ISN in Conversation with Quest Progress: Smarter Assessment, Better Outcomes

ISN in Conversation with Quest Progress: Smarter Assessment, Better Outcomes

Michael Southern-Augustine unpacks the importance of effective assessment and feedback in international schools, why it matters, the challenges schools face, and, importantly, how to do it well in practice. If you are interested in booking a meeting with Quest please register your interest here: https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isn [https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isn] Key Takeaways 1. Data shifts teaching from reactive to proactive Quest enables teachers to identify learning gaps in real time and adapt their teaching immediately. Rather than responding after issues arise, teachers can proactively reteach concepts, group students effectively, and personalise support, especially for EAL and SEN learners. 2. Significant reduction in teacher workload The platform streamlines assessment through automated marking, instant feedback, and centralised reporting. Schools consistently report a shift away from time-consuming data collection toward meaningful, data-informed action, freeing teachers to focus more on teaching and intervention. 3. Strong impact on whole-school strategy and leadership decisions Senior leaders use Quest’s dashboards to analyse trends across subjects, year groups, and campuses. This creates a “single source of truth,” enabling more consistent benchmarking, targeted resource allocation, and the sharing of best practices across international school groups. 4. Improved communication with parents across diverse contexts Quest’s clear, visual reports help schools communicate student progress in a way that transcends curriculum differences and cultural expectations. Conversations move beyond grades to focus on skills, progress, and next steps, leading to more transparent and trust-based relationships with families. 5. High adaptability for international and diverse school environments Quest is designed to work across different curricula (IB, British, American) and supports diverse student populations. Its accessibility features, consistent assessment structure, and holistic view of learners make it particularly effective in international schools with varied educational backgrounds. If you are interested in booking a meeting with Quest please register your interest here: https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isn [https://r1.dotdigital-pages.com/p/6U3A-M74/quest-isn]

5 Takes on Connection as Strategy: Leading School Mental Health in a Disconnected World

In this episode, Anna Bateman from Halcyon Education explores how schools can rebuild trust, strengthen relationships, and use leadership, data, and collaboration to create a sustainable culture of wellbeing for staff and students. Take 1, We’re in a Trust Recession “Trust recession” describes the decline in confidence across schools. Parents trust schools less, staff trust leadership less (Teacher Wellbeing Index), and young people trust institutions less. In international schools, high mobility makes trust even more crucial. AI accelerates this shift, not inherently negative, but changing how people access information, support, and connection. The key question, how do schools respond to growing disconnection? Take 2, Relational Culture Needs Strategy Wellbeing is often reactive. A planned relational culture, with shared language and collective ownership, makes mental health a school wide responsibility rather than one person’s job. Strategic leadership is essential to embed it. Take 3, Measure What Matters Schools care about wellbeing but may lack clarity on needs. Using validated tools alongside student and staff voice reveals patterns, who’s struggling, what works, and where intervention is needed. Data doesn’t replace professional judgement, it informs and strengthens it. Take 4, Staff Wellbeing Is Foundational Wellbeing isn’t a perk, it’s the foundation of school culture. Staff who feel trusted and supported extend that trust to students. In a world where AI can deliver content, human connection is what makes schools irreplaceable, and supporting staff is key. Take 5, You Can’t Do This Alone Many wellbeing leaders work in isolation. Networks provide support, shared thinking, and strategic insight. In January 2026, I launched a Senior Mental Health Leads network. With enough interest, an international focused group will follow. International Senior Mental Health Leads Network, Initial Session Join Anna Bateman online on 24th April at 12pm (GMT+1) to connect with senior mental health professionals worldwide. Share ideas, tackle challenges, and strengthen leadership in an informal, supportive setting. Whether experienced or passionate about mental health, this network offers a space to learn and grow together. Secure your free place here: https://www.eventbrite.co.uk/e/international-senior-mental-health-leads-network-initial-session-tickets-1984625290669 [https://www.eventbrite.co.uk/e/international-senior-mental-health-leads-network-initial-session-tickets-1984625290669] Do you have an idea or area of expertise you would like to share on the ISN podcast? Please submit your ideas here: https://www.pages.isn.education/5-takes-podcast [https://www.pages.isn.education/5-takes-podcast]

5 Takes on Building Female Networks

1. Be curious: learn about yourself Building strong networks and relationships starts with understanding yourself. What are your key strengths, and how can you use them effectively? Are there aspects of your personality you could develop further? As Socrates advised, “Know thyself.” Tools like the VIA Character Strengths survey and the 16 Personalities assessment can offer useful insights into your traits and how others may perceive you. Reflecting on these perspectives can help you build rapport more intentionally and identify emotional or psychological barriers that may have held you back. 2. Be brave Push yourself beyond your comfort zone. Reach out to someone you admire on LinkedIn or a similar platform and start a conversation - perhaps asking if they mentor or support aspiring leaders. Join discussions on topics that interest you and connect with others online. Networks like WomenEd provide fantastic opportunities to meet women and allies from around the world. I lead the WomenEd Italy network, where members support one another with advice and inspiration. At conferences or events, check the speaker or delegate list, introduce yourself, exchange details, and follow up afterwards. 3. Nurture connections close to you Some of the most valuable learning comes from the people you work with. I have learnt a great deal from the leaders I worked for, and now from fellow heads with whom I collaborate at country and group level. Whatever stage of your career you are at, connect with others in similar roles. Sharing experiences - both successes and challenges - builds trust and lasting professional relationships. I still rely on colleagues’ perspectives when I need fresh thinking on complex decisions or new strategies. 4. Put yourself forward Volunteer to lead professional learning, give a presentation, attend a conference, take a course, or lead an action research project. Then share what you learned and invite others to join you. Every opportunity can help you grow as a professional. Programmes such as CIS visits and other accreditation work offer powerful professional development and connect you with educators worldwide. Don’t wait to be invited - someone else may already have stepped forward. Be proactive about your career: make a plan, review your goals regularly, and embrace your ambition. Then seek out the people and opportunities that will help you achieve it. 5. Give back Cultivate gratitude - it benefits both you and those around you. As your network grows, think about how you can support others. Promote someone’s work, nominate them for an award, mention their achievements, or recommend them for an opportunity. An art installation by Marinella Senatore in Florence during the first COVID Christmas displayed a powerful message: “We rise by lifting others.” Another read: “Breathe; you are enough.” These words resonate strongly with educators, who give so much to others. By supporting those around us, we strengthen our communities - and ourselves.

5 Takes on Creating a culture of Mental Health Support

Take 1) Creating a Culture of mental health support Whatever role you play in a school or organization, it’s important for you and everyone you work with to be someone willing to act if a person may be in need of mental health support. This can be through starting a committee, facilitating a workshop, writing newsletters or any other way you can communicate and remind people of what to do if you are worried about someone. The culture created should be that is a collective responsibility to recognize, understand, and respond appropriately to someone experiencing a mental health issue. Take 2) Notice the signs and trust your gut The signs of someone who may be in need of mental health support can be obvious or subtle but it is important to notice when they happen. Has there been a change in their behavior, are they experiencing mood swings, becoming withdrawn, voicing concerns, or are they going through high levels of stress, grief, or health issues? This is often the first sign to an outsider that something may be happening to a friend or colleague. If you feel something is amiss, or there has been a change, it could be hard to place exactly what that may be. It is important to trust your gut. It is far better to try and support someone and be wrong than to have a feeling about it and fail to act. Take 3) Have the conversation If you suspect someone may be experiencing mental health distress, it is important to speak to them. Most of us are not trained psychologists and the conversation needs you to just ask the person if they are ok. Mention a behavior you may have noticed, share that you are worried and most importantly, actively listen with empathy. Allow them to speak and validate their feelings. We can’t fix their problems for them, but we can be a pillar of support and encouragement. Take 4) Signpost If the conversation has led to the person potentially needing help, it is important to signpost them to appropriate support. In schools I have worked in we have kept an up-to-date contact list of doctors and therapists faculty can access and shared this in newsletters and kept available to everyone on shared drives. This can then be used to provide the person who may be in need of support with the resources to access professional help. This is especially important in schools with staff from around the world who may be new to a country and unaware of the help available. If applicable, also share how the health insurance operates if they do seek help and a step-by-step guide on what to do. These don’t have to be country specific if resources are limited in person, there are also excellent tele-health services available that some insurances will cover the cost for if other options aren’t viable. Take 5) Follow Up It will often take more than one conversation and more than one attempt to signpost before a person feels safe enough to get help. Follow up with the person, ask if they were able to contact the services you signposted, offer any help such as calling to make an appointment, or accompanying them to the location. Do you have an idea or area of expertise you would like to share on the ISN podcast? Please submit your ideas here: https://www.pages.isn.education/5-takes-podcast [https://www.pages.isn.education/5-takes-podcast]

5 Takes on Cultivating Belonging in Schools.

Drawing on her new book, Hannah Wilson, Director of The Belonging Effect, shares five practical insights on building belonging in schools. Take 1) Introduction: Why should we care about DEIB? * It does not have to happen to you to matter to you. * Understanding power and privilege. * We need to stand up, speak out, show support for issues impacting others. Take 2) Belonging in Society: How do we develop it? * Increased hate crimes. * Riots. * Flags. * Media and social media. * Derogatory language. Take 3) Belonging in Schools: How do we change it? * Intentional inclusion. By design. * Challenging assumptions and biases. * High attrition and exclusion rates. * Strategic intent from governance. Take 4) Belonging in the Staffroom: How do we disrupt it? * Designing for inclusion. * Diversifying recruitment. * Talent pipeline and retention initiatives. * ITTE and governance. * Inclusive workplaces. Take 5) Belonging in the Classroom: How do we foster it? * Inclusive classrooms. * Psychological safety. * Diverse curriculum. * Better representation. Call to Action: What do we do next? * Consciousness, Confidence, Competence * Curiosity v Criticality * Allyship * Shaping intention into impact. Links and Resources Find the book here: https://www.awesomebooks.com/book/9781036206451/a-little-guide-for-teachers-cultivating-belonging-in-schools [https://www.awesomebooks.com/book/9781036206451/a-little-guide-for-teachers-cultivating-belonging-in-schools] Secure your place and join the virtual book launch on 9th February here: https://www.eventbrite.co.uk/e/1574054442209?aff=oddtdtcreator [https://www.eventbrite.co.uk/e/1574054442209?aff=oddtdtcreator] Learn more about The Belonging Effect here: https://www.thebelongingeffect.co.uk/ [https://www.thebelongingeffect.co.uk/]