The education sector was met with many changes and challenges due to COVID-19. Educators, parents and students all over the world had to adapt to new circumstances and place technology at the forefront of all efforts. In our exclusive interview with Mr. Bill Delbrugge and Ms. Lisa Gibson, leaders at Dunecrest American School, we look at how the school prioritizes its teachers’ professional development, as well as efforts made to make sure students stay physically healthy.

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COVID-19 has brought about changes to the education community. How has Dunecrest adapted to this to make sure both teachers & students are taken care of?

The COVID-19 pandemic presents the most serious public health crisis the world has experienced in generations. Throughout the 2020-21 school year and beyond, Dunecrest American School is dedicated to providing a face-to-face learning environment on our campus in the safest way possible because we believe doing so is in the best interest of our students.

It is our goal that every student, staff member and family member feels both emotional and physical safety at Dunecrest American School. During the COVID-19 pandemic, this means in Term 1 members of our community have experienced a heightened level of concern for their health and wellbeing. Teachers have regular check-ins with students and parents. Principals and managers also regularly check in with their teams to ensure everyone’s well-being. As the School Director, I make a point to speak to members of the community on a rotating basis to better understand how Dunecrest can best support students and staff during this period.

In addition to communication, we have worked hard to maintain a sense of normalcy on our campus. Our much-loved events such as our Halloween parade and holiday concerts, talent shows, sports, extracurriculars and art exhibitions have taken place but often have a virtual or socially distanced flair. They have also pushed the bounds of innovation and creativity. Grade 3 students, for instance, beamed in documentary directors and producers to help with country-specific, promotional films for Expo 2020 while meeting their country and culture social studies standards. Embracing the Dunecrest “can-do” spirit, we have discovered new ways to strengthen our relationships and to build community.

How does Dunecrest support the professional development of teachers?

Dunecrest American School hires educators who are passionate about their subjects and who share a mastery of these disciplines with the next generation. As such, the school places the utmost importance on its teachers’ happiness and continued professional development. This standard of care not only enables Dunecrest to retain its excellent staff but also enables teachers to continue to grow and innovate and to share these bursts of creativity and enthusiasm with their students.

When formulating a Professional Learning plan at Dunecrest, the Senior Leadership Team takes a 360-degree approach by considering external and internal resources as well as whole community development and personal development goals.

As a small school, Dunecrest nurtures extensive external partnerships in order to give its educators the depth and breadth of professional development they require. By hosting conferences and leading workshops at top global education conferences, for instance, it is able to secure places for staff to attend these sessions. Dunecrest commonly hosts NWEA (MAP),  Atlas, WIDA and many other organizations. Our Director, Bill Delbrugge, is also the head of MAIS (Mediterranean Association of International Schools). MAIS is affiliated with the State Department in the US and as a member,  Dunecrest receives many benefits related to professional development. Members of the leadership teamwork in partnership with MSA to complete school accreditation visits for other schools, which provides rich Professional Development for the Dunecrest team.

Dunecrest also sends participants to conferences to train them in areas that are relevant and necessary to their jobs. Esol Education has always participated in NESA, (Near East South Asia Schools conference), for example. Of course, Dunecrest also utilizes the IBDP training, American Schools association conferences for PE, Music, Art, etc that are related to its licensed curricular standards.

Internally, Dunecrest tries to build capacity through PD provision from experts on staff.  The school’s IBDP coordinator provides many training sessions, as do I as the curriculum coordinator. Dunecrest also has MAP trainers on staff to help with data needs. Currently, as a whole school goal in the Elementary School, we are implementing a new positive behaviour management program called the Responsive Classroom. We are utilizing the “train the trainer” model for this initiative.

Additionally, Dunecrest tries to meet the needs of individuals’ personal goals and areas of need based on the (SIP) School Improvement Plan by offering a variety of options for professional development through our Professional Learning Communities (PLCs). Dunecrest identified four key areas for development and chose educational texts to research. Thereafter, team members participated in group studies led by voluntary teachers and administrators.

More recently Dunecrest has engaged with online learning. The school has facilitated many internal PDs and webinars with teachers, as well as offered its own. Staff also share different articles and the School Director continually encourages staff to read educational literature and leads meetings with relevant articles. At Dunecrest, it is not just the students who get to be the best version of themselves.

In the age of technology & video games, how does Dunecrest encourage students to stay physically active & healthy?

Dunecrest is a STEAM-led school that embraces cross-curricular, project-based learning. As such, it is in our DNA to ensure that we have balance in all that we do. We believe in harnessing the power of technology for teaching and learning rather than having it dominate our students’ educational experience.

As a future-forward institution, we understand the importance of being physically and socially active, having a healthy diet and a balanced lifestyle that places limits on our use of technology. In cool weather, during lunch and break, electronic devices are switched off and sports and outdoor games are actively encouraged.

Online learning includes frequent bursts of physical activity and investigative periods that get children off their devices and in the garden, in the kitchen, or at their art easel exploring and creating.

We are excited that the KHDA has supported socially-distanced PE and outdoor break times throughout this academic year and have welcomed the decision to allow much-loved sports focusing on skills and fitness to return to our daily rotations.

Above all, we succeed in working harmoniously with technology through active engagement and communication with our students, staff, parents and counselors to ensure we are getting the balance right. This takes place through planned workshops, advisory periods and one on one conversations. If daily activities become too heavily weighted in one direction, we welcome the feedback from our community and we do our best to evaluate and reset when required.