Abstract: This presentation focuses on the essential guidelines for onboarding new teachers who are joining our educational institution but have not previously participated in the initial training provided by the MBGS Canadian Trainer at the school’s opening. Effective onboarding is crucial for facilitating a seamless integration process, ensuring that new educators are well-acquainted with not only the operational procedures of the institution but also the distinctive pedagogical methodologies it employs. The role of the Academic Coordinator is pivotal, as they are typically tasked with overseeing the onboarding process, which includes orienting new teachers to the Maple Bear Methodology, Philosophy, and Curriculum. An integral aspect of this onboarding framework involves the assignment of a mentor or buddy who serves as a support system for the new teacher during their initial weeks. This mentorship allows for hands-on learning and immersive experiences as the new educator shadows their mentor, thereby gaining insights into classroom dynamics and instructional strategies. To further reinforce this process, a follow-up meeting should be scheduled after four months, providing an opportunity to address any lingering questions and concerns that the new hire may have, ultimately fostering their professional growth and ensuring their long-term success within the organization.

Keywords:  onboarding, new teacher, educational institution, Maple Bear, initial training, canadian trainer, integration process, operational procedures, pedagogical methodologies, academic coordinator, philosophy, curriculum, mentor, hands-on-learning,  professional growth

Abstract: Effective communication is the cornerstone of a successful partnership between schools and families. This presentation explores the concept of communication, including its various types—verbal, non-verbal, written, and digital—and examines the multiple channels schools can use to connect with parents, such as newsletters, parent-teacher meetings, messaging apps, emails, and school portals. We will also address how the frequency of communication impacts engagement and trust, and propose practical guidelines for maintaining consistent and purposeful contact. Emphasizing the role of parents as vital partners in the educational journey, we will highlight best practices that foster transparency, inclusivity, and collaboration. By sharing strategies and tools that promote open dialogue, this session aims to strengthen the school-home relationship and ultimately enhance student success.

Key words: Effective communication, school-family partnership, parent engagement, transparency, collaboration.

Lída Dvořáková and Martin Drnek, Maple Bear Brno, Czechia

Abstract: How do we ensure that newly enrolled students are ready to thrive in our school environment? In this session, we will unveil the diagnostic tools we use to assess school readiness, providing insights into our admissions process and selection criteria. Our goal is to strike the right balance between inclusivity and ensuring that each student can truly succeed, while also identifying potential challenges early on. We will share strategies for refining admissions decisions and discuss how to filter applicants who may not yet be the right fit for our educational approach. Join us to exchange experiences, challenges, and best practices—your insights will help shape more effective and fair admissions processes.

Key words: school readiness, diagnostic tools, admissions process, selection criteria, inclusive education, student success, early identification, best practices, educational fit, equitable admissions

Abstract: This presentation explores co-teaching methods and collaborative planning across early years and primary classrooms. Each teaching team—from Nursery to Grade 0—will share their unique approach to co-teaching, with a focus on how they structure and facilitate prep time together. Support staff will also contribute insights into how they assist teaching teams, both in the classroom and during planning periods. Through these practical examples, the session aims to highlight best practices, foster collaboration, and inspire a unified approach to co-teaching within our school community. We’ll conclude by reflecting on key takeaways and shared experiences within our schools.

Key words: co-teaching, collaborative planning, early years education, Nursery to Grade 0, teaching teams, prep time structure, classroom assistance, best practices, fostering collaboration, practical examples, teaching strategies

Abstract: At Maple Bear Kyiv, we are dedicated to helping children find their voice in English. In this session, we will explore how our Kindergarten to Grade 3 classrooms foster language confidence through a layered literacy approach, enhanced by technology. We will delve into our phonics foundations, combining digital tools and hands-on strategies for sound recognition, blending, and decoding. Additionally, we’ll showcase interactive routines and tech-supported games for sight word mastery. Our home reading culture, facilitated by platforms like Raz Kids, bridges school-home learning and tracks progress. Finally, we highlight the role of performance in language practice, with regular opportunities for students to engage in class skits and recite poetry. Technology serves as the unifying element, empowering students and strengthening family partnerships while bringing learning to life both in and outside the classroom.

Key words: language confidence, layered literacy, phonics foundations, home reading culture, technology integration

Abstract: In today’s educational environment, classrooms are filled with students who have a wide range of abilities, interests, backgrounds, and learning styles. Differentiation in the classroom is a pedagogical approach that aims to address these differences by tailoring instruction to meet individual student needs. This presentation explores the key principles, strategies, and practical applications of differentiation to support student success across various grade levels and subject areas.

Differentiation involves modifying content, process, product, and learning environment based on students’ readiness levels, interests, and learning profiles. The presentation will begin by defining differentiation and examining it through the lens of Howard Gardner’s theory of multiple intelligences. We will then delve into specific strategies such as tiered assignments, flexible grouping, learning centers, formative assessment, and the use of choice boards. These tools empower teachers to create inclusive, student-centered classrooms where all learners can thrive.

Real-world classroom examples will be shared to illustrate how differentiation can be implemented effectively, even in settings with limited resources. We will also address common challenges educators face—such as time constraints and classroom management—and offer practical solutions for overcoming these obstacles. The role of technology in facilitating personalized learning experiences will also be discussed.

By the end of the session, participants will have a deeper understanding of how to plan and deliver differentiated instruction that fosters engagement, motivation, and achievement for all students. Attendees will leave with actionable strategies they can immediately apply in their own classrooms to enhance learning outcomes and create more equitable educational experiences.

Key words: differentiation, instruction, student needs, readiness levels, learning styles, interests, content, process, product, learning environment, inclusive classrooms, flexible grouping, tiered assignments, learning centers, formative assessment, choice boards, Multiple Intelligences , pedagogy, student-centered, technology, personalized learning, engagement, achievement, equity, classroom management, practical strategies, educational outcomes

Abstract: In an increasingly interconnected world, bilingual education is no longer a luxury—it’s a necessity. This presentation explores the intersection of language immersion, bilingualism, and the effective blending of international and national curricula, with a focus on early education. Drawing on the Maple Bear model and the integration of the Canadian and Polish curricula, we will define key terms and practices such as full and partial immersion, simultaneous vs. sequential bilingualism, and curriculum blending.

The session highlights the cognitive, social, and academic benefits of bilingual learning environments, while also addressing the practical challenges of curriculum alignment, teacher preparation, and parental expectations. Attendees will gain insights into real-world applications of these concepts, including examples from Maple Bear classrooms and strategies for creating coherent, student-centred programs that balance local requirements with global standards.

By the end of the presentation, participants will have a clearer understanding of how immersion and curriculum blending support early language acquisition, cultural competence, and lifelong learning. The session will conclude with a Q&A to foster further dialogue and share perspectives from the field.

Keywords: bilingual education, language immersion, curriculum integration, blended curriculum, early childhood education, Maple Bear, Polish curriculum, Canadian curriculum, global learning, educational strategies

Leo Buckley, Regional Academic Director, Maple Bear Central and Eastern Europe

Abstract: In the Maple Bear curriculum, assessment and instruction go hand in hand to create a student-centered, inquiry-based learning environment. Assessment is not seen as a separate task, but as a continuous process that guides instruction and supports each child’s development. Through observation, documentation, and formative strategies, teachers tailor lessons to meet individual needs while encouraging curiosity and active participation. This approach ensures that assessment drives instruction in meaningful ways, fostering confident, capable, and independent learners.

Keywords: formative assessment, inquiry-based learning, student-centered instruction, individualized learning, observation and documentation