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As an educational consultant, I commit to working with individual schools and programs as they embark on their journey towards greater inclusion. We will work collaboratively to a clear plan with targeted outcomes so that all stakeholders are working in partnership towards the same goal on their pathway to success.
Kristel Solomon is an International Educational Consultant and former Director of Student Support Services in Hong Kong and Saudi Arabia. Over the past 20 years, her dedication and passion in the field of education have led her to work with a wide range of schools and organizations that ensure children have access to a high-quality education so that they may find their individual pathways to excellence. Most recently Kristel has served as the Interim School Director of a Special Needs School in the US Virgin Islands. Prior to working with international schools, she taught and mentored students for several years within the high incidence, and “at-risk” population.
Kristel is a graduate of Temple University with degrees in Elementary and Special Education and a Masters Degree in Educational Psychology. She also holds a graduate certificate in Mind, Brain and Teaching from Johns Hopkins University.
Her personal commitment to leading has allowed her to work closely with the Next Frontier Inclusion (NFI) as a workshop facilitator and student services reviewer. Kristel also leads senior leadership training with International Schools Partnership (ISP) and serves as the Director of Leadership Advocacy with the International School Leaders of Educational Support (ISLES). Kristel supports the work of The Special Education and Inclusion Association (SENIA) and has contributed to the International Baccalaureate (IB) Guidelines for Inclusive Education.
Professional development courses are developed in collaboration with each school and organization to allow for an individualized approach that caters to the needs of your teachers.
Many international schools deal with challenging student behaviors in piecemeal, reactive and often punitive ways. A review of policy manuals from several schools indicates specific and layered consequences to identified behaviors. For example, in reference to substance abuse, a student might find themselves suspended and required to attend a parent-teacher conference before being readmitted to school. A future occurrence might result in a recommendation for expulsion from the school.
While viewing behavior in isolation might be an efficient way to respond to infractions of school rules, this approach may in fact not make sense because we know that behaviors do not occur in isolation. Behavior is influenced by a number of factors, including biological considerations, upbringing, cultural influences and emotional state, among others. Whereas school leaders may consider it “fair” to treat like behaviors (cheating, smoking, etc.) with the same consequences, this approach does not recognize students as individuals who may need different responses to support behavior that is more acceptable in a school setting. It also fails to recognize any pre-existing conditions, or an experience that may have given rise to the behavior in the first place.
WHEN: 12 September, 19 October, 21 November 2023, 16 January, 15 February, 26 March, 18 April, 7 May 2024 (3:30pm - 5:00pm)
WHERE: Online (via Zoom)
DEADLINE FOR REGISTRATION CANCELLATION: 1st SEPTEMBER 2023
FEES: For ISKL Faculty Only (please check process)
REGISTRATION DEADLINE: 5th SEPTEMBER 2023
FOCUS: All school personnel who work with children K - 12
NOTE: All participants must have a copy of the NFI monograph Challenge Accepted! Reframing Our Approaches to Behavior Management in International Schools
Connect with other K-12 Directors of Student Support as we share resources and practices to promote high quality student support in international schools. In this Connect, we will be exploring the UDL resource, Supercharge to promote engaging and effective adult learning.
Open to all ISLES Community members! Ever feel like there is too much to manage? Not sure how the day to day fits into the bigger picture of your goals in student support? Join us for this book club!
Knowing yourself as a learner and what values, experiences and filters impact your work.
Developing a greater self awareness of how you currently design learning and assessment experiences for students.
Being more aware of personal learning bias and intentional planning can support students across the spectrum of learner variability.
Knowing that in order to plan for quality assessments, it requires having a clear understanding of the learning diversity that exists in every classroom.
Using the learning variability in your classroom to develop high quality and differentiated assessments.
Being more confident and informed in designing for learning for all students.
Engaging with the Principles of Universal Design for Learning supports the experience for all students.
Having a greater understanding of the roles within teaching and learning through the Principles of Universal Design for Learning.
Being flexible in allowing varied forms of action and expression supports increased motivation and performance for students.
Exploring the principles and practices of effective differentiation support designing for high quality assessments.
Practicing and applying designing tiered learning experiences for assessment.
Increasing efficacy in designing differentiated assessments.
Exploring levels of questioning and mediating student thinking engage various stages of the learning process.
Engaging with low, medium and high levels of questioning to support accessing where a student is in the learning process.
Increasing confidence as a teacher that you can work with students as participants in their learning.
Attending to learning variability when designing assessments for learning enhances the quality of future learning opportunities.
Synthesizing and applying the principles for the cycle assessing and planning for learning.
Increasing confidence in planning and responding to the student variance in learning.
Presenters Kristel Solomon
Title: Intersections: Working Together for Diversity, Equity and Inclusion
As educators, we have the opportunity and the responsibility to promote both cultural and structural shifts that benefit all learners within our classrooms and wider community. In this highly interactive course, participants will inquire into the role of both student and teacher identity, and explore how a deeper understanding and practical applications within a DEI framework supports equitable outcomes for all learners.
Today on the podcast, I had the great opportunity to speak with Kristel Solomon Saleem who is a passionate inclusion leader and will be one of our presenters at the upcoming SENIA virtual conference.
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