timely – sick child, exposure, documentation As there is a concern this crisis will continue, the Recovery Forum (www.sep-forum.com) will be the platform for ongoing discussions and further sharing of information covering Access Control.
  20. until
    By invitation - A Round Table Discussion for International Schools offering transportation services who want to learn from other schools around the world as to best practices for operating a safe and efficient transportation service during Covid-19. Approach We are inviting schools (max. 10) to a round table discussion that addresses the key areas for operating a transportation service, including: - Planning – route management, social distancing, size of the bus, etc. - Health and Hygiene – social distancing, disinfecting buses, older drivers, ventilation, temperature screening, etc. - Drop-off – how to manage the students entering the school - Dismissal and Departure – order in which students depart school - Communication – health screening, absences, schedule changes, etc. As there is a concern this crisis will continue, the Recovery Forum (www.sep-forum.com) will be the platform for ongoing discussions and further sharing of information covering School Bus Operations. Please contact Kevin Lloyd if you are interested in participating in this session either via a direct message in the Recovery Forum or via email at kevin.lloyd@educemobile.com.
  21. Kevin Lloyd

    Re-booting School Sport

    Version 1.0.0

    2 downloads

    INTRODUCTION When schools closed early for Easter in March 2020, no one knew when they would open their doors again. Some felt that they would start as usual in late April, with the tacit expectation that the summer term would look similar to all the years that had preceded it. Within a few weeks, public exams had been abandoned for the year, and it was clear that the term would start substantially later than planned, if at all. Many schools had taken advantage of the Government’s Job Retention Scheme to defray the cost of workers no longer required. The word “furlough” had entered the public vocabulary. The impact upon sport was similarly rapid and dramatic. The final stages of national competitions due to be played in late March were cancelled. By mid- April all National Governing Bodies (NGBs) had suspended sport at every level, from grassroots to international. Most initially set review dates, but followed up with “until further notice” declarations, many of which still apply. Desperate attempts are underway to try to restore professional sport, especially in Soccer, Cricket and Rugby as these games are haemorrhaging money in the absence of televised competition. The Olympic Games has been postponed for a year, for the first time in its history. The implications for independent schools are enormous, and potentially catastrophic. The future of the sector is threatened. All are desperate to restore operations as early as can safely be managed, with whatever restrictions are necessary. There is a race to get back towards something recognisable, partly to address educational omissions, but also to justify fees. Sport and physical activity are a critical part of this. They are a distinguishing feature of the sector’s identity, and a central part of its business case. Also, they are the area of school life that will find it most difficult to accommodate travel, distancing and hygiene restrictions. The impact of the pandemic may influence the character of school sport forever. This could be either a positive or negative thing, depending upon how it is handled. It is vital that schools develop a coherent plan to handle the various stages of the process if they are to emerge with a programme that meets the needs of pupils, and is attractive to a potentially shrinking market. All contingency planning is based on an assumption that the pandemic will have an enduring, though diminishing, legacy. In a rapidly changing landscape, all expectations are conditional. Medical developments, especially the availability of a vaccine, treatment or antibody test, would change everything. Schools must hope for this, but plan for the alternatives. This plan will recognise the three stages of recovery.
  22. Version 1.0.0

    1 download

    The COVID-19 pandemic has seminally changed the way that education systems within Canada function. Now, with schools moving to re-open, we know that it will not simply be a return to learning as it was. The intent of this document highlights Physical and Health Education’s (PHE) core subject matter, health and well-being, as a critical learning opportunity for Canada’s young people as they heal, re-socialize, and adapt in this new learning environment. Specifically, it assists with decision-making and implementation of PHE and health promoting opportunities during class time and physical activity before, throughout, and after the school day. This document asserts young people’s rights to a fulsome and complete education and highlights the critical and unique values PHE offers, activating growth in key aspects of a young person’s life - physical (move), cognitive (think), affective (feel), and behavioural (act). This document has been written with three return-to-school scenarios in mind: • Schools are open but operating on a blended (at-home and in-school) model that allows for staggered, partial, or otherwise adapted schedules • Schools are open but with stringent hygiene and physical distancing protocols in place • Schools are not open and teacher-directed, at-home learning continues Regardless of the scenario, this document, in stimulating conversations on how the PHE curriculum and health promoting opportunities can be safely and effectively delivered, provides a practical vehicle to equitably support health and well-being during and after the COVID-19 pandemic. It recognizes the pedagogical expertise and leadership of PHE educators and provincial and territorial PHE Teacher Associations in finding creative solutions to health and well-being in schools. Finally, it calls on all Educators, Ministries of Education, School System Leaders, and Faculties of Education to value and support quality, holistic education that has health, well-being and PHE as a priority.
  23. until
    Change management is the process, tools and techniques used to achieve a required outcome that necessitates a different way of working. Critical to this is the management of people through communication internally and externally. The Pandemic has forced schools to close and recovery is about how to manage this new normal effectively. This session will provide insights on how to successfully implement change through a structured approach: · Establishing guiding principles for why change is necessary · Prioritizing in a structured way what needs to be changed · Implementing in a collaborative and adaptive team approach · Communicating to create transparency and confidence Hosted by ECIS, Together School Limited and Clearpath Alerts http://www.cvent.com/d/qnqyf7
  24. Shawn Plancke

    Round Table - Offering Physical Education in the Pandemic

    until

    Hi Kevin, Please add me to the discussion. Shawn Plancke splancke@asbarcelona.com Thanks
  25. until
    Implementing Blended (Online/Onsite) Learning - As schools reopen with constraints from COVID-19, including space and social distancing. Schools are reacting. There is a need to provide Blended (Online/Onsite) Learning options for the students to support their learning criteria. This session will provide options on how to manage this and considerations for schools when providing blended learning. Facilitated by Matt Harris Ed.D Matt Harris, Ed.D. - is an international educational consultant based in Singapore. In his work, Dr. Harris helps schools, districts, and educational technology companies with educational technology strategic planning, systems design, training, and program development. Drawing on his award-winning programs, Dr. Harris has worked with schools and large educational organizations in Europe, Middle East, Africa, North America, Australia, and Asia. He also shares his expertise through keynote speeches, articles, and online social channels around educational leadership and technology. Prior to working as a consultant, Dr. Harris worked as an educational leader and teacher having taught all grade levels from preschool to graduate school in technology and mathematics. He worked as a senior administrator in schools and universities in North America and Asia. Dr. Harris is an Apple Distinguished Educator, Microsoft Innovative Education Expert, Google Certified Innovator, and Common-Sense Education Certified Educator. In his spare time, Dr. Harris enjoys exploring the world through travel with his wife and children. Hosted by ECIS, Together School Limited and Clearpath Alerts Register here - http://www.cvent.com/d/5nqyf6
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