北京考研学校名单_北京考研院校推荐一览表
导语
创新是引领发展的第一动力，培养创新性人才是我国教育的重要使命。如何培养适应时代发展和变革的创新性人才？是我国当今国际化教育发展中面临的重要挑战。
为进一步了解国际学校人才培养模式，深度挖掘国际学校办学特色，由教育部主管的中国教育国际交流协会中学分会与京领创新人才课题组联合多位哈佛、剑桥、牛津、北大、清华的专家学者共同发起，北京大学教育学院高中教育大数据实验室提供学术支持的“国际学校百校调研”于2020年7月正式启动。
“校长领导力”是此次调研的重点环节，国际学校校长作为掌舵人不仅需要具备一系列超越普通教师能力的素质，还需要具备强有力的领导力、品牌意识、创新意识以及优质教育教学人才的鉴别与吸引能力。
“校长领导力”是学校办学成功的关键所在，本次百校调研团队专门对北京澳大利亚国际学校校长roger bishop校长进行了专访。
校长名片
mr. roger bishop
学校介绍
北京澳大利亚国际学校成立于2012年8月，是一所面向外籍人员子女的k12国际化学校，校舍位于北京朝阳区。学校相信社区源于共同的承诺，学习是人、想法和经验之间相互作用的结果。学校的学校领导坚信，学生的发展不仅发生在学生参与互动课堂的过程中，还发生在他们通过体育、艺术和其他课外活动扩展自己的过程中。
北京澳大利亚国际学校提供了一个培育社区，使学生能够在学习中追求卓越并培养敬虔的品格，以便热情地追求真理并谦卑地影响世界。
京领：您如何理解学校的核心文化？
北京澳大利亚国际学校校长roger bishop：在“使命宣言”中，我们将自己定位为培育型社区，这构成了我们与其他国际化学校的不同之处。与其他国际化学校相比，我们的一大不同在于规模，而这也是我们的一个优势。我们是一所规模较小的学校，这使得我们可以更好地关注到现有的每一名学生。
同时，我们也很注重家庭。对家庭的注重也使得我们能够在校园文化的建设中融入家文化。我们的学生不仅来自不同背景，也来自不同的学校——自身的差异性使得他们纵使经过了多年的时间，也无法融入一些大学校。当他们选择进入我们的学校时，我们接受他们的差异性，因为对我们来说，学生自身的差异性构成了校园文化的一部分。这不仅体现在学生身上，在员工身上也是如此。有的员工和其他学校与企业并不合得来，但他们在我们的学校里找到了家的感觉，这是一种与众不同的合作方式，也意味着我们创造了接受不同人价值的校园文化。做到这一点并不容易，我们需要付出更多的时间和努力。我认为我们的付出得到了很令人欣慰的结果。
京领：您认为民办双语学校/公办学校国际部/外籍人员子女学校和其他类型的学校在办学方面有什么不同？优点和缺点是什么？
北京澳大利亚国际学校校长roger bishop：我认为这些学校在学校建设方面有所不同。双语学校和传统的民办学校拥有中国式的管理体系，这与我们学校的设置不同，因为我们必须满足学生、员工和家庭的需求。在这一点上，双语学校的体系和大多数中国学生习惯的体系是不同的。
学校管理的不同在一定程度上受到政府规定的影响。政府规定具有差异性。双语学校或民办学校必须遵循政府规定，但一所纯粹的国际化学校面临着不同的境地，因为我们要遵循的政府规定和其他学校是不同的。
这件事具有双面性。尽管我们在某种程度上拥有了更高的自由度，可以以我们想要的方式制定课程，但这更多的是一种压力。我们学校不属于系统的一部分，因此，我们无法从系统中受益。我们需要花费更多的时间和精力来自己摸索，我们也花了很多年的时间来不断改进。在中国，我们在学校管理上拥有很大的差异。
京领：与其他学校相比，贵校最具竞争力的部分是什么？
北京澳大利亚国际学校校长roger bishop：我们的一大优点是，我们关注学生个人，并拥有强大的学术计划。有趣的一点是，很多新家庭之所以选择我们学校，都是因为中意我们的课程。我们确实有很多教材和课程资源。家长们在确实、真正地思考什么是课程以及课程会如何被教授，这不仅是他们关心的事，也是与他们孩子的成长息息相关的事。
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那些来自大学校的家庭也是如此，这就是我们的发现。另外，我们还通过数据驱动的学习来跟踪学生的发展。基于此，我们可以向家长展示学生的个人发展情况。在其他学校，尤其是规模较大的学校，做到这一点实属困难。因此，规模小也是我们的优点之一。其他学校必须分散注意力，而我们可以集中精力，聚焦学生。
另一个优点是我们的性格发展计划，该计划从幼儿园到12年级一直开展。性格发展有助于学生理解自己的行为，也有助于他们思考自己的行事驱动因素以及如何与他人合作。这在校园中创造了一种文化，使得学生能够更加安定地专注于学习。
这一点其实非常有趣。我曾供职于其他国际化学校，我发现，尽管所有的国际化学校都关注学生的性格发展，但在其他学校，性格发展是一个附加项，在我们学校则是课程和课堂学习的一部分。这意味着在我们的学校，性格发展在学生的学习方式和合作方式之外，会被当作一个独立的部分受到更具体的关注。这一点非常特殊。
我们必须非常用心地思考如何将性格发展融入日常教学。让我来举个例子。我们学校每个月都有不同的性格特征主题。我们注重感恩，而这一点也渗透在学校的各个环节中。根据小学和中学的不同，对感恩的培养有不同的体现方式。比如，在小学，班主任将重点定为感恩拥有的物品，这帮助学生理解和欣赏他们拥有的物品、财产以及与同学之间的关系。
我们在这个过程中也注重给予学生认可。当老师看到学生对某事或某人表达了感恩后，老师会给予学生认可，让学生知道自己在表达感恩。当老师在教授课程时，他们需要时刻记得感恩是教学的一部分。
学习感恩并不是一件短暂的事。尽管学生可能是在特定的情景下学习到了感恩，但在我们学校，感恩是一种文化，这种文化几乎每个月都会在校园里出现。学生们在课堂中的各个环节都会学习感恩。无论他们是在学习艺术、音乐还是体育，他们都会听到来自不同方面的感恩。这有助于他们加深对感恩的理解，并帮助他们将所学内容与感恩相结合。我们想让他们不仅记住感恩的定义，还要知道感恩如何在生活中应用，以及感恩如何在合作中体现。
京领：您认为校长领导力的核心是什么？
北京澳大利亚国际学校校长roger bishop：校长的责任因为有不同的管理领域而十分复杂。作为校长，我同时担任两种角色，一个是学术领导，管理学术成就和发展，另一个是学校领导，关注学校整体的发展和目标，平衡这两种身份十分很重要。在学术领导方面，也分为两个部分，一部分是确保课程系统完善，另一部分是教学和学习顺利运行。
领导一所学校有许多方面。在保证学校顺畅运行外，我们也关注招生情况和财务情况，更重要的是确保校园内各个系统、体系的确立，以实现学校顺利地运行。此外，另一个方面是解决问题。解决问题是一项日常工作，每天都有不同方面的问题需要寻找解决方案或利用学校的资源。学校不能只由一个人管理，我的工作是识别那些具有不同优势的人，把他们聚集到一起，共同以解决我们的问题和难题。从我的角度来看，这更多的是着眼于大局，努力把所有的事情结合起来，将不同部分连接起来。
京领：在目前的国际化教育领域，您认为校长普遍面临的问题是什么？应该获得哪些方面的支持？
北京澳大利亚国际学校校长roger bishop：因为每个学校都非常不同，他们都有自己的问题或挑战。招生当然是一个很大的挑战，尤其是对于国际学校来说。前几年并没有那么多挑战，因为我认为很多国际家庭会喜欢在中国工作。这些年，我确实收到过一些居住在国外想来中国工作的人的申请，但目前的情况会使这个过程变得非常具有挑战性。因此，由于疫情，招聘变得具有挑战性。所以，这是我们最大的挑战，尤其是学校接下来还需要继续发展。
另一个挑战是资源。过去，我们时常订购新的教科书并保持我们的书目能够持续在最新状态。但因为多年来，把海外原版教科书带入中国的限制变得越来越严格。这对我们来说是一个很大的挑战。我需要在未来的发展过程中，我们如何维护和拥有新的教学用书，以及新课程的运作。这是我们必须计划应对的挑战，因为如果我们无法将外国教科书引入中国，那么这将影响我们的教育方式。
比如，我们学校采用的很多教材都是直接从美国进口的。由于版权保护，海外的教科书无法使用电子版。所以，学生在我们学校中通过接触纸质版的各类海外书籍，丰富了他们的学习过程，几乎与在国外学习类似。这是他们在教室里上课时的感觉。
而且对于在线资源，如果我们把所有内容或者活动都改为线上，我认为这是一个更大的挑战。当新家庭从其他国际学校过来时，校内的材料和资源是他们关注的事情之一。他们不希望看到一切事物都转为了线上。
回顾曾经，过去我们与社区有很多联系，例如我们可以邀请来自不同领域的专家，或是在公司任职的人物来到校园为学生提供学习上的帮助，这些无疑可以为学生提供了更丰富的学习体验。我们很乐意与社区建立联系。我们喜欢走进社区，以不同的方式为当地社区服务。这也是我们学校整体使命的一部分。但同样，我们已经 3 年没能做到这一点。covid 结束后我们将继续。
京领：您任校长以来遇到的最大困难是什么？您如何带领团队克服困难的？
北京澳大利亚国际学校校长roger bishop：我认为学校面临的最大挑战是自疫情开始，在2020年，我们陆续失去了1/3的国际家庭。而让新家庭加入我们也受疫情的影响而变得富有挑战。目前，我们大部分或几乎所有的新家庭都是从其他国际学校转来的。问题在于，我们目前的学生来源仅局限于北京现有的国际家庭，或者其他学校的转校生，但来自海外的新家庭的数量则锐减。这对于我们这一级别的学校来说是一个巨大的挑战。
与此同时，关于防疫工作的校内事务也有所增加，无论大规模的学校还是小型学校都需要准备许多文案工作。在规模较大的学校中，他们有能力拥有一个团队来处理这些事情，但是对于规模较小的学校来说，这意味着我们有时需要请我们的教职工来做这些本不是他们职责范围内的行政工作。我们学校的老师们帮助、支持了学校的covid预防计划的实施。
我也一样，我可能将大约80%的时间花在与covid相关的工作上，那么也就意味着我只有20%的时间花在学校发展上。这让我产生了巨大的压力，因为一方面要维持学校的运行，同时还要努力满足政府的政策和法规。
因此，我们需要雇佣更多人，我们需要更多的收入来源。归根结底，我们是一所学校，但我们首先是一个企业。没有收入，就很难找到我们需要的人。所以这对于我们而言非常具有挑战性。但我知道政府方面其实也面临着很大的挑战。地方政府也尽了最大的努力，他们的工作也很累。但这过程中，学校的压力来自于，学校的教育教学质量可能会由于学校将过多精力放到满足政府的法规上而下降。
所以这是我们最大的困难与挑战。对我来说，我本身喜欢搭建学校的系统和体系。我一直在努力支持我们现有系统的开发，尤其是在covid预防方面。在过去的至少2个月里，我们准备了大量满足政府和法规要求的文档和文书工作。为了确保学校安全，我们甚至超出了政府的要求。
此外，我们学校作为一所指持有外籍人员子女学校的办学执照，疫情带给我们了一个不小的挑战。如果我们对任何学生开放，比如中国本地学生，那就容易多了。无论是在招生中，我们都会变得稍微轻松些，因为给我们的机会增加了。但是，随着外籍人口的流失，我们的招生数量减少时，我们的国际化社区也会开始萎缩。
京领：国际学校发展迅速的当下，您认为新建国际学校应当如何打造特色品牌？老牌国际学校如何维持优势，升级品牌？
北京澳大利亚国际学校校长roger bishop：我已注意到国际学校，尤其是老牌国际学校，正不断扩张到其他城市的这一趋势。这是一个很有趣的现象。这类学校利用他们已有的品牌优势，去不断扩大，尤其入驻一些中小城市中。这是我观察到的老牌学校的扩张方式。而这个方式也已在老牌双语学校中形成。
众所周知，这种扩张会对学校本身带来益处。比如政府会对学校的课程以及运营方面增强管理和监督，某种程度上，这会保障学校的发展变得更加稳定。当学校有较为稳定的收入时，学校就能安定地发展。这种形势下，学校逐步发展为更像是一种政府职能部门，而不是个体户，这在中国的市场中是相对稳定的。这已形成趋势。但我对这种趋势的形成速度之**到诧异。现在很多学校因为增设了双语教育而需要更名。我对未来5年或10年后的发展十分期待。
京领：您认为在未来，哪种国际化学校会在家长群体中更受欢迎？
北京澳大利亚国际学校校长roger bishop：我认为，从公办学校转换为国际化双语学校的学校会更受欢迎。原因有二。首先，现在，家长们认识到，国际教育不仅有助于他们孩子的出国学习和工作，还有助于他们的孩子在市场上提高自身竞争力。我们学校遇到的情况是，很多学生大学毕业后，都会因为受过国际教育而变得与众不同。
第二个原因是，家长们认识到了英语在全球化中的重要性。在全球化的背景下，将英语作为工作语言对工作是有好处的。家长们预见到了他们的孩子能够通过多种语言，尤其是英语，在工作中交流并获得更多机会。
此外，家长们也意识到了学生在公办学校中面临的巨大压力，这种压力来自于高考和中考。我知道，很多父母都希望他们的孩子脱离这种体制，因为他们实际上很关心孩子的社会情感福祉。他们虽然关心学术，但不希望孩子压力太大以致崩溃。并非每个孩子都能适应这样的体制，孩子们需要有不同的发展。国际教育给予父母不同的选择，让父母可以将孩子带上通往福祉的道路。当孩子快乐时，父母也快乐。我认为这是一些主要的问题。
我还注意到，一些中国家长担心双语学校也许会转化为拥有双语环境的国际化学校，这样的转化会离公办学校越来越远。这就是家长们希望学校做出转变的原因。观察家长们的反应、倾听家长的观点、观察家长的选择……这些事既有趣又有意义，因为家校的择校与学校发展的趋势有关。尽管父母面临着诸多问题与挑战，但我很乐于观察学校在未来的几年中会发生什么变化。
english version
kinglead: in yo** mind, what is the core cult**e of the school?
roger bishop, head of school at a**b – hope international school:according to o** mission statement, we are a n**t**ing community, and we may be very different from a lot of other international schools. one of the big differences, and it’s an advantage actually for us, is that we are a smaller school and we are able to focus more on the students that we have.
it’s definitely more family oriented. this helps us to create a cult**e where we are growing in that way. we have students that come from all different backgrounds. and even from different schools, many times over the years, we’ve had students who haven’t fitted into other big schools, because the students themselves are very different. when they come to us, we accept that difference. for us, that’s part of the cult**e. that’s the same for staff as well. sometimes some staff members do not fit well with other schools or companies, but they find a home with us. that creates a cult**e of acceptance of value, a different way of working together. it’s certainly not easy. it does require more effort, time, and dedication. i think the results are much better.
kinglead: what do you think are the differences in school running between private bilingual schools / public school international departments / foreign children’s schools and other types of schools? what are the strengths and weaknesses?
roger bishop, head of school at a**b – hope international school:i think the foundations of the school are very different from bilingual schools or old private schools. they are more like a chinese management system. that’s very different. it is set up differently because we have to meet the requirements of students, staff, and families. on that level, the system itself is very different with bilingual schools and the majority of chinese students.
one big difference with the management of the school is that of the satisfaction of government regulations. the government regulations are very different. bilingual or private schools have to make s**e that they follow government guide guidance and regulations. whereas for a p**e international school, it’s very different, because we are not bound by the same regulations that the other schools follow.
and in a way, there’s more freedom, which allows us to develop c**riculum and policies in the way that we want to. but at the same time, it’s also press**e as well, because we are not part of that bigger system. we cannot get the benefits of that larger system. we need to create o**selves, which does take more time and energy. and it requires continual improvement over the years. so there are pros and cons, but in china, the c**rent management is very different.
kinglead: what do you think is the most competitive part of yo** school compared with other schools?
roger bishop, head of school at a**b – hope international school:the thing that we do well is focusing on the individual students and having a strong academic program. it’s quite interesting that lots of new families come to us because they are interested in o** c**riculum. we have a lot of reso**ces and textbooks. o** families are really considering what the c**riculum is and how it is presented. that’s really what they care about, as well as how their child is really going to develop.
this is something that we find, even from students coming from larger, bigger schools coming over to us. and we track the development through data-driven learning. with that focus, we’re able to then show parents how students are developing individually. this is something that other schools struggle to do, especially the larger schools. so being a smaller school is actually o** advantage, because we’re able to give that focus learning, whereas others have to spread the load.
and i think the other advantage that we have is o** character development program. we develop from kindergarten all the way up through to grade 12. character development helps students to understand how they behave and also helps them to reflect on why they behave in a certain way and how they can work together with others. that also creates the cult**e that helps students to be more settled and then allows them to focus on learning.
it’s interesting because i’ve worked in other international schools before. all international schools will focus on character development. the difference is that in other schools, character development is an add-on. whereas, we integrate character development as part of the c**riculum and part of the in class learning. it means that we can then focus on this regardless of what students are learning and how they’re interacting with each other. this is a very special element.
we have to be very intentional when you start to think about how it’s incorporated into the learning. i can give you an example of o** monthly character traits that we have. every month we have a different character trait and that is on a 4-year cycle. so we repeat the same character traits. we focus on gratitude. this then appears in all different aspects of the school. so depending on elementary and secondary, students will be very different. it might be presented differently. but in elementary, for example, the homeroom teacher would focus on gratitude and giving thanks and being grateful for the things that we had. so it helps students to learn, to appreciate the items that they have, the belongings that they have, but also the relationships that they have with each other.
we also give recognition. when a student shows gratitude towards something or someone, if a teacher sees that, they could give them some recognition so that they know that they’re demonstrating. as the teacher is teaching a certain subject, what they do is think about gratitude might be part of that learning.
so i have to think about something on the spot. but maybe they’re learning a particular story. they might draw out how a character showed gratitude. it’s not just an add on that happens at one particular time, but it’s part of that, almost a monthly cult**e. students are hearing and developing and reflecting on a certain area in all aspects of their classes. it doesn’t matter if they go to art. if they go to music, if they go to pe, they’re all hearing different aspects of this gratitude. it’s really helping them to have a deeper understanding and helps them to apply what they’re learning. it’s not just something that we are getting them to memorize the definition of gratefulness, but it’s actually how can we apply it to o** lives? and how can we use that to work together?
kinglead: what do you think is the core of principal leadership?
roger bishop, head of school at a**b – hope international school:this could be very complex with the different areas of management. on my side, i have kind of two roles. one is the academic principle side, the other one is the leadership of the school. that’s the head of the school role. so it’s really important to balance the two parts. one is academic progress and management, and the other one is the overall development of the school and how it moves as well. i guess if i separate those into two parts for the academic side, it’s definitely making s**e that systems are in place and running smoothly with teaching and learning.
there are so many aspects of leading a school. the operations of the school is also running smoothly, and we also concern about enrollment and how the school is developing financially. it’s more about making s**e that all systems are in place in order to make s**e that the school can run smoothly.
moreover, i think the other aspect is problem solving. problem solving is a daily task. there are problems every day in different aspects, finding solutions or using the assets that are in the school, because the school cannot just be run by one person. my job is to identify those people with different strengths and then bringing them in order to solve issues and problems that we have.
from my point of view, it’s more about looking at the big pict**e, helping to bring it all together. i have to see the bigger pict**e and how each part is connected.
kinglead: what kind of support do you think principals need to provide to solve problems?
roger bishop, head of school at a**b – hope international school: becauseeach of school is very different, and they all bring their own problems or challenges. recruitment is certainly a big challenge, especially for international schools. it wasn’t so much of challenge premium in previous years, because i think that many international families would love to work in china. these years, i do get applications from those who are living abroad and want to come to work in china, but the c**rent situation of the moment would make the process extremely challenging. so, with covid, it’s now becoming extremely difficult. so, this is o** biggest challenge, especially moving forward.
the other challenge is reso**ces. for material supplies, in the past, we would love to order more new textbooks and keep them c**rent. but that’s one of the challenges because now the restrictions on bringing international textbooks into china have become increasingly difficult over years. this is a big challenge for us. i need to consider, especially in the fut**e, how we can maintain and have new textbooks, especially for c**riculum development and how that can work. that’s a fut**e challenge that we have to plan for, because if we’re unable to get foreign textbooks into china, then this is going to impact the way that we educate.
for example, a lot of textbooks are imported directly from the united states. those textbooks are not digital files or not digital books, because it’s copyrighted. so actually, the textbooks we have provide a rich c**riculum which was able to bring almost like the student is almost abroad learning. that’s the feeling that they have when they’re in the classroom.
we also include online reso**ces. if we got everything online, i think that’s a bigger challenge. when new families come over from other international schools, materials is one of the things that they focus on. they don’t want everything just to be online.
looking at the history of the school, we used to have a lot of connections with the community, such as we could bring in different experts from different fields as well as having other companies and people coming in to provide different services for learning. those definitely provided a more rich experience for students. we would love to connect with the community. we love to go out into the community and to serve the local community in different ways. that’s part of a bigger mission. but again, we haven’t been able to do that in 3 years. we will continue once covid is over.
kinglead: what is the biggest difficulty you have encountered since you became the principal? how did you lead the team to overcome the difficulties?
roger bishop, head of school at a**b – hope international school:i think the biggest issue that the school faced was since the beginning of the pandemic, we’ve lost as 1/3 of o** international families in 2020. and we are impacted very greatly by being able to get new families to join. at the moment, most of o** new families or nearly all of them are transferring from other international schools. what’s happening is we have international students within beijing and we have the pool of students that are just moving around. we are not having a new inflow coming in from the different countries. this is a huge challenge for the school on that level.
meanwhile, due to the pandemic, a tremendous amount of work is needed in order to prepare the *****work, both within larger schools or smaller schools. for larger schools, they are able to have a team in order to work on these things. but for a smaller school like us, it means that we sometimes need to ask other staff members to do this type of administrative work which are not their duty. but they actually tried and helped to support the covid prevention plan.
similar to me, i probably spent about 80 % of my time on covid related work. and then only 20 % of my time was on school development. so it means that i have tremendous press**e in order to still maintain the school running, at the same time, still trying to satisfy government policies and regulations.
so we need to hire more, we need more income. at the end of the day, we are a school, but we are also a business. without the income coming in, it’s very difficult to have the people that we need. so it’s very challenging, and i understand that it’s also very challenging on the government side. local governments are trying their best and they have a tiring job as well. it’s with the amount of work. it’s putting press**e on the school because it means that actually, the danger is that the quality of education could decrease because of the needed focus on satisfying government regulations.
so that’s o** biggest problem. for me, i really like systems and creating systems. i’ve been working hard to support the development of systems that we have, especially with the covid prevention. we have spent the last at least 2 months preparing a lot of documentation and *****work that satisfies governments, and regulations. and we have even gone beyond what the government requires in order to make s**e we keep the school safe.
besides, we have a license for foreign passport holders only. this is also a big challenge for us. if we were open to any student such as local chinese students, and then that would be a lot easier. and either in admissions, we would be very happy because there would be a lot of opportunities. but when we have a small pool of students available, the international community is starting to shrink, and get smaller because many are leaving, but not many are coming.
kinglead: with the rapid development of international schools, how do you think new international schools should create their distinctive brands? how should established international school maintain their advantages and upgrade their brands?
roger bishop, head of school at a**b – hope international school:i am aware of international schools, especially established international schools, expanding to other cities. that’s been very interesting to see how they’ve done that. they definitely try and use their school branding in order to move to other cities and expand that way, especially in smaller cities or less known cities in order to try and establish schools there. that’s what i’ve seen as a trend to try and develop schools for existing schools. the trend has been to switch from being an international school to being more bilingual schools.
and that’s because obviously, there are many benefits to that. there are more government controls and restrictions when it comes to c**riculum and then how things are done. however, it does bring more stability. when we have a stable income, we are able to be more settled. in that way. it’s almost moving into a government position job where it’s more stable in china rather than trying to run yo** own business. that has definitely been the trend. i’m s**prised at how quickly it’s happened. a lot of schools now need to change their names because of accepting the new way of having bilingual education. it will be very interesting to see what happens in the next 5 or 10 years.
kinglead: what kind of international schools do you think will be the most welcomed ones among parents in the fut**e?
roger bishop, head of school at a**b – hope international school:definitely the ones that move from public schools to international bilingual schools will be the most welcomed. there are two main reasons. first, parents recognize that international education would help their child to possibly not only move abroad for study and work, but also allow their children now to be competitive with others in the market.
because we have a situation where we have lots of lots of students who are graduating from universities. what makes them different from the others. the other aspect is that parents recognize the importance of english as part of globalization and need to use english as a benefit of different work opportunities. they foresee the opportunities that their child or children could have by being multilingual, and especially by being able to communicate in english.
what’s more, families are recognizing the press**e that students are getting at public schools. especially the main focus would be the gaokao. now we have the zhongkao as well. i’ve seen chinese parents want to try and get their children out of that kind of system because they actually care about the social emotional well being of their children. they care about academics, but they don’t want the press**e to be so heavy that their child breaks down. not every child is able to fit into one system. children need to develop differently. international education gives parents a different option and allows them to move their child into a place where there’s happiness. so when the child is happy, the parents are happy. i think those are some of the main issues. i’ve noticed that some chinese parents are a little bit concerned with the new, bilingual schools or the international schools that are moving towards a bilingual setting.
i’m seeing some of the concerns because they are worried that it will t**n, and it will become closer to the public school. and that was the reason that they wanted to have that change. it’s interesting to see how the parents are, what their views are and how they choose because obviously, they can tell the trend depending on how parents choose the schools. it will be very interesting to see what will happen in the next few years and see what happens with that. but those are some issues or some challenges that parents have.
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创新是引领发展的第一动力，培养创新性人才是我国教育的重要使命。如何培养适应时代发展和变革的创新性人才？是我国当今国际化教育发展中面临的重要挑战。
为进一步了解国际学校人才培养模式，深度挖掘国际学校办学特色，由教育部主管的中国教育国际交流协会中学分会与京领创新人才课题组联合多位哈佛、剑桥、牛津、北大、清华的专家学者共同发起，北京大学教育学院高中教育大数据实验室提供学术支持的“国际学校百校调研”于2020年7月正式启动。
“校长领导力”是此次调研的重点环节，国际学校校长作为掌舵人不仅需要具备一系列超越普通教师能力的素质，还需要具备强有力的领导力、品牌意识、创新意识以及优质教育教学人才的鉴别与吸引能力。
“校长领导力”是学校办学成功的关键所在，本次百校调研团队专门对北京澳大利亚国际学校校长roger bishop校长进行了专访。
校长名片
mr. roger bishop
学校介绍
北京澳大利亚国际学校成立于2012年8月，是一所面向外籍人员子女的k12国际化学校，校舍位于北京朝阳区。学校相信社区源于共同的承诺，学习是人、想法和经验之间相互作用的结果。学校的学校领导坚信，学生的发展不仅发生在学生参与互动课堂的过程中，还发生在他们通过体育、艺术和其他课外活动扩展自己的过程中。
北京澳大利亚国际学校提供了一个培育社区，使学生能够在学习中追求卓越并培养敬虔的品格，以便热情地追求真理并谦卑地影响世界。
京领：您如何理解学校的核心文化？
北京澳大利亚国际学校校长roger bishop：在“使命宣言”中，我们将自己定位为培育型社区，这构成了我们与其他国际化学校的不同之处。与其他国际化学校相比，我们的一大不同在于规模，而这也是我们的一个优势。我们是一所规模较小的学校，这使得我们可以更好地关注到现有的每一名学生。
同时，我们也很注重家庭。对家庭的注重也使得我们能够在校园文化的建设中融入家文化。我们的学生不仅来自不同背景，也来自不同的学校——自身的差异性使得他们纵使经过了多年的时间，也无法融入一些大学校。当他们选择进入我们的学校时，我们接受他们的差异性，因为对我们来说，学生自身的差异性构成了校园文化的一部分。这不仅体现在学生身上，在员工身上也是如此。有的员工和其他学校与企业并不合得来，但他们在我们的学校里找到了家的感觉，这是一种与众不同的合作方式，也意味着我们创造了接受不同人价值的校园文化。做到这一点并不容易，我们需要付出更多的时间和努力。我认为我们的付出得到了很令人欣慰的结果。
京领：您认为民办双语学校/公办学校国际部/外籍人员子女学校和其他类型的学校在办学方面有什么不同？优点和缺点是什么？
北京澳大利亚国际学校校长roger bishop：我认为这些学校在学校建设方面有所不同。双语学校和传统的民办学校拥有中国式的管理体系，这与我们学校的设置不同，因为我们必须满足学生、员工和家庭的需求。在这一点上，双语学校的体系和大多数中国学生习惯的体系是不同的。
学校管理的不同在一定程度上受到政府规定的影响。政府规定具有差异性。双语学校或民办学校必须遵循政府规定，但一所纯粹的国际化学校面临着不同的境地，因为我们要遵循的政府规定和其他学校是不同的。
这件事具有双面性。尽管我们在某种程度上拥有了更高的自由度，可以以我们想要的方式制定课程，但这更多的是一种压力。我们学校不属于系统的一部分，因此，我们无法从系统中受益。我们需要花费更多的时间和精力来自己摸索，我们也花了很多年的时间来不断改进。在中国，我们在学校管理上拥有很大的差异。
京领：与其他学校相比，贵校最具竞争力的部分是什么？
北京澳大利亚国际学校校长roger bishop：我们的一大优点是，我们关注学生个人，并拥有强大的学术计划。有趣的一点是，很多新家庭之所以选择我们学校，都是因为中意我们的课程。我们确实有很多教材和课程资源。家长们在确实、真正地思考什么是课程以及课程会如何被教授，这不仅是他们关心的事，也是与他们孩子的成长息息相关的事。
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那些来自大学校的家庭也是如此，这就是我们的发现。另外，我们还通过数据驱动的学习来跟踪学生的发展。基于此，我们可以向家长展示学生的个人发展情况。在其他学校，尤其是规模较大的学校，做到这一点实属困难。因此，规模小也是我们的优点之一。其他学校必须分散注意力，而我们可以集中精力，聚焦学生。
另一个优点是我们的性格发展计划，该计划从幼儿园到12年级一直开展。性格发展有助于学生理解自己的行为，也有助于他们思考自己的行事驱动因素以及如何与他人合作。这在校园中创造了一种文化，使得学生能够更加安定地专注于学习。
这一点其实非常有趣。我曾供职于其他国际化学校，我发现，尽管所有的国际化学校都关注学生的性格发展，但在其他学校，性格发展是一个附加项，在我们学校则是课程和课堂学习的一部分。这意味着在我们的学校，性格发展在学生的学习方式和合作方式之外，会被当作一个独立的部分受到更具体的关注。这一点非常特殊。
我们必须非常用心地思考如何将性格发展融入日常教学。让我来举个例子。我们学校每个月都有不同的性格特征主题。我们注重感恩，而这一点也渗透在学校的各个环节中。根据小学和中学的不同，对感恩的培养有不同的体现方式。比如，在小学，班主任将重点定为感恩拥有的物品，这帮助学生理解和欣赏他们拥有的物品、财产以及与同学之间的关系。
我们在这个过程中也注重给予学生认可。当老师看到学生对某事或某人表达了感恩后，老师会给予学生认可，让学生知道自己在表达感恩。当老师在教授课程时，他们需要时刻记得感恩是教学的一部分。
学习感恩并不是一件短暂的事。尽管学生可能是在特定的情景下学习到了感恩，但在我们学校，感恩是一种文化，这种文化几乎每个月都会在校园里出现。学生们在课堂中的各个环节都会学习感恩。无论他们是在学习艺术、音乐还是体育，他们都会听到来自不同方面的感恩。这有助于他们加深对感恩的理解，并帮助他们将所学内容与感恩相结合。我们想让他们不仅记住感恩的定义，还要知道感恩如何在生活中应用，以及感恩如何在合作中体现。
京领：您认为校长领导力的核心是什么？
北京澳大利亚国际学校校长roger bishop：校长的责任因为有不同的管理领域而十分复杂。作为校长，我同时担任两种角色，一个是学术领导，管理学术成就和发展，另一个是学校领导，关注学校整体的发展和目标，平衡这两种身份十分很重要。在学术领导方面，也分为两个部分，一部分是确保课程系统完善，另一部分是教学和学习顺利运行。
领导一所学校有许多方面。在保证学校顺畅运行外，我们也关注招生情况和财务情况，更重要的是确保校园内各个系统、体系的确立，以实现学校顺利地运行。此外，另一个方面是解决问题。解决问题是一项日常工作，每天都有不同方面的问题需要寻找解决方案或利用学校的资源。学校不能只由一个人管理，我的工作是识别那些具有不同优势的人，把他们聚集到一起，共同以解决我们的问题和难题。从我的角度来看，这更多的是着眼于大局，努力把所有的事情结合起来，将不同部分连接起来。
京领：在目前的国际化教育领域，您认为校长普遍面临的问题是什么？应该获得哪些方面的支持？
北京澳大利亚国际学校校长roger bishop：因为每个学校都非常不同，他们都有自己的问题或挑战。招生当然是一个很大的挑战，尤其是对于国际学校来说。前几年并没有那么多挑战，因为我认为很多国际家庭会喜欢在中国工作。这些年，我确实收到过一些居住在国外想来中国工作的人的申请，但目前的情况会使这个过程变得非常具有挑战性。因此，由于疫情，招聘变得具有挑战性。所以，这是我们最大的挑战，尤其是学校接下来还需要继续发展。
另一个挑战是资源。过去，我们时常订购新的教科书并保持我们的书目能够持续在最新状态。但因为多年来，把海外原版教科书带入中国的限制变得越来越严格。这对我们来说是一个很大的挑战。我需要在未来的发展过程中，我们如何维护和拥有新的教学用书，以及新课程的运作。这是我们必须计划应对的挑战，因为如果我们无法将外国教科书引入中国，那么这将影响我们的教育方式。
比如，我们学校采用的很多教材都是直接从美国进口的。由于版权保护，海外的教科书无法使用电子版。所以，学生在我们学校中通过接触纸质版的各类海外书籍，丰富了他们的学习过程，几乎与在国外学习类似。这是他们在教室里上课时的感觉。
而且对于在线资源，如果我们把所有内容或者活动都改为线上，我认为这是一个更大的挑战。当新家庭从其他国际学校过来时，校内的材料和资源是他们关注的事情之一。他们不希望看到一切事物都转为了线上。
回顾曾经，过去我们与社区有很多联系，例如我们可以邀请来自不同领域的专家，或是在公司任职的人物来到校园为学生提供学习上的帮助，这些无疑可以为学生提供了更丰富的学习体验。我们很乐意与社区建立联系。我们喜欢走进社区，以不同的方式为当地社区服务。这也是我们学校整体使命的一部分。但同样，我们已经 3 年没能做到这一点。covid 结束后我们将继续。
京领：您任校长以来遇到的最大困难是什么？您如何带领团队克服困难的？
北京澳大利亚国际学校校长roger bishop：我认为学校面临的最大挑战是自疫情开始，在2020年，我们陆续失去了1/3的国际家庭。而让新家庭加入我们也受疫情的影响而变得富有挑战。目前，我们大部分或几乎所有的新家庭都是从其他国际学校转来的。问题在于，我们目前的学生来源仅局限于北京现有的国际家庭，或者其他学校的转校生，但来自海外的新家庭的数量则锐减。这对于我们这一级别的学校来说是一个巨大的挑战。
与此同时，关于防疫工作的校内事务也有所增加，无论大规模的学校还是小型学校都需要准备许多文案工作。在规模较大的学校中，他们有能力拥有一个团队来处理这些事情，但是对于规模较小的学校来说，这意味着我们有时需要请我们的教职工来做这些本不是他们职责范围内的行政工作。我们学校的老师们帮助、支持了学校的covid预防计划的实施。
我也一样，我可能将大约80%的时间花在与covid相关的工作上，那么也就意味着我只有20%的时间花在学校发展上。这让我产生了巨大的压力，因为一方面要维持学校的运行，同时还要努力满足政府的政策和法规。
因此，我们需要雇佣更多人，我们需要更多的收入来源。归根结底，我们是一所学校，但我们首先是一个企业。没有收入，就很难找到我们需要的人。所以这对于我们而言非常具有挑战性。但我知道政府方面其实也面临着很大的挑战。地方政府也尽了最大的努力，他们的工作也很累。但这过程中，学校的压力来自于，学校的教育教学质量可能会由于学校将过多精力放到满足政府的法规上而下降。
所以这是我们最大的困难与挑战。对我来说，我本身喜欢搭建学校的系统和体系。我一直在努力支持我们现有系统的开发，尤其是在covid预防方面。在过去的至少2个月里，我们准备了大量满足政府和法规要求的文档和文书工作。为了确保学校安全，我们甚至超出了政府的要求。
此外，我们学校作为一所指持有外籍人员子女学校的办学执照，疫情带给我们了一个不小的挑战。如果我们对任何学生开放，比如中国本地学生，那就容易多了。无论是在招生中，我们都会变得稍微轻松些，因为给我们的机会增加了。但是，随着外籍人口的流失，我们的招生数量减少时，我们的国际化社区也会开始萎缩。
京领：国际学校发展迅速的当下，您认为新建国际学校应当如何打造特色品牌？老牌国际学校如何维持优势，升级品牌？
北京澳大利亚国际学校校长roger bishop：我已注意到国际学校，尤其是老牌国际学校，正不断扩张到其他城市的这一趋势。这是一个很有趣的现象。这类学校利用他们已有的品牌优势，去不断扩大，尤其入驻一些中小城市中。这是我观察到的老牌学校的扩张方式。而这个方式也已在老牌双语学校中形成。
众所周知，这种扩张会对学校本身带来益处。比如政府会对学校的课程以及运营方面增强管理和监督，某种程度上，这会保障学校的发展变得更加稳定。当学校有较为稳定的收入时，学校就能安定地发展。这种形势下，学校逐步发展为更像是一种政府职能部门，而不是个体户，这在中国的市场中是相对稳定的。这已形成趋势。但我对这种趋势的形成速度之**到诧异。现在很多学校因为增设了双语教育而需要更名。我对未来5年或10年后的发展十分期待。
京领：您认为在未来，哪种国际化学校会在家长群体中更受欢迎？
北京澳大利亚国际学校校长roger bishop：我认为，从公办学校转换为国际化双语学校的学校会更受欢迎。原因有二。首先，现在，家长们认识到，国际教育不仅有助于他们孩子的出国学习和工作，还有助于他们的孩子在市场上提高自身竞争力。我们学校遇到的情况是，很多学生大学毕业后，都会因为受过国际教育而变得与众不同。
第二个原因是，家长们认识到了英语在全球化中的重要性。在全球化的背景下，将英语作为工作语言对工作是有好处的。家长们预见到了他们的孩子能够通过多种语言，尤其是英语，在工作中交流并获得更多机会。
此外，家长们也意识到了学生在公办学校中面临的巨大压力，这种压力来自于高考和中考。我知道，很多父母都希望他们的孩子脱离这种体制，因为他们实际上很关心孩子的社会情感福祉。他们虽然关心学术，但不希望孩子压力太大以致崩溃。并非每个孩子都能适应这样的体制，孩子们需要有不同的发展。国际教育给予父母不同的选择，让父母可以将孩子带上通往福祉的道路。当孩子快乐时，父母也快乐。我认为这是一些主要的问题。
我还注意到，一些中国家长担心双语学校也许会转化为拥有双语环境的国际化学校，这样的转化会离公办学校越来越远。这就是家长们希望学校做出转变的原因。观察家长们的反应、倾听家长的观点、观察家长的选择……这些事既有趣又有意义，因为家校的择校与学校发展的趋势有关。尽管父母面临着诸多问题与挑战，但我很乐于观察学校在未来的几年中会发生什么变化。
english version
kinglead: in yo** mind, what is the core cult**e of the school?
roger bishop, head of school at a**b – hope international school:according to o** mission statement, we are a n**t**ing community, and we may be very different from a lot of other international schools. one of the big differences, and it’s an advantage actually for us, is that we are a smaller school and we are able to focus more on the students that we have.
it’s definitely more family oriented. this helps us to create a cult**e where we are growing in that way. we have students that come from all different backgrounds. and even from different schools, many times over the years, we’ve had students who haven’t fitted into other big schools, because the students themselves are very different. when they come to us, we accept that difference. for us, that’s part of the cult**e. that’s the same for staff as well. sometimes some staff members do not fit well with other schools or companies, but they find a home with us. that creates a cult**e of acceptance of value, a different way of working together. it’s certainly not easy. it does require more effort, time, and dedication. i think the results are much better.
kinglead: what do you think are the differences in school running between private bilingual schools / public school international departments / foreign children’s schools and other types of schools? what are the strengths and weaknesses?
roger bishop, head of school at a**b – hope international school:i think the foundations of the school are very different from bilingual schools or old private schools. they are more like a chinese management system. that’s very different. it is set up differently because we have to meet the requirements of students, staff, and families. on that level, the system itself is very different with bilingual schools and the majority of chinese students.
one big difference with the management of the school is that of the satisfaction of government regulations. the government regulations are very different. bilingual or private schools have to make s**e that they follow government guide guidance and regulations. whereas for a p**e international school, it’s very different, because we are not bound by the same regulations that the other schools follow.
and in a way, there’s more freedom, which allows us to develop c**riculum and policies in the way that we want to. but at the same time, it’s also press**e as well, because we are not part of that bigger system. we cannot get the benefits of that larger system. we need to create o**selves, which does take more time and energy. and it requires continual improvement over the years. so there are pros and cons, but in china, the c**rent management is very different.
kinglead: what do you think is the most competitive part of yo** school compared with other schools?
roger bishop, head of school at a**b – hope international school:the thing that we do well is focusing on the individual students and having a strong academic program. it’s quite interesting that lots of new families come to us because they are interested in o** c**riculum. we have a lot of reso**ces and textbooks. o** families are really considering what the c**riculum is and how it is presented. that’s really what they care about, as well as how their child is really going to develop.
this is something that we find, even from students coming from larger, bigger schools coming over to us. and we track the development through data-driven learning. with that focus, we’re able to then show parents how students are developing individually. this is something that other schools struggle to do, especially the larger schools. so being a smaller school is actually o** advantage, because we’re able to give that focus learning, whereas others have to spread the load.
and i think the other advantage that we have is o** character development program. we develop from kindergarten all the way up through to grade 12. character development helps students to understand how they behave and also helps them to reflect on why they behave in a certain way and how they can work together with others. that also creates the cult**e that helps students to be more settled and then allows them to focus on learning.
it’s interesting because i’ve worked in other international schools before. all international schools will focus on character development. the difference is that in other schools, character development is an add-on. whereas, we integrate character development as part of the c**riculum and part of the in class learning. it means that we can then focus on this regardless of what students are learning and how they’re interacting with each other. this is a very special element.
we have to be very intentional when you start to think about how it’s incorporated into the learning. i can give you an example of o** monthly character traits that we have. every month we have a different character trait and that is on a 4-year cycle. so we repeat the same character traits. we focus on gratitude. this then appears in all different aspects of the school. so depending on elementary and secondary, students will be very different. it might be presented differently. but in elementary, for example, the homeroom teacher would focus on gratitude and giving thanks and being grateful for the things that we had. so it helps students to learn, to appreciate the items that they have, the belongings that they have, but also the relationships that they have with each other.
we also give recognition. when a student shows gratitude towards something or someone, if a teacher sees that, they could give them some recognition so that they know that they’re demonstrating. as the teacher is teaching a certain subject, what they do is think about gratitude might be part of that learning.
so i have to think about something on the spot. but maybe they’re learning a particular story. they might draw out how a character showed gratitude. it’s not just an add on that happens at one particular time, but it’s part of that, almost a monthly cult**e. students are hearing and developing and reflecting on a certain area in all aspects of their classes. it doesn’t matter if they go to art. if they go to music, if they go to pe, they’re all hearing different aspects of this gratitude. it’s really helping them to have a deeper understanding and helps them to apply what they’re learning. it’s not just something that we are getting them to memorize the definition of gratefulness, but it’s actually how can we apply it to o** lives? and how can we use that to work together?
kinglead: what do you think is the core of principal leadership?
roger bishop, head of school at a**b – hope international school:this could be very complex with the different areas of management. on my side, i have kind of two roles. one is the academic principle side, the other one is the leadership of the school. that’s the head of the school role. so it’s really important to balance the two parts. one is academic progress and management, and the other one is the overall development of the school and how it moves as well. i guess if i separate those into two parts for the academic side, it’s definitely making s**e that systems are in place and running smoothly with teaching and learning.
there are so many aspects of leading a school. the operations of the school is also running smoothly, and we also concern about enrollment and how the school is developing financially. it’s more about making s**e that all systems are in place in order to make s**e that the school can run smoothly.
moreover, i think the other aspect is problem solving. problem solving is a daily task. there are problems every day in different aspects, finding solutions or using the assets that are in the school, because the school cannot just be run by one person. my job is to identify those people with different strengths and then bringing them in order to solve issues and problems that we have.
from my point of view, it’s more about looking at the big pict**e, helping to bring it all together. i have to see the bigger pict**e and how each part is connected.
kinglead: what kind of support do you think principals need to provide to solve problems?
roger bishop, head of school at a**b – hope international school: becauseeach of school is very different, and they all bring their own problems or challenges. recruitment is certainly a big challenge, especially for international schools. it wasn’t so much of challenge premium in previous years, because i think that many international families would love to work in china. these years, i do get applications from those who are living abroad and want to come to work in china, but the c**rent situation of the moment would make the process extremely challenging. so, with covid, it’s now becoming extremely difficult. so, this is o** biggest challenge, especially moving forward.
the other challenge is reso**ces. for material supplies, in the past, we would love to order more new textbooks and keep them c**rent. but that’s one of the challenges because now the restrictions on bringing international textbooks into china have become increasingly difficult over years. this is a big challenge for us. i need to consider, especially in the fut**e, how we can maintain and have new textbooks, especially for c**riculum development and how that can work. that’s a fut**e challenge that we have to plan for, because if we’re unable to get foreign textbooks into china, then this is going to impact the way that we educate.
for example, a lot of textbooks are imported directly from the united states. those textbooks are not digital files or not digital books, because it’s copyrighted. so actually, the textbooks we have provide a rich c**riculum which was able to bring almost like the student is almost abroad learning. that’s the feeling that they have when they’re in the classroom.
we also include online reso**ces. if we got everything online, i think that’s a bigger challenge. when new families come over from other international schools, materials is one of the things that they focus on. they don’t want everything just to be online.
looking at the history of the school, we used to have a lot of connections with the community, such as we could bring in different experts from different fields as well as having other companies and people coming in to provide different services for learning. those definitely provided a more rich experience for students. we would love to connect with the community. we love to go out into the community and to serve the local community in different ways. that’s part of a bigger mission. but again, we haven’t been able to do that in 3 years. we will continue once covid is over.
kinglead: what is the biggest difficulty you have encountered since you became the principal? how did you lead the team to overcome the difficulties?
roger bishop, head of school at a**b – hope international school:i think the biggest issue that the school faced was since the beginning of the pandemic, we’ve lost as 1/3 of o** international families in 2020. and we are impacted very greatly by being able to get new families to join. at the moment, most of o** new families or nearly all of them are transferring from other international schools. what’s happening is we have international students within beijing and we have the pool of students that are just moving around. we are not having a new inflow coming in from the different countries. this is a huge challenge for the school on that level.
meanwhile, due to the pandemic, a tremendous amount of work is needed in order to prepare the *****work, both within larger schools or smaller schools. for larger schools, they are able to have a team in order to work on these things. but for a smaller school like us, it means that we sometimes need to ask other staff members to do this type of administrative work which are not their duty. but they actually tried and helped to support the covid prevention plan.
similar to me, i probably spent about 80 % of my time on covid related work. and then only 20 % of my time was on school development. so it means that i have tremendous press**e in order to still maintain the school running, at the same time, still trying to satisfy government policies and regulations.
so we need to hire more, we need more income. at the end of the day, we are a school, but we are also a business. without the income coming in, it’s very difficult to have the people that we need. so it’s very challenging, and i understand that it’s also very challenging on the government side. local governments are trying their best and they have a tiring job as well. it’s with the amount of work. it’s putting press**e on the school because it means that actually, the danger is that the quality of education could decrease because of the needed focus on satisfying government regulations.
so that’s o** biggest problem. for me, i really like systems and creating systems. i’ve been working hard to support the development of systems that we have, especially with the covid prevention. we have spent the last at least 2 months preparing a lot of documentation and *****work that satisfies governments, and regulations. and we have even gone beyond what the government requires in order to make s**e we keep the school safe.
besides, we have a license for foreign passport holders only. this is also a big challenge for us. if we were open to any student such as local chinese students, and then that would be a lot easier. and either in admissions, we would be very happy because there would be a lot of opportunities. but when we have a small pool of students available, the international community is starting to shrink, and get smaller because many are leaving, but not many are coming.
kinglead: with the rapid development of international schools, how do you think new international schools should create their distinctive brands? how should established international school maintain their advantages and upgrade their brands?
roger bishop, head of school at a**b – hope international school:i am aware of international schools, especially established international schools, expanding to other cities. that’s been very interesting to see how they’ve done that. they definitely try and use their school branding in order to move to other cities and expand that way, especially in smaller cities or less known cities in order to try and establish schools there. that’s what i’ve seen as a trend to try and develop schools for existing schools. the trend has been to switch from being an international school to being more bilingual schools.
and that’s because obviously, there are many benefits to that. there are more government controls and restrictions when it comes to c**riculum and then how things are done. however, it does bring more stability. when we have a stable income, we are able to be more settled. in that way. it’s almost moving into a government position job where it’s more stable in china rather than trying to run yo** own business. that has definitely been the trend. i’m s**prised at how quickly it’s happened. a lot of schools now need to change their names because of accepting the new way of having bilingual education. it will be very interesting to see what happens in the next 5 or 10 years.
kinglead: what kind of international schools do you think will be the most welcomed ones among parents in the fut**e?
roger bishop, head of school at a**b – hope international school:definitely the ones that move from public schools to international bilingual schools will be the most welcomed. there are two main reasons. first, parents recognize that international education would help their child to possibly not only move abroad for study and work, but also allow their children now to be competitive with others in the market.
because we have a situation where we have lots of lots of students who are graduating from universities. what makes them different from the others. the other aspect is that parents recognize the importance of english as part of globalization and need to use english as a benefit of different work opportunities. they foresee the opportunities that their child or children could have by being multilingual, and especially by being able to communicate in english.
what’s more, families are recognizing the press**e that students are getting at public schools. especially the main focus would be the gaokao. now we have the zhongkao as well. i’ve seen chinese parents want to try and get their children out of that kind of system because they actually care about the social emotional well being of their children. they care about academics, but they don’t want the press**e to be so heavy that their child breaks down. not every child is able to fit into one system. children need to develop differently. international education gives parents a different option and allows them to move their child into a place where there’s happiness. so when the child is happy, the parents are happy. i think those are some of the main issues. i’ve noticed that some chinese parents are a little bit concerned with the new, bilingual schools or the international schools that are moving towards a bilingual setting.
i’m seeing some of the concerns because they are worried that it will t**n, and it will become closer to the public school. and that was the reason that they wanted to have that change. it’s interesting to see how the parents are, what their views are and how they choose because obviously, they can tell the trend depending on how parents choose the schools. it will be very interesting to see what will happen in the next few years and see what happens with that. but those are some issues or some challenges that parents have.
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