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School Leadership Team

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Taymur Mirza

Head of  School

My philosophy of education is similar to that of the International Baccalaureate Organisation (IBO). It is about building a global community, about social justice, about peace, “about learning to live together”. In my opinion this shared moral and social purpose of education embodies in it the many other purposes of education including the end of making money for a better family life. Fortunately at the time of founding The International School in 1996, the IBO Middle Years Programme (MYP) for students aged 11 to 16 years and the High School Diploma Programme for students aged 16 to 18 years was at offer for internationally minded schools like The International Schools. My team and I were able, by October of that year, to be authorised by IBO to offer the MYP. The process of convincing IBO of our commitment and readiness was intensive but successful. Subsequently in due course of time we were authorised for the IB Diploma and registered with Cambridge International Examination and Edexcel International (2004). Since then to now we are the first and only IB World School in Pakistan.I have experienced the role of an IB Assistant Examiner (4651) for IB Mathematical Studies (1999 to today); IB MYP Mathematics Guide Writer (1999); IB MYP Authorisation Visit Team Member (India – 1999, Thailand – 2007), IB MYP Homo Faber Presenter (2000), IB MYP Mathematics Workshop leader (2000), Five-Year Diploma Evaluation Review Team Member (2006), DP Authorisation Visit Trainee (2006), presenter at the IBAP Annual Conference (2006) and CIS school evaluation team member.

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Samia Akram Kashmiri

Principal

My career at The International School began in 1996 and over this period of time, having progressed from English Language instructor, to Middle Years Programme Coordinator, to Principal, my views on education have greatly changed. Having had the opportunity to be on both sides of the fence, a teacher, as well as an administrator, I have realised that being an educator goes far beyond delivering a lecture. Anyone can stand in front of a class and regurgitate facts from a book, but the challenge lies in tapping into the souls of our students and offering motivation for them, themselves, to want to strive for an education. It involves, firstly, our own realisation that the world today is a very different place than the one we grew up in, and that the challenges and temptations faced by our youth are enough to scatter them in every direction, except towards their books. Empathising with student issues is the key to understanding them, and lays the foundations for solid unions to be built, unions based on friendship, trust and respect. This respect transforms a regular teacher into a role model, a person whose every word inspires the students in their classroom. When this bond has been formed, students do not have to instructed, they aim to please. They begin to understand that their actions cause ripples, affecting others as well as themselves, both socially and academically. This results in highly self-motivated children, achievers who will not settle for second best. No textbook can teach them this, it comes from within; students want it for themselves. When we, as educators can inspire our students to reach this peak, the battle has truly been won.

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Nayma Hasan

Diploma Programme Coordinator

Within the culture and society that we live, it is easy for an outsider to take IB Education for granted as it involves co-curricular activities, learning experiences that don’t depend entirely on a textbook, questioning knowledge, and so much more – all of which go against our traditional system of education. However, having been through the IB system (MYP and DP) myself, and then noticing the difference between IB graduates and our peers from other systems in University, it became evident how IB has played a role in shaping individuals as holistic, lifelong learners which other systems have not. IB has transformed students into learners; from one-track minded individuals to balanced, open-minded learners. Having transitioned from IB student to teacher to DP Coordinator and IB Workshop Leader, I have no doubt that this system offers freedom for self-growth as well as the skills necessary to thrive in our fast-paced, ever-changing world to all members of this community. As Diploma Programme Coordinator, I strive not only to embody these elements of IB’s philosophy myself, but to ensure that all students graduate with their Diplomas and as embodiments of IB’s philosophy as well.

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Henna Ahmed

Middle Years Programme Coordinator

I joined The International School five years ago as a novice at teaching. From where I stand today, I feel the journey has been much longer.

These five years have seen me explore and adopt a philosophy based on ‘curiosity and imagination, self-knowledge and reflection,’ (TIS Mission Statement, 2016) and thus have kept me young in heart and mind. Through my studies in Communication Design, teaching from a variety of subject groups, to exploring the field of administration, I have developed a holistic view as to what it takes to run an educational institution and have developed an open-minded and analytical attitude towards everything in life. This helps me in my job as an MYP Coordinator where ‘giving and receiving meaningful feedback,’ (IBO, 2014) is key in creating a healthy relationship between students, teachers and parents. The diversity of roles one can take on in IB: from teacher/facilitator to Personal Project supervisor to IB examiner has been instrumental in helping me understand several aspects of the programme as has participation in global and national IB forums. Introducing the eAssessments to students and parents at TIS has given me the unique opportunity of witnessing change to a futuristic form of assessment.

Challenges that lie ahead include upholding and refining implementation of IB Standards and Practices, building mutual agreement on policies and procedures that define TIS between teachers, parents, students and administrative staff as well as promoting the IB as a system in my community.

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Bisma Harris

Primary Years Programme Coordinator

I joined The International School when I was 18; a product of the IGCSE system, where all I learnt was to be spoon fed; any material other than the desired text book was disregarded or ignored. I am currently the IB PYP Coordinator, and the last 6 years have changed the meaning of the word ‘education’ for me. Pink Floyd, had it all figured out when he wrote, “Hey teacher, leave us kids alone!” (Another Brick in the Wall), and as I journeyed from a teacher to an administrator, that is exactly what I have learnt to do. A child’s mind is honest and fearless, and more than education, the best gift you can give that child is inspiration, to spark curiosity and let it spread like wild fire. The IB system, unlike any other, empowers students with the gift to think, to be self-aware, to be conscious of the world they live in, and to understand and excel at the role they play in that world. Students are not interested in how much a teacher knows, until they know how much that teacher cares about them. This fuels initiative, triggering a snowball effect, resulting in a thinker who believes in himself and is not afraid to push boundaries. I know I am succeeding as an educator, not when students are able to answer questions, but when I need to go look up answers to their questions.

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Mariam Imran

Primary Coordinator

As a teacher for the last eight years, out of which 3 years were spent as an IB PYP teacher, my experiences made me realise that it is imperative for an educator to mould a child into a thinking rational and humane person without imposing my own views and ideas on them. During my term as assistant teacher at Naval Postgraduate School Monterey, California where I taught English as a foreign language to international students it was a great avenue for learning tactics for imparting knowledge in a subtle and stress free environment. As the Primary coordinator, I, now realise that it is a great responsibility, as the child has to be moulded at the primary stage. I strongly believe in arousing the child’s curiosity and developing the psycho motor or intellectual skills to inculcate tolerance of difference in thought and respect for the cultural diversity, management of teachers, their persona and aptitude is of vital importance. Having studied Early Childhood Education from Stratford Career Institute, U.S.A I am able to imbibe and blend formal education with informal environment. At the primary stage, encouraging a child to become observant and to take an initiative to work independently can develop the thought process of the child. Having a background of philosophy, history and literature helps me to comprehend a child’s thought process, which assists in understanding them better. Rendering my services to this progressive institution has taught me the value of creating a congenial atmosphere between the teacher and the taught to facilitate mutual respect and open new opportunities for communications. Creating a healthy and value based surrounding where the child is able to satiate their curiosity by experimenting and create their own viewpoint without any constraint from the teacher.

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Abdul Rehman Khatri

Registrar

In 2003, I joined TIS as an office assistant and continued my post graduate studies in Business Administration from Mohammad Ali Jinnah University. In 2006, I graduated with an MBA to commence my responsibilities as teacher of the IB Diploma Business & Management & Religion courses at the middle school section, extended essay co-ordination and managing the office of the Registrar. For my role, above, I have attended numerous IB related workshops in school and in Singapore. My aim is to be a resourceful and innovative instructor who strives to add value to not only students’ academics but over-all achievements. I strongly believe in supporting my colleagues in administration and in facilitating each student’s social and intellectual growth by creating an atmosphere of mutual respect and open communication. Perhaps this is the reason for my being selected as “Teacher of students’ choice” in 2007, 2008 & 2009. Following my success in teaching the Programme, I was selected as an IB Business and Management examiner. My philosophy of “encouragement of socialisation and team spirit” creates relations to motivate students to make learning an enjoyable part of their lives.

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Sheril Anthony

Administrator

Although my five years of experience in Education Administration has well prepared me for my role as Administrator at The International School, I am grateful for this opportunity to be a member of the TIS family, as I have found IB to be a very exciting and invigorating system. I firmly believe that it is the future face of education in our country and I am hopeful that my new position will enhance my leadership skills, so that I too, am able to carry forward the flag of the IB philosophy!