Computer Graphics Tutor Near Me

Computer Graphics Tutor Near MeAre you a computer graphics tutor near me? Most parents don't think that the technology behind the computer has to be so complex. At the same time, we see our children attending art classes and classical dance lessons, and why shouldn't they be encouraged to explore all of the applications that are available to them on the computers?When you are a child, classical ballet is almost always the center of your life. A lot of times when we go to movies, you are so engrossed that you forget about what's going on around you. With the kids nowadays, computers have taken over and all the arts classes are being taught with software or videos.You can find yourself unable to do anything unless you are at a computer at a distance, so there's a lot of changes that are taking place that will give graphic arts students an advantage. Unfortunately, these days, no matter how much you care about something, it is often impossible to stay involved in it. Art classes are jus t one of those things that almost everyone has to do every day.Even if you decide to start on your own, getting your first computer graphics tutorial can make you a computer graphics tutor near me. This tutorial will not only provide you with all the basics but also the tools you need to get started. These tools will help you determine how best to use the information that you learn. If you already have knowledge in how to use computers, you will be able to teach them better with the help of the programs.Even though many graphic arts teachers already use digital art, they are still training their students. The graphics tutorials are also important because they introduce the students to various programs. You can use these programs to teach more advanced things like texturing, animations, and other visual and sound effects.You don't have to be a high school student to become a computer graphics tutor. You don't even have to be an artist to do this job. If you want to be successful, you should consider it as an exciting career path for you.There are several ways that you can go about becoming a graphic arts teacher. If you have the ambition, you can achieve the goal of getting your very own college degree, or you can simply take classes at community colleges. Your career goal will depend on what kind of education you get.

Should You Consider an Online MBA Part II

Should You Consider an Online MBA Part II GMAT MBA Admissions Blog In a recent post, we explored why, in general, one should consider pursuing an online MBA. Our argument was that an online MBA program should at least be considered by most potential MBA students because: The academics, professors, and class options are usually equivalent. You’ll learn the same things form the same professors A working professional can use an online MBA to pursue a graduate education without leaving his or her full-time employment, which completely eliminates the “opportunity cost” of forgone salary for two years Some (but not too many) highly rated “brands” with traditional MBA programs (e.g., University of North Carolina) offer online options To explore the online MBA option, we posed four questions: 1) what are the main reasons to get any type of MBA 2) what can you expect from an online MBA relative to an on-campus approach 3) when should you consider an online MBA and 4) when should you not consider an online MBA? In this article, we’ll explore in more detail the scenarios in which an online MBA is a really good option, and those in which it is not. When is an online MBA a really good option? An online MBA is a particularly attractive option for those who: Want to keep working and/or are particularly cost conscious Are pursuing an MBA primarily to acquire new knowledge and skills Are pursuing an MBA to advance within their existing organization Are relatively less worried about “signaling” their talent to potential employers with a prestigious MBA “brand” Are relatively less focused on: Being presented with new job opportunities Switching careers Building their network Gaining real-world experience in new areas through projects or internships Let’s look at one potential program. The University of Kansas offers an aacsb accredited online MBA. Now, the University of Kansas is a flagship university for the state of Kansas, and very well known nationally and internationally for having one of the best college basketball programs. It’s a high quality educational institution. Its undergraduate program is ranked #115 by US News and World Report. Compare this to the “brand” of Indiana University, which offers both a highly ranked traditional and online MBA. Indiana is also a flagship university for the state of Indiana, and a very well-known school because of its basketball program. Indiana’s undergraduate program is ranked #90 nationally, in the same general range as Kansas. So, at a high level, for the relatively uninformed person just looking at a resume, “University of Kansas” and “Indiana University,” regardless of whether it’s an undergraduate or graduate degree, will likely elicit a response along the lines of “yeah, pretty good school.” In a previous post about the online MBA option, we noted that Indiana happens to have a well regarded traditional MBA program (~#25 nationally) and one of the most highly rated online MBA programs in the country (#3 as rated by US News). The traditional MBA will run you almost $350,000 in direct costs and lost salary when taking two years off to do the program, while the Kelley Direct online MBA costs ~$70,000. Now, let’s use this is an anchor, and consider someone who is just getting an MBA because they need to learn new things, and because they are guaranteed new opportunities at work, or even a promotion, if they earn an MBA. We have already seen that choosing an online MBA from Indiana will save this person $280,000 ($350K - $70K = $280K). The online MBA from Kansas has a price tag of $36,000. Kansas, which has an online MBA program that is only ranked #78 by US News, is basically half the price of Indiana’s online program. For many folks who are knowledgeable of MBA programs, you might point out that there is a huge difference between Kelley’s online program, which is essentially one of the best possible online MBA programs one can pursue (#3 ranking nationally), and Kansas’ program, which is relatively new (#78 nationally). But one costs $70K (Indiana) and the other costs about half that. And the general “brand” associated with the University of Kansas is not bad at all. It’s a reasonable option, all things considered. When does an online MBA make less sense? If your focus in earning an MBA is signaling to the business community, and specifically recruiters at companies for which you’d like to work, that you are particularly motivated, talented, and knowledgeable, it probably makes sense to target a top 10-15 ranked MBA program. Unfortunately, none of those programs offers an online option. If you are pursuing an MBA because you want to switch careers, this means you are likely interested in having some substantial project-based learning experiences in business school, and you’d like to do an internship. You are probably also hoping that, as your MBA experience nears its conclusion, you’ll have the opportunity to interview with lots of different potential employers who put a premium on applicants with degrees from your school. Unfortunately, these are not the things that online MBA programs tend to offer. Finally, and perhaps obviously, if you are looking forward to taking a break from your career to build your professional network, the online MBA is not the most logical path. Conclusion If you know you want to earn an MBA, and your focus is primarily on learning new things and acquiring new skills, you should consider an online MBA. The traditional in-person MBA is unmatched when it comes to offering opportunities to switch careers or associate yourself with the most highly ranked and prestigious business school brands nationally, but these benefits come with a very high price tag. If you are comfortable in your current job and are just looking for ways to build your knowledge base and advance in your organization, an online MBA could be the perfect fit.

Apply to vs Apply for

Apply to vs Apply for Source:  Wikimedia Commons What is the difference between  apply to  and apply for? Do you find prepositions confusing? Do you sometimes wonder which preposition to use, unsure of its effect on meaning? You are not alone. In the article below, you will learn the difference between apply to and apply for, and you will learn how to correct this common grammar error. Rules and Examples RULE: Use  apply to  to say WHERE you are applying and use  apply for  to say the PURPOSE of your application. EXAMPLE: You could apply  to  the hospital. Send your CV and apply  for  a job. INCORRECT: I will apply  for  another university if I dont get accepted by my first choice. CORRECT: I will to apply  to  another university if I dont get accepted by my first choice. INCORRECT: You can apply  to  the job online. CORRECT: You can apply  for  the job online. Please follow and like us:

2015 June Challenge Winners Send us your After Video and earn an extra 50 ITC!

2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge!

English Language Learners What Methods Are Best for ESL Students and Teachers

English Language Learners What Methods Are Best for ESL Students and Teachers Current ResearchGoldenberg and Coleman’s “Academic instruction in a second language” is a straight-forward article talking about the many issues and strategies in goingabout instructing for students who are currently learning the native language. In the case of the article English learners are focus here. They are often referred to as English Language Learners, or, ELLs. The authors begin by explaining how effective instruction for ELLs will share many similarities to effective instruction for native English speakers. They build on this by saying that effective instruction for ELLs will require additional approaches and resources in order to be truly effective. However the questions of what adjustments and supports will best serve ELLs in obtaining grade-level appropriate academic content are still unanswered. The authors then say that it is the responsibility of all educators to provide for their students’ education, rightly so. They reference the Supreme Decision of Lau, which says anything less than educational equity is unconstitutional.After the introduction of the chapter/article’s content, the authors go into the real essence of the content. They talk about what is effective in terms of academic instruction, things such as clear goals and directions. As said before, many of their academic instructions are effective for both ELLs and native speakers alike. They also talk about Sheltered Instruction Strategies in English, most importantly targeting content and English language objectives in every lesson. They then draw comparisons between different ways of learning English, normally called ESL teaching (English as a Second Language) or, more formally, ELD (English Language Development). ELD is teaching English through different content (with less emphasis on the actual content), and Sheltered Instruction. In the end it shows how Sheltered Instruction is a more effective strategy in instructing ELLs. This is because content-based ELD, while providing an effective means to teach the English language, is ineffective in teaching content, thus the students will fall behind academically.Thoughts From An ELL InstructorMy intellectual reaction to this article is positive. I can really make sense of what the authors were trying to convey, the biggest item being the differences between content-based ELD and Sheltered Instruction. It makes sense, as the authors pointed out, that if the objective of ELL students to simply learn English, then content-based ELD is an effective means of which to go about that. But that is not the objective here. The objective is to teach every student that walks into my classroom the content for which they are required to know in order to become educated young adults. Thus content-based ELD will not do. Sheltered Instruction (SI), as the article implies, is the way to go. The primary focus with SI is content, with language development coming second. It can be a difficult path, for student and teacher alike, with SI, but in the end will be more beneficial for the ELLs. I remember having difficult moments in high school, and could not imagine how much more difficult they would be if my comprehension of the language was still being developed, like many ELLs. I have no personal experience of this from a teacher's perspective yet, but I am sure to run into at least a handful of ELLs in my future classrooms, and I hope at that time I am able to employ effective academic instruction for them, using Sheltered Instruction in order for them to learn the content, same as their peers.There are a few questions that I walk away from after reading this article (which is good). I’d like to know to what extent Sheltered Instruction is successful in teaching content to ELLs, while still also being able to develop their English language skills. I know at the bottom there is a short bit about how in science classes ELLs are relatively at the same level as their native English speaking peers in learning content, most likely due to much of the science vocabulary being as foreign to the native speakers as to the ELLs. So I suppose that’s a partial answer for my question of how effective Sheltered Instruction could be.What Does This Mean for Our Students?As a future teacher the implications this article has on my future policy and practice are very similar to what my intellectual reaction was. This article has shown be the beginning path of what I should do in terms of practice for my classroom. Scaffolding may be necessary for any ELLs in my class, as much of the work could prove difficult for them at first. However by creating objectives for both content and language developments, I think I could help them overcome the language hurdles they experience. Differentiated instruction has been stressed on myself and my fellow cohorts since day one of this program, and I can see why. Differentiated instruction is an effective way to go about our future practices in order to accommodate for any future challenges we may be facing, be they ELLs or learning disabilities. I would hope the policy of schools whom have ELLs is more in line with Sheltered Instruction and less of content-based ELD, because if it does happen to have a content-based ELD policy, that could potentially be unconstitutional as the education they are providing is not equal, but rather, segregated.

How to earn a great salary as a teacher abroad

How to earn a great salary as a teacher abroad Heading overseas to teach is more than just the adventure of a lifetime. Chances are, you’re also hoping to get paid well for your efforts! However, without the proper due diligence beforehand, you could sign up for a year of teaching that won’t raise your bank balance by much. But if you do prepare, you could leave with your student debt significantly diminished. In fact, teaching abroad after graduation is a common path for a lot of college grads because of the possibility of living cheaply while making a good salary. To keep your financial future looking rosy, we give you the lowdown on which countries to teach in, which schools and how to negotiate the best salary for yourself. Let’s compare countries When it comes to teaching abroad, not all salaries are created equal. Indeed, even if the two countries are side-by-side geographically, their teacher salaries may vary wildly. For instance, the projected salary for an ESL teacher in Russia is $1,500 to $4,000 USD per month, while next door in Belarus, it’s $800 to $2,000. Interested in finding out why these differences exist? Let’s walk through a case study together: China vs. UAE Right now, East Asia and the Middle East are two of the most popular and profitable regions to teach abroad, and especially China and the United Arab Emirates (UAE). Both nations reward their teachers handsomely for their work and each has a surging demand for new, enthusiastic hires. China alone has 500 million language learners who are eager to pick up English, so there's no shortage of schools trying to recruit teachers! In China, English teachers can earn up to $2,500 USD per month, while the UAE offers up to $4,100 USD per month (tax-free). While that’s a $1,600 USD difference (not to even mention the taxes), both are excellent salaries for very different reasons. For instance, the cost of living in China is drastically lower than the UAE and your ESL teaching paycheck would reflect that. A basic lunchtime meal in UAE costs an estimated $17 USD. But in China, that same meal would go for $7 USD. Also, the UAE expects teachers to get around in a car, as public transit there is unreliable. Maintaining a car is an added cost for teachers. The disparity between the two countries continues when it comes to accommodations. The rent on a 900-square foot furnished apartment in an average area of China could rent for $763 USD per month, says Expatistan. Rent that identical apartment in UAE? You’d be paying $1,603 USD monthly. Of course, we should mention that many schools in both countries help subsidize their ESL teachers’ accommodations, plus offer paid vacation, an extra allowance for food, and additional bonuses on top of the basic salary. The numbers shown above simply demonstrate the differences in living costs. UAE also offers higher salaries than China because they require teachers with a greater level of teaching experience. To get hired as an ESL teacher in Dubai, generally, you need a valid teaching license, a TEFL certificate and a few years of classroom experience. Meanwhile, if you hold a TEFL certification and a Bachelor’s degree, you can still find a financially lucrative teaching gig at a Beijing school. And if you are a college grad with no teaching experience, you can still find work in China as a teacher. This fact alone makes China a great choice if you’re an inexperienced teacher looking to land your first teaching contract! Public vs. private schools Before we get into the specifics, you should know that public, private and international schools abroad pay their teachers at different average rates. As a general rule of thumb, private schools pay a bit more than public schools, and international schools pay better than both. Take South Koreafor instance. On average, an inexperienced English teacher in a public school earns up to 2.0 million KRW ($1,724 USD) per month. If they were working at a private institution, their monthly income could rise to 2.1 million KRW ($1,810 USD). Meanwhile, landing an ESL teaching job at a Korean international school might pay them up to 2.8 million KRW ($2,413 USD) per month. These distinctions are important to keep in mind during your job search. But salary isn't the only thing that mattersâ€"â€"the experience of teaching in a public school versus a private school in South Korea is also going to be quite different. How to spot a good salary As we mentioned in our China vs. UAE comparison, a good salary is largely dependent on the country’s cost of living. Even if a salary is low by American or Canadian standards, it might be an amazing pay rate in that country. Since most ESL teachers are looking to save moneyâ€"rather than just break even every monthâ€"it’s important to find a job with a salary that allows you to live comfortably, while still having enough left over to put a decent amount into a savings account. When you’re browsing through international ESL job listings, we recommend keeping a website likeExpartistan open in another tab. These sites function as Cost of Living calculators, so you can compare the projected salaries to how much money you’ll be spending to live in that country. A little number crunching goes a long way! Sign up to Teach Away today for access to the latest teaching jobs around the world. How to negotiate a salary offer Does the thought of having to negotiate a salary cause a cold shiver to run down your spine? You’re not alone! However, if you’re not an entry-level ESL teacher, you shouldn’t be paid an entry-level salary. Full stop. Should you find yourself in a situation where the salary offer is below your expectations, you can talk to your potential employer about it. Professionally and politely, tell them why you have the relevant teaching experience and skill set to merit a higher salary. State your case using facts, rather than emotion, to show that you have carefully considered why their offer doesn’t meet your financial expectations. After all, the worst thing they can say is no. But with plenty of other ESL teaching jobs waiting to be filled, another opportunity is bound to arise that better meets your financial needs and credentials. Remember, teaching English abroad is the experience you make of it. So, remember your worth and find the best job for you! Calculate your salary for teaching abroad If you’re looking for a fast and easy way to compare average salaries for ESL teachers abroad, check out Teach Away’sSalary Calculator. Simply select the country you’re interested in from our dropdown list. Then, choose the category of teaching experience that best describes you and hit that bright pink “Calculate My Salary” button. An instant later and you’ll be looking at the projected salary range in US dollars for an ESL teacher in that country with your expertise level. It’s that easy! For additional information on potential salaries for English teachers abroad, we recommend browsing Teach Away’sjob board. Many of our listings have the projected salaries listed, so there’s no guesswork involved and you’re not applying for a job that doesn’t match your financial needs.

International Programs School

International Programs School International Programs School The International Programs School in Al Khobar opened in 2000 with 19 students. To date, the school has an enrollment of more than 790 students representing over 35 different nationalities. IPS is a dynamic, gender-segregated, international school in KSA offering a North American curriculum. We are accredited by MSA and authorized by the Saudi Ministry of Education. Our faculty is a mix of certified teachers from English speaking countries and Arabic teachers from the Middle East. Our core courses of study are aligned with North American standards and we pride ourselves in providing a top quality classroom environment for our students. IPS is an IB World School offering the Primary Years Program (PYP) and the Diploma Program (DP). International Programs School International Programs School The International Programs School is one of the top international schools in Saudi Arabia, and currently, has over 590 students from 35 different nationalities. The school curriculum is aligned with North American standards and are accredited by MSA in Philadelphia and by the Saudi Ministry of Education. IPS faculty come from many different nationalities, each bringing a unique perspective to their student’s education and contribute to the multiculturalism and focus of the school. Students are responsible for taking an active role in their education, but IPS teachers are passionate about ensuring students are given the proper tools and skills to become lifelong learners even after graduation.