Developing global leaders through excellent education

The Canadian International School’s mission is to develop responsible global citizens and leaders through academic excellence. It is a driver that fits closely, both in practice and end goal, with the values of the International Baccalaureate Programme. Forward-looking attributes such as being principled, open-minded, risk-taking and caring, are learning outcomes for the 21st century. In addition to the Ontario Secondary School Diploma which all CDNIS graduates receive, CDNIS students also study the IBDP. As an IB World School, CDNIS is engaged at every level to offer an education that prepares young people for global citizenship in a rapidly changing world.

The International Baccalaureate (IB) programme is widely regarded as the international currency of education. Research shows that students who graduate from IB programmes are more likely than their peers to succeed in higher education. Advanced standing, course credits, scholarships and other admissions-related benefits are among the advantages for IB graduates at many universities worldwide.

Last year, 100% of grade 12 CDNIS students who registered for the Diploma programme were awarded the full IB Diploma, in addition to the Ontario Secondary School Diploma that all graduates earn. Ninety-three percent scored above the worldwide IB grade average, with almost a third scoring 40+ points, placing them in the top 5% globally. The class of 2015 was offered 92 scholarships totalling over HK$15 million, with the largest scholarship offer being HK$1 million. Seventy-one percent of graduates reported being accepted to their first choice university, 59% of which were Top 100 Universities (QS Ranking 2015).

A complete IB education is one contributing factor that gives CDNIS students the edge as they approach matriculation. CDNIS is one of only five through-train IB schools in Hong Kong, and one of 150 worldwide. Many schools offer the IB Diploma Programme, but do not offer either or both the Primary Years Programme (PYP) or Middle Years Programme (MYP).

An outstanding faculty
CDNIS has all three programmes, with IB certified teachers delivering interdisciplinary and inquiry-based learning at each level. This is a notable achievement, as the IB organization requires that only one teacher per grade or one teacher per subject be IB trained to confer IB certification on a school. Eighty-seven percent of teachers at CDNIS are IB certified, with the remaining 13% scheduled for IB training. The school’s administration has set a goal for 100% of teachers at CDNIS trained in IB by the end of the 2015-2016 school year.

In addition to having the full complement of IB training, many teachers are certified as IB leaders. CDNIS boasts 19 teachers who are IB Examiners, one who is a Moderator, and seven who are Workshop Leaders. Workshop Leaders deliver programming to other teachers, training them both in the philosophy and delivery of a true IB education. IB leaders play a special role in IB World Schools, guiding the community to strive constantly for greater innovation and improvement.

A culture of professional development
CDNIS is committed to supporting the development and potential of its faculty. To this end, CDNIS has consciously created a culture of professional development and support. Every year, all teachers have the option to attend one local and one overseas training opportunity.

This would not be possible without considerable expenditure, so a generous sum is set aside annually by the Board of Governors to pay for travel and training costs. In the 2014-2015 school year, CDNIS set aside HK$2.2 million from the annual budget for professional development.

Overseas professional development is of particular value to CDNIS teachers as it allows them to live the IB philosophy of internationalism and open-mindedness. Learning with educators from other cultures provides an incredible added value to overseas workshops and conferences, allowing teachers to return to CDNIS with greater understanding of their international student body and the wider school community. By the end of the 2014-2015 school year, 94 CDNIS teachers had attended overseas PD opportunities, travelling as far as Europe, North America, and Australia to augment their teaching knowledge.

Many teachers also arrive at CDNIS with additional education under their belts. Thirty-eight percent have completed graduate degrees, bringing research experience and in-depth understanding of various aspects of education to the school.

If you ask any CDNIS teacher where the best professional development takes place, they will quickly say it is at the school itself. The support that exists at CDNIS for professional development is not just in policy and budget, but extends deeply into the culture of the school. Every workshop, conference, and visit from an expert is followed up with an in-depth sharing session among teaching teams.

The headlong commitment to an all-encompassing IB education and experience is one reason why CDNIS students stand prepared for post-secondary education. CDNIS graduates are prepared for much more than further study.

A CDNIS graduate is made ready for a journey with no marked end. CDNIS graduates never really leave behind the IB education, as they move forward shaped for lifelong learning and global citizenship.