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Course Introduction

Course curriculum

    1. Getting Started

    2. Finding Your Way

    3. What to Expect

    4. Assessing Learning

    5. Extend & Contextualize

    6. Let's Go!

    1. Meet Your Instructors

    2. Course Goals

    3. Guiding Questions

    4. Course Flow

    5. Tool: Your Learning Log

    6. Key Research References

    1. Introduction: Positive Classrooms

      FREE PREVIEW
    2. Learning Log: Reflection #1

    3. Learn: Three key principles of Classroom Management

    4. Learn: How can a classroom management plan support a positive and effective classroom culture?

    5. Learning Log: Reflection #2

    6. Learn: Starting a written management plan

    7. Learn: How can active learning activities support a positive and effective classroom culture?

    8. Learning Log: Reflection #3

    9. Learn: How can we provide more opportunities for student voice in a positive and effective classroom?

    10. Further reading

    11. Take Action

    12. Learn: Social Role-Play

    13. Activities: Extending Social Role-Play

    14. Learn: Final Thoughts

    15. Quiz

    1. Compass Points Thinking Routine

    1. Modules 2 and 3 Presentation Slides

    2. Introduction to Modules 2 and 3

    3. Learn: What is Mentoring?

    4. Mentoring Demonstration Video

    5. Discuss: Mentoring versus Coaching

    6. Learn: Defining Mentoring

    7. Learn: Mentoring Skills and Dispositions

    8. Learning Log: Reflection #4

    9. Learn: Benefits for You, Your Colleague and the School

    10. Discuss: The Benefits of Mentoring for Teaching and Learning

    11. Learn: The Mentoring Process and Contracting

    12. Learn: Essential Mentoring Skills

    13. Discuss: Building and Diminishing Trust

    14. Learn: Active Listening and Effective Questioning

    15. Learn: STRIDE Mentoring

    16. Learning Log: Reflection #5

    17. Quiz

    1. Learn: Focus Inquiry Interview

    2. Focus Inquiry Interview Demonstration

    3. Learning Log: Reflection #6

    4. Learn: Developing Effective Inquiry

    5. Learn: Clarifying and Probing Questions

    6. Learning Log: Reflection #7

    7. Learn: STRIDE Ideation and Decision Making Demonstration

    8. Learning Log: Reflection #8

    9. Quiz

About this course

  • 74 lessons

Audience

Who is this course for?

  • Middle Leaders and Teachers in International Schools

    Middle leaders and teachers who want to build relationships as peers at the middle leader-teacher level and at a teacher-student level to strengthen their community for learning.

  • Instructional Teams

    Middle leaders and teachers who want to work as a team to develop learning-focused behaviours, and who want to make shifts in their approach to supporting particular groups.

  • Early Career Teachers and Trainees

    Early career teachers and teacher trainees can benefit from taking this course as part of a team.

Learning Outcomes

What will you be able to do upon course completion?

  • Establish and maintain positive, inclusive, and appropriate learning-focused relationships and behaviors in your classroom and learning community.

  • Apply approaches and techniques for establishing high expectations, routines, and boundaries that support a positive culture for wellbeing and learning.

  • Demonstrate understanding of positive behaviour and relationship management nuanced to your school and host country culture.

  • Directly impact your own practice to nurture a positive transformative learning culture of excellence in your own context.

Impact on Learning

How will this course have a positive impact?

It is essential to have high expectations and establish positive relationships and behaviours. You will leave this course with the knowledge and skills to establish and maintain positive learning-focused behaviors and relationships that are fundamental to building a positive and transformative learning culture of excellence. You will leave this course as a champion to community building and supporting members to collectively build a culture or ethic of excellence.

Meet the Course Designers

Michael Iannini

Michael Lannini is Leadership Development Facilitator of the Association of China and Mongolia International Schools, as well as a Contracted HR PD Coordinator for China at Search Associates. Expert in areas including professional development, leadership training, school governance and strategic planning, Michael is an affiliated Council of International Schools consultant. Michael’s 20-year education journey began as a research assistant at Arizona State University’s Child Development Laboratory, where he was an early years educator and researcher. Since moving to China in 1999, originally as an Early Years Teacher, he has advised and trained the boards and leadership of hundreds of International Schools across Asia. Michael’s first book, Hidden in Plain Sight: Realizing the Full Potential of Middle Leaders, is the foundation for all his leadership development work. Since writing this book, he has also launched a website called Middle Leader, where he writes regularly on school leadership.

Barbara Mui

Barbara Mui is a Secondary School English teacher and Grade-Level-Leader at The Independent Schools Foundation Academy in Hong Kong and an International Baccalaureate (IB) examiner. Since graduating with a Master of Science in Teaching English as a Second Language (TESOL) from Fordham University Graduate School of Education in 2005, she has worked in primary, secondary and higher education institutions. She has 18 years of teaching experience in the United States of America and China and has experience in leading professional development workshops in the area of Language Acquisition.

FAQs

What are you still wondering?

  • Is this a certified course?

    Yes. Certification is awarded by MiniPD, from Faria Education Group.

  • What do I need to do to gain my certificate?

    You will need to complete all modules, learning activities in practice, and checking for understanding final assessment.

  • What certificate will I receive?

    You will be awarded the Certificate of Completion in 'Positive Behaviour and Relationship Management in International Schools'.

  • Can MiniPD courses count towards my continuing education requirements?

    MiniPD is partnering with Kent State University, a R1 university in the United States, to grant graduate credits for completing MiniPD courses. To receive graduate credits, the learner must complete a required number of MiniPD Core or MiniCourses, and submit the completed MiniPD Learning Logs for each course. Details of the credit application process can be found at https://www.kent.edu/ehhs/offices/pd/minipd-courses. Please check with your license issuing authorities for details on the number of credits needed for your license renewal.

  • How can I continue learning?

    You will be presented with suggested pathways to support continued learning. These will include carefully designed resources, MiniCourses, and personalized coaching conversations.

  • How can my school leverage the learning and amplify impact?

    We can support you to implement this course in your own school with suggested approaches for interleaved professional development days, professional learning communities, and ongoing job-embedded peer learning structures.

Connect With A Coach

Connect with coaches who have extensive experience in behaviour and relationship management. They are here to support you make positive changes in your practice!