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    Travel is a part of the regular operations at International Schools - whether staff travelling from their home country to the school, or students going on international trips when travel is involved, so are risks. It is a key legal requirement with significant implications that risks associated to travel are mitigated. Now the International Organization for Standardization (ISO) has created framework to guide organisations on managing travel risks. It is scheduled for release in the fall of 2021 - soon! While travel risk management has been a key part of an organisation's legal, compliance and duty of care responsibilities for some time, this is the first globally recognised standard. Meeting these standards will showcase your school's commitment to traveller safety, help you stand out as an employer and school of choice, and provide peace of mind to your travel managers, staff and families that you have mitigated all foreseeable risk. Join Sara Shaw from World Travel Protection, Director of Distribution and Partnerships as she explains what will be covered by ISO 31030 and the benefits of following the standard. Protecting personal data, intellectual property and assets Reducing legal and financial exposure Enabling business in high-risk locations Enhancing your school's reputation and credibility Contributing to business continuity capability and organizational resilience Improve confidence in travel-related health, safety and security arrangements Sara will also introduce how World Travel Protection can provide further support to schools looking to mitigate their travel risk. We would recommend this webinar for school leadership teams, operations, administration, travel management and anyone who might be responsible for planning school trips.
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    As we face the social emotional fallout of Covid-19, looking after oneself AND after each other is important for wellbeing. CreatePositive discusses three aspects of community wellbeing critical for coping in times of uncertainty. Nourishing psychological safety, care and belonging. Navigating difficult emotions Using personal character strength to drive hope and a positive outlook. Elke Paul (PhD) and Tamara Lechner from CreatePositive will share insights to guide International Schools through these challenging times. Please REGISTER HERE Bios: Elke Paul (PhD) Elke Paul is an international wellbeing education expert. She holds a PhD in Comparative Education, a Master in Education & Social Anthropology, a university degree (Diplom) in Social Pedagogy, a Certification in Positive Psychology, she is a Senior Yoga and Meditation instructor and previous studio owner. Dr. Paul specializes in mental health education, offering school consultancy and Professional Development. She has done research on and worked for more that 30 years with schools in Europe, USA, Asia and Australia. She is on the Board of the Spirituality and Meaning Division at IPPA (International Positive Psychology Association). She Is Co-Founder of CreatePositive, an international EdTech Startup to realize her vision of compassionate wellbeing education at scale. Tamara Lechner Tamara Lechner is a Global Positive Education Business Developer with more than 30 years of experience. She has worked for educational wellbeing industry leaders like The Institute of Positive Education at Geelong Grammar School in Australia, and the Centre of Positive Education in the US. as the Canadian representative or lead sales developer. She has written numerous wellbeing curricular for wellbeing companies, NGO’s and school organisations. She is a mental health education book author, blog writer and a serial entrepreneur for flourishing businesses. Tamara holds a BA in Interdisciplinary Studies with marketing, psychology and global business focus. She is Co-Founder of CreatePositive to scale wellbeing and spread her contagious happiness. Meredith Herold Meredith has extensive experience in both the private and public sector including Hospitals, community and in particular international school setting. She is a registered nurse specialised in paediatrics, midwife and maternal and child health nurse. In addition, she has qualifications in Health and Safety. Meredith has worked in Australia, and across Asia. She has developed process and strategies to support schools in ensuring staff are competent and students are safe. In addition, provided onsite competency reviews, audits, mentoring and training to assist moving schools forward in a competitive international market. School_Collaborative_Mental_Health (1).mp4
  5. Key Takeaways Students benefit from in-person learning, and safely returning to in-person instruction in the fall 2021 is a priority. Vaccination is currently the leading public health prevention strategy to end the COVID-19 pandemic. Promoting vaccination can help schools safely return to in-person learning as well as extracurricular activities and sports. Masks should be worn indoors by all individuals (age 2 and older) who are not fully vaccinated. Consistent and correct mask use by people who are not fully vaccinated is especially important indoors and in crowded settings, when physical distancing cannot be maintained. CDC recommends schools maintain at least 3 feet of physical distance between students within classrooms, combined with indoor mask wearing by people who are not fully vaccinated, to reduce transmission risk. When it is not possible to maintain a physical distance of at least 3 feet, such as when schools cannot fully re-open while maintaining these distances, it is especially important to layer multiple other prevention strategies, such as indoor masking. Screening testing, ventilation, handwashing and respiratory etiquette, staying home when sick and getting tested, contact tracing in combination with quarantine and isolation, and cleaning and disinfection are also important layers of prevention to keep schools safe. Students, teachers, and staff should stay home when they have signs of any infectious illness and be referred to their healthcare provider for testing and care. Many schools serve children under the age of 12 who are not eligible for vaccination at this time. Therefore, this guidance emphasizes implementing layered prevention strategies (e.g., using multiple prevention strategies together consistently) to protect people who are not fully vaccinated, including students, teachers, staff, and other members of their households. COVID-19 prevention strategies remain critical to protect people, including students, teachers, and staff, who are not fully vaccinated, especially in areas of moderate-to-high community transmission levels. Localities should monitor community transmission, vaccination coverage, screening testing, and occurrence of outbreaks to guide decisions on the level of layered prevention strategies (e.g., physical distancing, screening testing). For more information and details, please visit the CDC Website at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html?utm_campaign=June%2FJuly Brand Recognition&utm_medium=email&_hsmi=140164645&_hsenc=p2ANqtz-_Wk4u-QrSo37Hs04UeQaHofqTTlrT3-xaqJB48MJlA7okdWwENGAO7cKJcifhBJNy5OrFABmn6uBEUcfISlvoSYMgxYCCUXrkkAUHJT-cMD-ceNp4&utm_content=140164645&utm_source=hs_email
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    Hosted by Meredith Herold of Penbrae Consult with the expert support of Douglas Walker, Ph.D., the overarching goal of this interactive conversation is to uncover and disseminate innovation through the insight that each mental health professional brings to the round table. Portions of this roundtable discussion have been purposely unscripted to facilitate authenticity and bring to light unexplored perspectives from across the globe. Acknowledging that mental health and wellness is vital to whole-child health and learning potential, school administrators, educators, mental health professionals, and nurses are invited to contribute to the session through interactive discussion and collective problem-solving. Viewed as a first of many future roundtable School Collaborative webinars, themes gleaned from this session will help guide future virtual roundtables focused upon school community mental health and wellbeing. This event is a closed event, however the summary will be shared on The School Collaborative.
  7. As part of our recent Webinar Series - Returning to Normal in COVID Times at International Schools – Kevin Lloyd of The School Collaborative held a discussion with Ben Cooper of World Travel Protection to address a variety of concepts on how schools can support student travel, trips and events, including: Duty of Care for schools Insurance and supporting resources Risk assessments Awareness of changing environments during travel Communications Bus travel Our panel included: Ben Cooper – International Travel Risk Management Expert – World Travel Protection Kevin Lloyd – Founder – Together School Overview During the pandemic international schools are all in the same storm, albeit in different boats – as such to help us navigate, sessions such as this hosted by The School Collaborative can help to share and learn. International trips and events with schools from other locations are a main part of the experience attending an international school. Since the start of the pandemic, these have all come to a halt and most schools are expecting a return of these experiences before the winter of 2021/22. CONSIDERATIONS Risk Assessment for International Trips Unlike a local or domestic trip, where many of the risks can be easily identified and planned for, international trips have many more uncertainties. Many resources exist that schools can draw upon; however, these are fragmented, require a proactive effort, and require interpretation to effectively assess and plan to mitigate risks. Controlled or uncontrolled environments: When sending students on a school trip, it is important to consider whether the environment that your students and staff will be in is controlled or uncontrolled as this will impact your overall assessment. In most cases, the situation will be mixed. For example, there will be an uncontrolled route to a destination, then at the destination they may have a controlled environment, such as a host school or a hotel. Duty of Care Schools have a “Duty of Care” at all times, including whilst on school trips that must be considered. In doing so, schools need to avoid negligence when planning trips. Risk assessment and mitigation are important elements of preparation for these trips. Reasonably foreseeable: Schools need to consider what are the risks specific to the location they’re travelling Reasonably practicable: Schools need to consider what can be reasonably mitigated and what cannot. Schools generally have an obligation to consider the “reasonably foreseeable risks”, to mitigate the “reasonably practicable risks” and finally to understand those that remain. As part of the school’s planning and preparation, they should have tools and processes in place to address issues, especially the unmitigated risks that remain. Resources exist that can provide expertise in planning, preparation and support such as those of World Travel Protection. They can remove a great deal of these concern as well as reduce the time and resources needed from the schools to plan for the trip . Insurance Schools need to have their travel and medical insurances in place, which mitigates most of the financial risk. Your insurance may also provide some support to help manage incidents when they arise at your destination. Rarely, however, does insurance help you before the trip begins. Preparation is a major challenge when travelling into overseas environment, and now more complex than ever with COVID-19 and other related risks that need to be mitigated and monitored. Schools should consider travel risk mitigation solutions that include support for both pre-trip preparation as well as for incidents that occur during the trip and at the destination. These resources with global access to expertise, information, and technology, can help schools to better assess risks, plan travel, and manage trips in ways that mitigates risks and provides support when incidents occur. It also helps to and give parents peace-of-mind and protect the school’s reputation. The impact of COVID-19 COVID-19 has highlighted how fast conditions can change. Regulations, procedures, etc., can change from one day to the next and this has raised concerns as to how schools will handle these challenges on a trip. Although COVID-19 has made schools focus more on the need to prepare, the requirement is really the same now as it has always been. After the pandemic, these same efforts must remain in place too. One significant challenge that COVID-19 has created is that schools are challenged to keep on top of all the information that exists, and this is expected to remain the case for the foreseeable future. Therefore, having a resource available that provides global access to the current local threat and regulations related to COVID-19 is so important for schools. Communications For any trip, schools should have in place an effective means to communicate with all parties in the community. Incidents happen, parents worry and communicating effectively is of paramount importance, especially when children are involved. Social media is fast and students, if they have access to it, will share information that may be harmful to the situation and cause undue stress for those involved. Being able to inform school management, students, staff, and families quickly via official school channels is very important. It builds trust, reassures parents, limits rumours and maintains the trust and reputation of the school. Note that schools should not rely upon social media or tools such as WhatsApp – these tools are not official channels and are not owned by the school, so data and information can get out to people who should not have it. Considerations for bus transportation: Consider how you vet the bus operator, drivers, etc. Plan your journey as much as possible in advance – such as planning stops, bathroom breaks, food breaks, etc. so you’re not stopping at a random location. How are you keeping track of the students on the bus – when they get off / get back on, etc.? Always know the status of your students to be sure you have not lost a child.
  8. Best practices within the school community includes the utilization of a Campus Resiliency Team (CRT) or sometimes referred to as a Crisis Management Team or Emergency Action Committee, etc. This group, regardless of its title, not only convenes in response to potential or actual crisis or emergency situations, but also meets on a regular basis to plan and discuss overall safety, security and emergency preparedness policies and strategy that will lead to a more resilient organization. This wider group of stakeholders serves as a “force multiplier” for the direct hire employees charged with managing these programs on a daily basis and assists the campus directors in determining that the right assets, resources and emphasis are placed for all life-safety and business continuity programs. Convening of this group also allows the risk management personnel to seek “buy-in” from other stakeholders early in the process of strategy and policy development, making successful implementation more likely. A regular, recurring schedule of CRT meetings should be established where risk is the main topic. Items of discussion may include safety, security, emergency preparedness, child protection, emergency communication, policy and procedure development, mitigation strategies, training and drill regimens, risk elements of off-campus travel or after-hours activities or special event planning among other topics. The Campus Resiliency Team is responsible for working with all campus stakeholders to design, implement and manage the Emergency Planning Management (EPM) program and ensure the school is prepared to quickly deal with incidents and emergency situations and to prevent them from becoming a crisis. The number personnel assigned to the CRT depends on the size of the school but typically ranges from six to twelve. An industry best practice would be that each position also has a designated and trained back-up. Key suggested CRT positions include: CRT Leader: The Head of School does not necessarily need to lead the CRT, however, the school leader selected for this critical position needs to have clear delegation of authority from the Head and/or Board to manage any incident response. The most critical aspect of this position is to ensure that all aspects of the EPM program are maintained and that stakeholders are continuously trained on response protocols. EPM Coordinator: The EPM Coordinator is responsible for the administrative side of the EPM program and ensures program activity is well documented, updated and coordinated across the school community. Some of their duties would include: o Working with the leadership team to assign personnel to the CRT o Assisting the CRT with the development and vetting of appropriate emergency response protocols to counter the identified threats and hazards o Scheduling and monitoring emergency response drills to ensure all stakeholders are appropriately trained o Documenting all aspects of the EPM program o Ensuring emergency supplies are maintained and in a state of readiness o Maintaining emergency contacts o Tracking and coordinating all safety/security related audits and inspections o Tracking and documenting incidents Operations/Facilities Coordinator: The Operations Coordinator is best filled from a member of the facilities management team and would be well versed in building and maintenance operations. Public Information Officer: A best practice would be that the Head of School or CRT Leader not be the one designated as the main spokesperson for the public and media during an incident or crisis. This position should be filled by a school representative who has been trained on how to deal with the press and media. Security Coordinator: Someone from the school security staff should always serve on the CRT. Medical Representative: The School Nurse or Counselor should always be a member of the CRT. Finance Representative: Someone who has the ability to make emergency purchases, such as a representative from the school finance office, should always be a member of the CRT. Athletic Director: Whoever is responsible for or works with the after-school activities program, often referred to as the Athletic Director, should be represented on the CRT. Academic Leaders: One or more Principals or Assistant Principals/Deans should be assigned to the CRT as well. Every school should determine their CRT staffing based on their size, magnitude of threats and hazards (past and future), and level and speed of response from fire, police, HAZMAT (hazardous material), and other emergency responders. Schools should also ensure that every position on their CRT has a dedicated back-up in the event a CRT member is not present during an incident response. While the CRT develops multi-hazard response protocols for most threat responses, many incidents still require that certain management functions be performed. The situation must be identified and assessed, a plan to deal with it developed and implemented, and the necessary resources procured and paid for. Regardless of the size of the incident, these management functions still will apply. There are five major CRT functions that are critical for incident responses. These functions include: Incident Response: Sets the incident objectives, strategies, and priorities and has overall responsibility for the incident. Operations: Conducts operations to reach the incident response objectives. Planning: Supports the incident action planning process by tracking resources, collecting/analyzing information, and maintaining documentation. Logistics: Provides resources and needed services to support the achievement of the incident objectives. Finance & Administration: Monitors costs related to the incident. Provides accounting, procurement, time recording, and cost analyses.
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    International schools who operate a school transportation service have a wide range of considerations when it comes to ensuring the safe and efficient operations of a transportation service. A well run, safe and trusted transportation service can lead to a more positive overall image of your school, increased enrolment and a positive ROI. School leadership is often challenged by their transportation service as they often lack experience or insights to managing a transportation service which can lead to oversights that leave students and staff in difficult or even unsafe situations. Many schools today are faced with lower transportation usage due to safety concerns stemming from COVID-19. Our panel of experts will share insights and solutions schools can consider to provide a more safe and efficient transportation service that parents trust, including: importance of the status of all buses and students at all times the ability to effectively communicate to staff, students and parents ensuring that drivers, monitors and other staff are appropriately vetted and trained considerations for transport operators related to operational safety and efficiency. Operating a safe and secure school transportation service at international schools is often a vital means of getting students to and from your school. Join our panel of experts to gain insights on how to improve the safety, efficiency and trust in your service. REGISTER HERE Our panel: Matt Harris, Ed.D.’s experience and expertise lie at the nexus of technology, schools, and the global education landscape. Currently, Dr. Harris is the Co-Founder and CEO of ChildSafeguarding.com, an e-learning company that offers child abuse prevention education to support staff and parent volunteers in all schools around the world. The course meets the needs of all learners regardless of literacy level, geography, or language. Previously, Dr. Harris worked as an educational leader and teacher in schools and universities in North America and Asia. He served as Chair of the Board of Directors for the International Society for Technology in Education (ISTE). Dr. Harris is an Apple Distinguished Educator, Microsoft Innovative Education Expert, Google Certified Innovator, and Common Sense Education Ambassador. Kevin Lloyd has been working with leading technology companies Nokia, Ericsson, Sony Ericsson and Siemens in mobile enterprise communications for 25 years prior to focusing on support for international schools 6 years ago. Kevin is the Co-Founder and CCO of Together School. A solution that improves safety, efficiency and engagement at international schools by putting the right information into the relevant person's hand at the right time. Together School's solution does for schools, what an airline app does for airlines. Linda Howard is the Managing Director of School Transport Management International who provide 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. Linda has worked 20 years in school transport, specializing in best practice 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.
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    This is the third of a 4-part series of webinars addressing the need to return schools to normal during COVID times. Moving forward and out of the global pandemic it remains uncertain if or when COVID-19 will cease to be an issue. COVID-19 impacts international schools in a variety of ways and one that should not be overlooked is the impact this continues to take on students. Our panel will address a variety of scenarios along with insights on how to support your students in these difficult times. Panelists: Meredith Herold - Penbrae Consulting Dr. Elke Paul - CreatePositive Dr. Doug Walker - Chief Programs Director of Mercy Family Center Register Here for this Webinar Panelist Bio's Dr. Elke Paul Elke is an international wellbeing education expert. She holds a PhD in Comparative Education, a university degree (Diplom) in Social Pedagogy, a certification in Positive Psychology and she is an experienced Yoga and Mediation instructor. Dr. Paul has lived and worked in Europe, USA, Asia and Australia and has gained deep insight into international wellbeing school transformation. Committed to human skills learning, Dr. Paul is currently launching the startup CreatePositive with an interdisciplinary team, to realize the vision of wellbeing in education at scale. Dr. Doug Walker Doug is a Clinical Psychologist and Chief Programs Director of Mercy Family Center, in New Orleans, Louisiana, USA In response to Hurricane Katrina in September of 2005, Dr. Walker created Project Fleur-de-lis, New Orleans’s largest school-based mental health program devoted to students struggling emotionally and academically in the years following the storm and destruction. Since the creation of Project Fleur-de-lis, his experience and expertise in assisting individuals and communities exposed to man-made and natural disasters has grown to include training and consultation in twenty-five countries. He has been particularly active within the international school community having served as technical advisor to the US State Department’s Office of Overseas Schools and Guyana’s Ministry of Health to assist in the dissemination of trauma-focused, evidence-based practices. In 2016, Dr. Walker completed a Fulbright Specialist Scholarship in Fukushima City, Japan where he conducted lectures in disaster mental health, and collaborative research into peer-to-peer support post-2011 Tōhoku earthquake, tsunami, and level 7 meltdown at the Fukushima Daiichi Nuclear Power Plant. He functions as an Afflicted Consultant for the Council of International Schools (CIS), is a member of the International Child Protection Task Force, and contributes to the efforts of The Centre for Missing and Exploited Children (ICMEC) as a member of their Rapid Response Team.
  11. 210427 The School Collaborative - Staffing Webinar.pptx Attached are the slides for our most recent webinar
  12. Thank you to everyone who attended yesterday's webinar. We had some wonderful conversations with a panel and will continue our discussions and support around this area. Our webinar covered the following: Moving forward and out of the global pandemic it remains uncertain if or when COVID-19 will cease to be an issue. COVID-19 impacts international schools in a variety of ways and one that should not be overlooked is the impact on staff – recruitment, mobility and travel all have significant implications that are exasperated as a result of COVID-19. Our panel addressed a variety of scenarios and provided insights on how to manage staff recruitment and mobility in these difficult times. Topics discussed included • International Recruiting • Mobility • Travel Our Panelists where: The Classroom Partnership Sapna Gore – Associate Director – International Teaching Partnership Alison Colville – Director – Permanent Staffing Solutions – The NQT Partnership Georgie McIntyre – Director of Learning and Development World Travel Protection Sara Shaw - Partnership Director, Australia Rodger Cook – GM, Global Security Services International Schools Partnership Jackie Watson - Group Head of Talent Jo Pertwee - Head of People Operations
  13. Introduction COVID-19 will be with us for the foreseeable future and its impact on international schools will continue. The virus itself is evolving, the science related to the virus, to vaccines, and to testing is also evolving. Although the pandemic is global, mitigation of the impact of the virus needs to be managed at a school and local level. A current understanding of the situation with the virus will enable schools to implement up to date mitigation strategies. These strategies should incorporate vaccinations, screening, process and procedures as well as communications. Our Panel on April 15th included: Dr David Teo – Regional Medical Director, Asia for International SOS Colin Brown – Founder Nex.D, COO Skoolbo, Edtech investor Andrew Duffield, Group Health and Safety Director, International Schools Partnership (ISP) Our expert panel shared insights to help mitigate the impact of COVID-19 at International Schools as a framework. Key points include: Need to be aware of the status of the pandemic in the local community Use of screening tools and procedures will remain an important component A policy on vaccinations will be important, including requirements and verification. Schools need to have a plan to shield their vulnerable / non-vaccinated population Integrated communication strategy is vital to ensure clarity and secure trust at your school You will find further details below on the Mitigation Framework. Background Virus – it continues to evolve New waves can be expected into 2022 Children are increasingly infected and symptomatic 11.2% of cases in USA in 2021 5 Times more likely to be admitted to hospital in India in 2021 50% of children in India in one study had antibodies Mutations Reason for new flu vaccines annually is due to mutations Every 50K cases, going to get a mutation Impact of a mutation can be that the virus: becomes more infectious weakens and coexists with humans like the flu virus kills the virus The mutations of concern those that become more infectious those less susceptible to anti-bodies, making current vaccines less effective Vaccines Vaccine development was very fast and now new candidates are coming very quickly Likely situation is that for the forceable future, boosters are likely necessary None of the vaccines have 100% efficacy You can still catch the virus when vaccinated, however it makes the symptoms less severe Some protection is better than no protection The best vaccine is the vaccine that you can get You will always have a Non-vaccinated population Currently for people 16 and above - By September / October possible down to 11 years of age Testing RT-PCR and RT-LAMP These tests have been around a long time with a demonstrated history PCR tests are relatively slow and do not scale Technology is coming now to automate and bring PCR testing closer to the consumer. LAMP tests are faster and better suited for “point of care” Countries are more likely to rely upon proven tests Rapid tests (Lateral flow tests) All new and have only be tested against COVID-19 Reliability is still now well known Easier to scale Before using these, it is important to understand the viral load within the community. Antibody testing is still evolving, may not effectively address new mutations and as such may not be beneficial nor recognised in your country. Follow local guidance. The evolution of testing is going to help countries to better understand the situation with the virus which may impact how schools address this. Vaccination passports / status certification Standardisation efforts are underway. Many variations of a passport or COVID status certification exist What is official should be based on local regulations Digital is optimal as then this information can be easily verified by the school when needed – trips, use of facilities, bus access, etc. Vaccine Considerations for International Schools A vaccination strategy should be part of your schools Business Continuity Plan. Those eligible for the vaccine should get the vaccine – consider vaccinating or requiring vaccinations for people who will visit your campus, but also consider the laws of your country as preventing access due to not being vaccinated could be considered discrimination – staff, contractors, parents and students that are eligible. Verification of vaccinations may present a challenge due to the International the make-up of the school community – people are coming from various countries with different laws, different vaccines, different tools for verification. Local laws should form the basis and as above consideration needs to be given to local law so that you do not discriminate. Remember to shield those who cannot be vaccinated – health issues, age, etc. Mitigation framework for International Schools Understanding the status Be aware of the country’s situation in terms of the virus. Case levels will impact the benefit of testing and should influence your strategy. Keep informed as to the progress of the pandemic - vaccines, testing, laws and other mitigation tools - these are changing and evolving quickly. Understand and follow local laws and regulations Be aware of and leverage local resources – can increase the tools available to mitigate and lower your costs. Consider use of testing and vaccination centres if they are near by Check what funding might be available to the school from local governments Access local information sources and consider how to share this information with your community (language and comprehension can be a concern). Local resources and authorities - utilise where possible for testing, vaccinations, etc. Recognise your school community is not likely well informed of the local situation and local laws. Although a simple concept, this is very important! Your parents and staff may get their guidance from their home country, their personal network and then share within your community. Understand your countries laws around discrimination (what is permitted in respect of vaccinations etc.) Screening Contact-tracing - utilise tools such as an App or portal to capture information. Who has been on campus, on the school bus, etc., You may need to review this after several days and as such a digital resource is optimal. Self-reporting - your school should require some level of self-reporting. The situation with the virus in the country will help dictate to what level. ie, where high numbers of infections are present, a daily report may be necessary. Where it is low, reporting on travel, etc., may be the priority, Again consider the use of a digital tool such as an App or portal. Testing - follow your local country's guidance on testing as a starting point. A variety of models for testing exist depending on requirements for your school. For reliability, consider PCR or LAMP tests. Pooling of tests is possible. Testing is evolving so remain aware of the progress with testing technology. Temperature screening - Schools have indicated that this has not been overly effective however it is visible and establishes trust. Vaccinations Have a policy on vaccinations and communicate the policy clearly. Consider A vaccination requirement – must meet your local legal requirements and limitations Verification - this will be complex as certification varies from country to country. Local law should be the basis for what you can accept. Shielding Consider who your shielding - your school will always have a vulnerable population (non-vaccinated due to health, age or other limitations) Ongoing barriers should continue to be part of your shielding efforts such as social distancing, masks and hygiene tools Disinfection gates are getting increased attention now and something that the school can consider Integrated Communications An Integrated communications strategy needs to be part of your mitigation strategy - it is the tool you have to create confidence and to ensure clear understanding. Communicate early, often and consistently Should support buy-in and understanding Be positive, encouraging and supportive. Utilise your communications channels appropriately - website, email and a mobile app should all be part of your strategy Website – regulations, process and procedures Email – updates where documentation delivery and archiving are necessary The mobile App should be a key component and be integrated to your varied school tools. We would recommend the use of a School Compact Must be signed by all members of the school community Outlines school policies and regulations including explanations. Be clear about what information is required, what information you will share and where you may be restricted (Privacy). This will instil confidence and support. It will also simplify enforcement For those who participated in the live webinar, due to a technical problem our Chat function was disabled preventing questions from being asked. Please post any questions you may have had on this site and we will respond. Should you wish to get directly in contact with any of our expert resources, contact details are below: International SOS – sin.marketing@internationalsos.com International Schools Partnership – aduffield@ispschools.com Nex.D Partners – colin@nexd.partners Together School – kevin.lloyd@togetherschool.com The actual recording can be found here - Meeting Recording: https://us02web.zoom.us/rec/share/GCIHRZuZ77xWP9B8yB2TS4gec5me2qX8Tb_EkslDpOHYz_q9tdq82JCFptotGGRL.apglMQTYyQG0UTiY
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    For access to this session, please follow this link - https://us02web.zoom.us/meeting/register/tZEqceuqrzMpHNS8zMC8ztdTjsMbndJZfufK
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    COVID-19 has strained resources at schools due to changing regulations, schedules impacting routes and requirements for the health and safety of staff and students. Technology has been the enabler for schools to deliver a quality transportation service despite these disruptors. Join our discussion with Carlos Guerrero, International School Transportation and Operational Risk expert in program development, policy writing, and crisis response planning related to student travel, campus safety, child protection, and medical response. He will share insights on how technology can help to: improve safety through documenting and sharing create efficiency through cost saving tools including route planning support engagement by communicating relevant information such as schedule and procedural changes. This Round Table session will be limited to a maximum of 4 schools. Please register below if you intend to join. This event is free of charge.
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    The fourth of our series on Returning to Normal in COVID times at international schools. At international school opportunities for international trips is a key component of the experience offered. Whether class trips, sporting events or other competitions, the opportunity to travel has been a normal, expected and important offering. COVID-19 has halted this opportunity for students. Going forward, it is expected these opportunities will resume, however with new challenges. Our webinar today will interview Ben Cooper of World Travel Protection who will explore implications and share insights that schools can consider as they endeavour to offer international experiences to their students, whether hosting events on campus or sending students abroad. Please Register Here for This Webinar Ben Cooper - International Travel Risk Management Expert - World Travel Protection EMEA World Travel Protection’s Ben Cooper’s responds when asked what he does for a living is “I work with an amazing company that gets people home when they are ill, injured or unsafe overseas.” Ben was drawn to work in travel risk management by his fascination with geopolitics, which plays an important part in assessing travel risks. The majority of Ben’s career has been spent supporting organisations with projects in remote, high risk or logistically challenging environments, from offshore wind farms and oil rigs to onshore remote research projects and mine sites. As Head of Sales & Commercial across Europe, the Middle East and Africa, Ben works closely with clients from the company’s UK base. According to Ben, WTP’s clients come from a diverse range of businesses, including universities, security firms, travel management agencies, business continuity advisors and human resources consultants. Working closely with clients means Ben is always managing unusual and exciting projects, often with complex logistical arrangements. Whether a film crew in a COVID-19 environment or university students travelling to high-risk locations; various layers of support and risk mitigation are involved, for travel and at the locations.
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    The fourth of our series on Returning to Normal in COVID times at international schools. At international schools opportunities for international trips is a key component of the experience offered. Whether class trips, sporting events or other competitions, the opportunity to travel has been a normal, expected and important offering. COVID-19 has halted this opportunity for students. Going forward, it is expected these opportunities will resume, however with new challenges. Our webinar today will interview Ben Cooper of World Travel Protection who will explore implications and share insights that schools can consider as they endeavour to offer international experiences to their students, whether hosting events on campus or sending students abroad. Please Register Here for This Webinar Ben Cooper - International Travel Risk Management Expert - World Travel Protection EMEA World Travel Protection’s Ben Cooper’s responds when asked what he does for a living is “I work with an amazing company that gets people home when they are ill, injured or unsafe overseas.” Ben was drawn to work in travel risk management by his fascination with geopolitics, which plays an important part in assessing travel risks. The majority of Ben’s career has been spent supporting organisations with projects in remote, high risk or logistically challenging environments, from offshore wind farms and oil rigs to onshore remote research projects and mine sites. As Head of Sales & Commercial across Europe, the Middle East and Africa, Ben works closely with clients from the company’s UK base. According to Ben, WTP’s clients come from a diverse range of businesses, including universities, security firms, travel management agencies, business continuity advisors and human resources consultants. Working closely with clients means Ben is always managing unusual and exciting projects, often with complex logistical arrangements. Whether a film crew in a COVID-19 environment or university students travelling to high-risk locations; various layers of support and risk mitigation are involved, for travel and at the locations.
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    This is the second of a 4-part series of webinars addressing the need to return schools to normal during COVID times. Moving forward and out of the global pandemic it remains uncertain if or when COVID-19 will cease to be an issue. COVID-19 impacts international schools in a variety of ways and one that should not be overlooked is the impact on staff – recruitment, mobility and travel all have significant implications that are exasperated as a result of COVID-19. Our panel will address a variety of scenarios along with insights on how to manage your staff in these difficult times. Specifically, we will address: • International Recruiting • Mobility • Travel Panelists: The Classroom Partnership Sapna Gore – Associate Director – International Teaching Partnership Alison Colville – Director – Permanent Staffing Solutions – The NQT Partnership Georgie McIntyre – Director of Learning and Development World Travel Protection Sara Shaw - Partnership Director, Australia Rodger Cook – GM, Global Security Services International Schools Partnership Jackie Watson - Group Head of Talent Jo Pertwee - Head of People Operations Please Register Here for this Webinar Bios Rodger Cook – GM, Global Security Services Rodger joined World Travel Protection (WTP) in 2020 as Security Director in the Brisbane-based Command Centre. He works closely with clients that come from a diverse range of businesses, including universities, security firms, travel management agencies, business continuity advisors and human resources consultants, to identify potential travel risks and provide expert security advice and support. “No two days are the same. One minute I can be discussing the needs of a global resources company, and the next I can be talking to a high school about their upcoming excursion to Paris,” says Rodger. “Working in travel risk management is about being pragmatic. You need to understand that, for the vast majority of travellers, their trip will go as planned; what you need to be prepared for when things don’t go to plan. That is, when things start to slip away, you need to have an assistance company or some structure to help you stay safe and recover.” Rodger has valuable experience gained in some of the worlds hot spots including places like Rwanda, East Timor and Iraq. He has held senior roles for mining, oil and gas companies, living and working in Indonesia, Madagascar, Zambia and Papua New Guinea.” That depth of experience, and having worked client-side before joining the travel assistance world, means Rodger understands what clients are looking for when it comes to developing a robust travel risk management program. Sara Shaw - Partnership Director, Australia Alison Colville, Director – Permanent Staffing Solutions Alison has been in the Recruitment Industry for over 30 years recruiting across all sectors of Commercial, Industrial, Healthcare and Education for large Corporates such as Adecco, Manpower and Blue Arrow and niche brands including her current role with The international Education Partnership part of The Classroom Partnership. Sapna Gore – Associate Director – International Teaching Partnership Sapna brings over 8 years experience in Education Recruitment where she has worked in staffing and recruiting. Sapna brings to this role a broad base of experience including Customer Relationship Management (CRM), Sales Management, Consultative Selling, and Customer Service. Sapna has worked both across the UK and internationally in staffing and recruitment. Georgie McIntyre – Director of Learning and Development – The Classroom Partnership Georgie as Director of Learning and Development is developing The Classroom Partnership’s learning and development strategy and product portfolio for both the UK and International school community. With a foundation of teaching, Georgie has worked in the International School Community for over seven years. Her previous roles and experience highlights include Chief Learning Officer for the ECIS and the Head of Training for Cambridge Assessment International Education. Jackie Watson - Group Head of Talent - International Schools Partnership Jackie has recently joined International Schools Partnership bringing a wealth of experience as a board level HR Director with global experience of working in blue chip organisations. An HR generalist with specialist knowledge of mergers and acquisitions, leadership, OD, culture change, attraction, retention and succession strategies. Extensive experience of Board level facilitation, team building and coaching. Experience includes non-executive Directorships. Jo Pertwee - Head of People Operations - International Schools Partnership Jo joined the International School Partnership (ISP) as Head of HR UK in May 2019 before moving into her current role at the beginning of 2021. She has over 20 years’ HR experience in generalist, recruitment and consultancy roles and it was her passion for learning and education that led her to join ISP. Originally from North Norfolk, but now based in east London with her family, she is also Chair of Trustees for a local charity.
  19. 2020-2021 in education has been like no other. Education has seen a huge step change forced upon it over the past year through COVID-19. The education world, by nature, is dynamic however it has been required to flex, adapt, and refine delivery and activities. Here in the UK, alongside our international colleagues, we approach the anniversary of COVID-19 restrictions. Resilience and determination are phrases persistent throughout our daily interactions and the most robust individuals are having to find the positivity to persevere with conviction. Talking to our schools’ community here are some of the emerging trends for 2021: Flexibility in school models and online delivery The education system has seen a significant shift over the past year with glimpses of permanent advancement within our educational community practice. Although there are challenges, digital learning in education has leapt forward at least a decade and it looks as if “learning anytime, anywhere” has staying power. Terms such as blended learning and flipped classroom have been shared across the education community for some time, with varying successful attempts to formally embed them within the school working day. In reality, we witnessed transformational change of our schools to a flexible virtual model overnight requiring investment in both human resource alongside hardware and software. Given the significant time and investment spent, it is difficult to imagine the modules, systems and success stories that have worked well are not here to stay. We have seen a massive shift in teaching delivery models requiring flexibility in the structure of daily school activities. Despite a focus on schools shifting to a virtual environment and the challenges recognised, we are now identifying a large proportion of students who have thrived in these virtual environments. Microlearning There has been frequent debate regarding the need to prepare our learners for future roles that may not exist yet. A growing trend may be the answer to prepare our work force of the future - microlearning. A recent article published by Pearson shared evidence of a decline in our attention spans and reduced ability to process large amounts of information. Microlearning is a series of engaging lessons of a few minutes, with follow up activities to embed the “nugget”. Providing our learners with short bursts of learning has proven to increase retention of information. According to the Journal of Applied Psychology, microlearning makes the transfer of learning 17% more efficient. There is a growing investment in this approach to modern learning and this trend has filtered through to the education environment. Wellbeing of staff and students The pressures of remote teaching, grappling with arrangements to keep learners safe whilst looking after our community’s wellbeing has never been more of a priority. With growing reports of screen fatigue, schools are adapting to give their schools, teachers and pupils a break, flexing their daily school structures and recognising the importance of screen away time. Schools have shared strategies they have implemented to support their community. These include: · Pairing up, buddying and virtual coffee catch ups are encouraged, mutual support networks both with learners and teachers can influence positivity, · Ensuring that dedicated time for educators’ professional development and mental wellness awareness are prioritised. These restorative practices can contribute to wellbeing and resilience, · One school in Hertfordshire, The Knights Templar School recognises the concern for teacher and learner “burnout” and have intentionally built in “a press pause” weekly within their timetabling, one afternoon a week, encouraging parents, learners and teachers to step away from the screen and do something different. Reports of significant learner trauma are on the rise due to being separated from school friends. The repercussions of the pandemic, such as job losses, illnesses and even deaths, will require additional support within the school ecosystems. The importance of wellbeing within the education community with continue to remain a priority for the long term. Bridging the Gap How far our learners have been impacted by the continued COVID-19 academically continues to be assessed. The disruption and support requirement of essential skills recovery for “lost learning” of our children provides a huge challenge. Here in the UK, catch up funding has been identified to support bridging the gap of our disadvantaged learners. Tuition Partners have been allocated funding to provide a robust online individualised home tuition programme alongside state school education. Funded through the UK Governments National Tutoring Programme, it will enable individuals and small group catch up tuition support. It is targeted for pupils who are disadvantaged or struggling through personal circumstances, or lack of academic input during lockdown. You can find out more about one of the Tuition Partners’ support here. Evidence indicates personalised learning support alongside and in collaboration with the traditional school teaching is providing impact to improve student outcomes, indications are bolt on targeted tuition support is here to stay. Twilight Insets Professional Development Flexibility around offering virtual development has filtered into professional development for teachers and leaders. Many traditional whole day staff training on inset days have been disaggregated and replaced by short 90-minute training sessions and are available online and recorded for on demand access. Staff are given flexibility to choose which sessions they need and attend with a commitment to participate in at least four sessions a term. Some schools have also kept the traditional inset days timetabled, building on the “Press Pause” concept to encourage further time to step away from the screen. Engaging staff with an impactful session, with more variety, which can also be implemented in the following weeks, is proving to be a popular solution, and also allows for opportunities for small teams to collaborate. As schools start to emerge from the pandemic and consider what trends are here to stay, we are witnessing an educational ecosystem evolution. Have schools, inadvertently, taken a step away from the structures of yesterday and made a giant leap forward for our future education? As schools embed these trends within their historical structures and systems, has the pandemic given them the capacity to make an impact to future proof their students? Has this been the International Education Communities “Press Pause” to improve student outcomes and school operations for the long term?
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    The Pandemic caught everyone unprepared and has highlighted the importance to have an emergency plan. As we return students to classrooms around the world let us be prepared for any kind of emergency or crisis that schools may face. In order to be properly prepared, a school should follow the 7 steps in Emergency Planning Management. Prepare Alert Communicate Respond Recover Assess Mitigate Join our discussion with the former federal law enforcement agent and CEO of Clearpath EPM Mike Johnson. He will guide all participants through these steps to be prepared for the future and help schools avoid possible disruption. As this is a Round Table session we will limit attendance to a maximum of 8 schools. Please RSVP if you intend to join.
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    As schools endeavour to provide as near normal educational experience for children as possible, moving forward and out of the global pandemic it remains uncertain how long this will take and if or when COVID-19 will cease to be an issue. With that in mind, providing as normal and unrestricted schooling experience as possible is vital for the educational, mental and physical development of children. Science and technology have made significant advancements during the pandemic that can contribute to providing a normal, positive educational experience. Included in this are vaccines, tests, equipment and processes that when combined can serve to mitigate the risk of COVID-19 significantly. Our panel will address the tools and procedures that schools can consider as part of their own mitigation efforts. Specifically, we will address: Vaccines – limitations and considerations for an effective policy in your school Screening – types of testing that we can expect, other tools that can be used how to implement as part of your schools’ procedures Procedures and Processes – insights as to supporting processes / procedures and related technology schools might consider The importance of effective communication and documentation to create understanding, buy-in, and confidence within your community Panelists: Dr David Teo – Regional Medical Director Asia, International SOS Colin Brown – Founder Nex.D, COO Skoolbo, Edtech investor Andy Duffield - Group Health and Safety Director, International Schools Partnership Bios: Dr David Teo – Regional Medical Director Asia, International SOS Dr Teo oversees the assistance services provided by International SOS Assistance. He also heads teams of Coordinating Doctors and Nurses ensuring a high level of service across the region. Dr Teo possesses invaluable experience in medical incident management, and disaster relief planning and response. In addition, he conducts medical training, medical audits, evaluation of on-site medical capabilities and development of medical emergency response plans for our clients in the region. Prior to International SOS, Dr Teo was the Chief Army Medical Officer of the Singapore Armed Forces (SAF), holding the military rank of a Colonel. During his 22-year career with SAF, he undertook several peacekeeping missions and was seconded to the Department of Peacekeeping Operations of United Nations in New York. As a member of the United Nations Disaster Assessment & Coordination Team, he travelled extensively to different countries providing expert assistance during disasters. Dr Teo was also responsible for training national agencies in disaster preparation and relief for earthquakes, tsunamis and terrorist attacks. He consulted private sector companies, including oil and gas, on mass casualty preparation and response. Bachelor of Medicine and Surgery from the National University of Singapore Master in Medicine (Occupational Medicine) Occupational Health Specialist registered with the Ministry of Health and Academy of Medicine Singapore. Designated Factory Doctor certified by the Ministry of Manpower. Lecturer (post-graduates) at the National University of Singapore on occupational medicine served as a Senior Medical Advisor in the Department of Industrial Health, Ministry of Manpower. Andrew Duffield, Group Health and Safety Director, International Schools Partnership (ISP) Andy started his International Schools career at Nord Anglia Education in 2006 having worked as a Project Manager in a UK Construction/Facilities Management company. At Nord, Andy worked as the Buildings and Projects Manager on new schools in Prague, Abu Dhabi and Dubai alongside this he set up and implemented the groups health and safety systems and as the group grew he later became Head of Health and Safety. In 2017 he moved to ISP as Group Health and Safety Director where he developed the groups policies and safety reporting systems. Andy also leads on Safeguarding where he supports the groups Safeguarding expert. Colin Brown – Founder Nex.D, COO Skoolbo, Edtech investor Colin Brown is an entrepreneur focused on Edtech and Deeptech who has leveraged his tremendous experience and network to address the challenge of rapid screening for COVID-19 with the capability to enable numerous businesses to mitigate exposure to the virus. From Airlines to Schools, Colin’s rapid testing technology has the potential to enable living life as normal as possible. Colin is a founder of Nex.D which helps accelerate growth stage Edtech and Deeptech companies into new markets using a merchant bank advisory model. Nex.D supports companies through financing and management to help them grow across 55+ countries. An outstanding global partner network helps Nex.D to execute deals at a C-suite level. In addition to growing, growth-stage companies Nex.D is deeply committed to building out the central-eastern European ecosystem over the next 10+ years. Colin has played an instrumental role in supporting multiple startups, managed partner networks and consulted with the UK Government. In 2013 Colin founded Inspirity (formerly Skoolbo) an edtech startup, growing from their first schools in Singapore in 2013 to over 70K schools across America, the United Kingdom, Australia, New Zealand and Hong Kong. Inspirity partnered with some great brands including the English Premier League, All Blacks, Indian Premier League, Microsoft, and Pepsi. In 2020, Nex.D started with a digital identity company (Yoti) that had contracts with the UK and German governments and then searched for a Covid testing solution that could scale in the home (testfrwd) and point of care (GeneMe ) markets. 2020 was spent deeply immersed in the science of Covid19 and grew the team from 10 to 160 virologists. The Event is now over - You can view the recording and the summary here
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    COVID-19 has strained resources at schools due to changing regulations, schedules impacting routes and requirements for the health and safety of staff and students. Technology has been the enabler for schools to deliver a quality transportation service despite these disruptors. A command-and-control centre providing an overview of the bus operations combined with an app has allowed schools to respond effectively. Join our discussion with Carlos Guerrero, International School Transportation and Operational Risk expert in program development, policy writing, and crisis response planning related to student travel, campus safety, child protection, and medical response. He will share insights on how technology can help to: • improve safety through documenting and sharing • create efficiency through cost saving tools including route planning • support engagement by communicating relevant information such as schedule and procedural changes. As this is a Round Table session we will limit attendance to a maximum of 6 schools. Please RSVP if you intend to join.
  23. Interview with Carlos Guerrero About Carlos Guerrero: Carlos served as the Operations Risk Manager at Shanghai American School, in Shanghai China. He was involved with all areas of school operations, as a safeguard to mitigating risk, this included transportation and the reopening of the school under Covid regulations. Carlos is currently advising schools on transportation and risk management. About Shanghai American School in Shanghai, China: A large international school with more than 3,000 students located on 2 campuses situated on opposite sides of the city. The transportation service consisted of more than 200 buses and was offered to not only students but also staff. Summary: Status Carlos outlined the challenges of normal or Pre-Covid operations called for busses to run with full rider capacity and have the most optimal routes (fewer routes). Now that model has been turned upside down and the school is often required to operate at half capacity or less and manage the difficulty in balancing fluctuations in ridership. How he responded to manage and eventually succeed in this changing environment was to embrace technology. There are three areas Carlos highlighted where technology has helped: Safety, Efficiency and Communications. . Safety: Data can help avoid unsafe scenarios and will help to better deal with unexpected scenarios. The 3 areas include: Immediately updates on bus locations such as Getting information on bus accidents from the driver before they are reported by parents through their students Inform buses where there are construction issues or other issues Coordinate diversions such as one case where there were no functioning bathrooms in the morning at one campus, so needed to reach parents and coordinate a sudden closure Immediate updates on student locations Getting and responding when students miss the bus or board the wrong bus Parent confidence and trust is critical, you cannot be successful with your administration – when parents put their young children (as young as 5 years old) on the bus, they must be confident in the service On demand data to manage routes and ridership You will need DATA to gain support for changes! Efficiency: There are two areas where efficiency have been achieved at the Shanghai American School: Running the fewest buses required to support our level of riders. Lower number of staff employed to provide the service What Shanghai American School did to achieve these efficiencies Data to track bus routes and timing Data to track bus occupancy Secure support in the community to support change. Covid caused huge drops in ridership as parents had to regain confidence in bus operations As confidence comes back there are increases in ridership which can come unexpectedly View real data to make daily or weekly updates on routes, for capacity or timing Two way communication with parents for planning done on a weekly or daily basis Communication: Communication supports operations in two ways: Allows for change Allows to build trust and support for the change Examples of the value that communication provides: Communication turns our change into win-win scenarios - in sometimes unexpected ways. Saying nothing usually allows for negative interpretations to gain momentum in the community rumour mill. Not losing trust or perception during a change is often really a win If you cannot communicate the changes then you will be prevented from making changes. Lines of communication will need to be established such as using an App. If you can communicate your safety readiness and your gains with efficiency, then you will be supported by the community and administration. You must understand and account for the speed of communication in your school community - social media and messenger communication are used extensively by parents such as WeChat or WhatsApp. Parents expect this and therefore it is an important factor in successful communication Summary: Technology can really help to deliver Safe environment Efficient operations and Engagement within the community Watch the full Interview here - Questions: Please do not hesitate to contact Carlos on carlosg053@gmail.com
  24. Schools around the world are looking to get back to a pre-COVID operating environment. No one is sure how that environment may look, but one thing is for certain, schools will once again face the same kinds of threats and hazards they have always encountered. To overcome these threats, hazards and other disruptions, schools will need to be prepared with an emergency action plan, or better yet, a robust Emergency Planning Management (emergency preparedness) program. Planning > Training > Practice Emergency Planning Management for schools consists of seven components or phases and should be continuous and ongoing, so all school stakeholders are engaged and informed as to what to do in the event an incident occurs (how to respond). Best practice dictates that twenty percent of the emergency preparedness time be spent on planning, thirty percent on training and fifty percent on practice. This is the heart of emergency planning. Emergency Planning Management training activities should be based on the school’s threat and hazard scenarios and take known vulnerabilities into account. Emergency Planning Management training should include, not only campus grounds and activities, but also bus and transportation services. Best practice in emergency preparedness and response dictates that the success of any school’s handling of emergency and crisis situations is directly tied to the planning, drills and training efforts undertaken before the event. Establishing, maintaining and documenting a program with regular frequency of training and drills is critical to successfully navigate the next emergency or crisis situation. Emergency Planning Management training in a school can be “discussion-based” or “operations-based.” Discussion-based training involves stakeholder discussions and “brainstorming” of emergency action plans and procedures. This type of training does not require the deployment of resources. Examples of EPM discussion-based training include workshops, table-top exercises, seminars and games. Operations-based EPM training is more complex and involves the use of school personnel, as well as outside resources at times, and the execution of emergency operations plans and procedures. This type of training can improve overall emergency response roles and responsibilities and includes drills and large exercises. Examples of operations-based training include: New staff/faculty/student onboarding (expectations, policies, procedures, awareness) Training for temporary employees, vendors, visitors, guests – (expectations, restrictions, procedures) Specialized (individuals or groups): CPR, first aid, AED, utility cut-offs, alarms, floor monitors Functional quick response procedures: Plan and train for specific duties during an emergency quick action response protocol (“what if” scenarios – IT, receptionist(s), facilities or security staff, floor wardens, etc.) Leadership “walk-through” exercises of emergency response protocol(s) Drills: All hands participation of quick action emergency response protocol(s); debrief and after-action Complex drills: Practicing multiple quick action response protocols during the same training period Mock drills: Simulated, comprehensive, real life scenario drills usually involving outside emergency first responders In-service security awareness training All EPM training activities should be well documented and detail who participated and what the emergency training included. So as the vaccine and other COVID-19 mitigation measures take hold, how prepared is your school to deal with the same “old” threats when you return to a normal operating environment? Remember, issues like suicide, bullying, assault, theft, fire and natural threats will again need to be dealt with. Make sure your school stakeholders are trained and prepared for emergency response and recovery. Founded in 2014, Clearpath EPM is a technology and consulting firm providing risk mitigation and emergency preparedness consulting services to domestic and international schools, businesses, events and places of worship.
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    COVID-19 has strained resources at schools due to changing regulations, schedules impacting routes and requirements for the health and safety of staff and students. Technology has been the enabler for schools to deliver a quality transportation service despite these disruptors. A command-and-control centre providing an overview of the bus operations combined with an app has allowed schools to respond effectively. Join our discussion with Carlos Guerrero, International School Transportation and Operational Risk expert in program development, policy writing, and crisis response planning related to student travel, campus safety, child protection, and medical response. He will share insights on how technology can help to: • improve safety through documenting and sharing • create efficiency through cost saving tools including route planning • support engagement by communicating relevant information such as schedule and procedural changes. As this is a Round Table session we will limit attendance to a maximum of 6 schools. Please RSVP if you intend to join.
  26. until
    The Pandemic caught everyone unprepared and has highlighted the importance to have an emergency plan. As we return students to classrooms around the world let us be prepared for any kind of emergency or crisis that schools may face. In order to be properly prepared, a school should follow the 7 steps in Emergency Planning Management. Prepare Alert Communicate Respond Recover Assess Mitigate Join our discussion with the former federal law enforcement agent and CEO of Clearpath EPM Mike Johnson. He will guide all participants through these steps to be prepared for the future and help schools avoid possible disruption. As this is a Round Table session we will limit attendance to a maximum of 8 schools. Please RSVP if you intend to join.
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