CIS Professional Diploma flashcards
CIS Professional Diploma · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- CIS founding year
- CIS was founded in 1949, originally as the European Council of International Schools, and has since grown into a global membership organisation serving schools worldwide.
- CIS School Membership
- Institution-based membership for K-12 schools that provides access to accreditation, recruitment services and professional learning; it is a prerequisite for pursuing CIS International Accreditation.
- CIS Code of Ethics
- A set of ethical standards binding on all CIS member schools and individuals; serious breaches can result in suspension or termination of membership by the Council.
- International education definition
- CIS defines international education as education that develops intercultural understanding, global citizenship and international-mindedness, not simply education delivered in a foreign country.
- CIS accreditation cycle
- CIS International Accreditation typically follows a five-year cycle including self-study, preparatory visit, team visit, Accreditation Committee decision, and interim monitoring reports.
- Self-study purpose
- The school's structured self-evaluation against CIS standards, involving the community, which identifies strengths and priorities and forms the evidence base for the team visit.
- Preparatory visit
- A CIS-appointed visitor reviews the school's readiness and self-study quality before the full team visit, advising on evidence and focus areas.
- Team visit
- An external peer-review visit by trained CIS visitors that verifies the self-study, gathers evidence and produces a report with commendations and recommendations.
- Accreditation Committee decision
- The CIS Accreditation Committee, not the visiting team, grants, defers or withdraws accreditation after reviewing the team report and school evidence.
- CIS/NEASC dual pathway
- A combined accreditation process allowing a school to meet both CIS and New England Association of Schools and Colleges requirements in a single self-study and visit cycle.
- CIS Standards domains
- The accreditation framework organised into areas including philosophy and objectives, governance, curriculum, teaching and learning, student well-being, and community.
- Accreditation vs ranking
- CIS accreditation certifies that a school meets standards and engages in continuous improvement; it is not a ranking or a competitive league position.
- Board versus Head roles
- A governance principle: the board sets policy, mission and strategy, while the Head of School manages operations and implementation; the two roles must not be conflated.
- Socially responsible leadership
- Leadership that serves the mission, community and planet through ethical decision-making, transparency, accountability and stewardship of resources for future generations.
- Conflict-of-interest policy
- A governance rule requiring board members and leaders to declare personal interests that could bias decisions, and to recuse themselves where conflicts arise.
- Stakeholder engagement
- The documented process of involving students, parents, staff and community in decisions and improvement planning, a required dimension of responsible governance.
- Whistleblowing channel
- A confidential route for staff or community members to report misconduct or safeguarding concerns without fear of retaliation, required in responsible school governance.
- Leadership capacity building
- A CIS leadership expectation that heads and boards develop the leadership of others through distributed responsibility, mentoring and reflective, evidence-based practice.
- Global citizenship education
- Education that develops learners who understand global issues, act responsibly and engage with diverse perspectives as a defining outcome of international education.
- International-mindedness
- A disposition combining curiosity about other cultures, openness to difference and commitment to global issues, central to the CIS conception of international education.
- Intercultural learning
- Learning that develops intercultural understanding and empathy through structured experience and reflection, going beyond mere exposure to cultural diversity.
- Service learning
- A pedagogical approach linking community action to curriculum outcomes and structured student reflection, commonly used to develop global citizenship in CIS schools.
- Assessing intercultural competence
- Intercultural learning is assessed through portfolios, reflection, student-led conferences and structured experiences rather than only knowledge-based tests.
- Host-country engagement
- A strategy where international schools build genuine relationships with the local community and culture, strengthening intercultural learning for students and staff.
- Safeguarding definition
- All actions taken to promote children's welfare and prevent harm, including health, safety, well-being and a protective culture; broader than child protection alone.
- Designated safeguarding lead
- A named senior staff member responsible for leading safeguarding practice, handling concerns, coordinating referrals and ensuring staff are trained and supported.
- Safe recruitment
- Pre-employment checks including identity, qualification and employment verification, references and police or background checks, plus child protection commitments in contracts.
- ITFCP guidance
- The International Task Force on Child Protection produces guidance adopted by CIS and partners, informing school safeguarding standards and accreditation expectations.
- Allegations against staff
- Written procedures for handling safeguarding concerns about adults, including immediate reporting, independent investigation and referral to external authorities where required.
- Student well-being
- Physical and mental health, social-emotional learning, belonging and safety; CIS standards require schools to monitor well-being data and respond to it.
- Safeguarding culture
- An environment where students know how to report concerns and trust adults to act, supported by age-appropriate student education on personal safety and reporting.
- Safeguarding scope
- Safeguarding expectations apply to all adults in the school community, including volunteers, contractors, coaches and visitors, not only employed teachers.