Issue No. 6 NOVEMBER 2014
The Overlooked Culture
On Innovation & Wicked Problems
by Alec Aspinwall
Interview with David Willows
Read more I page 6
Read more I page 18
Read more I page 20
by Kevin J Ruth, ECIS
The Overlooked Culture
schools in Singapore and having
8 10 12 16 22 23 24 25 27 28
Educating the Digital Generation Reflections on Admissions Education Considerations “A Call to action” Admissions at SAS Third Culture Kid Miami Advice Tapping into the Trailing Talent Coaching Students make a difference in Ghana
been established since 1956, we
31 33 34 35 36 40 42
Design Thinking Admissions Tips for your website Harkness Safe Passage Embracing the past to build for the future Student Tour Guides News & Notes
As admission professionals in an international setting, we are familiar with a myriad of cultural dilemmas. Read more on page 6
How It is done at SAS As one of the three non-profits
have recognition in Singapore as a well-reputed school. Read more on page 22
Embracing the past to secure the future What does a 16th century historic farmhouse have in common with a 21st century state-of-theart Early Childhood Center? At American School of The Hague, they are one and the same. Read more on page 36
STORY IDEAS WELCOME International Ideas Bulletin strives to present news, stories and other content in the course of each year that is of particular interest or pertinence to Admissions professionals. We rely greatly on your input to guide and generate articles. This is your publication and we always welcome your contributions.
NEWS: Your career is ever-changing. Let others know about the changes and trends in your particular country/area, or school. PROFILES: Want to share your own story? International Ideas Bulletin is a great way to share ideas, best practices, etc. FEEDBACK: Write to us and share your viewpoints (members and non-members alike). Write to Catalina Gardescu at internationalideas2013@gmail.com for more information.
4
BUILDING FOR THE FUTURE Working in international schools we
to / show parents about how we
are in the beautiful and extremely
prepare their children for the world
challenging business of building
of tomorrow that even they cannot
for the future. We aren’t building
anticipate.
blocks, cars or roads, we are working with the most sensitive of
The 2014 fall issue of the
matters - we dwell in the field of
International Ideas Bulletin will
educating young minds and shaping
bring news of campuses growing
young hearts. And, as if that was
and investments being made to
not hard enough, we are faced with
enhance technologies and other
educating young people for times
resources. You will be privileged
we may see in a totally different
to read about professional
light and not really understand. For
development opportunities shared
times that we may not see at all, for
as well as new ideas that may
jobs we don’t even know exist or
skill, I know, nevertheless essential).
make your lives easier. Read about spectacular professional stories and
that don’t exist yet, trying to build skills that we do not have ourselves
How will our schools build for the
humorous events in this place we all
or are not mastering.
future of 2030? How do we look
call “work” but which for many of us
as far without losing sight of the
really equals “home”.
When I speak to parents about
present moment which is the only
this in the admissions office I
thing we really have and where our
As we build for the future
always make them laugh with my
most investment is needed? How do
even in our work within the
own life story anecdote “if I told
we stay abreast new technologies
committee we anxiously await
my dad in 1989 that I was going
and trends without losing the
your feedback. Please send any
to be a Communications and PR
human touch? How do we prepare
impressions, questions, comments
Specialist when I grow up, he would
the force of tomorrow and build
to internationalideas2013@gmail.
have taken me to a doctor.” I still
schools that will take them further?
com .
remember answering the usual
How do we make families see that
“what do you want to be when you
we are the school that will take their
Have a great fall and a fulfilling 14-
grow up” questions with “journalist”,
child into the future successfully?
15 school year!
“teacher”, “secretary”. The notion of “international school admissions
While it may seem that these
manager” was not in my vocabulary
are questions that only teachers
even in my last year in college. And
are faced with, our admissions,
yet, here I am. What were the skills
advancement, marketing,
that made me good at it? (modesty
communications offices face the
Catalina Gardescu
aside…) I would say without a doubt,
challenge as well. In the years to
ECIS Admissions Committee Chair
continuous learning, an open mind,
come, what will set us apart from
foreign languages, people skills,
other educational organizations
computer skills and … luck (not a
for sure will be the way we speak
The International Ideas Bulletin
5
6
THE OVERLOOKED CULTURE As admission professionals in an
In my twenty years of working with
school is a place where students are
international setting, we are familiar
families in Asia and Europe, I have
expected to be active participants in
with a myriad of cultural dilemmas.
encountered countless cultural
class discussions, even to the point of
Do I offer my business card to one or
differences that have impacted my
entering constructive debates with
both parents? Should it be offered
work. However, I believe an often
their teachers. Noting that children
with one hand or two? Should the
overlooked issue is that of the
may be expected to change into PE
card be printed on two sides in
school’s culture. Sometimes we can
uniforms before class, or be away
multiple languages? Last week I was
be so concerned about making our
for a week on a class trip, is also a
informed that business cards with
guests feel welcomed that we neglect
discussion that reveals your school
rounded edges, such as mine, would
addressing the realities of how
culture and invites parents to discuss
never be used by a male in Japan.
our school culture may place new
potential concerns. The drinking
In fact, the intricacies of merely
demands on expatriate families.
age here in Germany is 16 and the
exchanging business cards before
ramifications of this relatively early
a word is even uttered could be an
For instance, it may be appropriate
access to alcohol, (and served to
article in itself.
to make it clear to a family that your
students by the school at graduation),
The International Ideas Bulletin
7
has prompted many interesting
diversity that they espouse, only that
discussions with new community
we need to be transparent about our
payments.
members.
unique institutional cultures with
Given that I’ve been married for
prospective families.
over 20 years, I’m unlikely to ever
Once families realize you are more
It may be challenging for an “average”
experience the phenomenon of speed
of a “matchmaker” and less of a
student to enter a school where math
dating, but I would guess there are
salesperson, it can be surprising how
standards are far beyond worldwide
some similarities to admissions. We
it can open lines of communication.
norms for a given grade level.
meet families and have a very short
I have been pointedly asked by
Similarly, learning the local language
period of time to decide whether or
parents if their child’s race, religion,
may be more critical for student and
not to enter a relationship. In this
nationality or learning background
parent integration in some schools
short period, I share my confidence
would be easily integrated within
than in others. The list of school
and pride in our school and its capable
the school community. I wish the
attributes is endless, but openly
students and faculty. It is that same
answer was always a confident “yes!”
sharing our unique school culture
confidence in our identity that allows
but it sometimes is a more complex
allows the admission professional to
me to be transparent in sharing all
discussion. It does not suggest that
be a resource far beyond discussing
aspects of our school culture.
schools shun the appreciation of
grade level placement and tuition fee
8
TECHNOLOGY FOR LEARNING: EDUCATING THE DIGITAL GENERATION
In October 2014 all British
and rear cameras, a powerful
will not necessarily be
part of their use – but it’s all
School of Brussels (BSB)
Intel processor and 128
used within all schemes
about using technology to
students in Year 7 received
gigabytes of storage space
of work, nor will it replace
enrich a student’s learning
their own electronic device
running the latest Microsoft
traditional methods of
experience.”
to enhance their learning
Windows 8.1 update
learning, i.e. putting pen to
experiences - not only
operating system, explains
paper. “The introduction
David has worked at BSB
throughout the school day,
David Hindley, Deputy Head
of 1-1 devices at BSB has
for 20 years and is now
but at home too. A Dell
of Secondary School at BSB.
been debated at length,” he
Deputy Head of Secondary
explains. “They’re great for
School with responsibility for
Venue 11 Pro to be specific, with a 11” touch screen,
But David is keen to
independent learning and
Curriculum and Learning. He
detachable keyboard, front
emphasise that the device
for research – that’s a big
is at the forefront of BSB’s
The International Ideas Bulletin
9
Technology for Learning
choose from including Mary
There will be a focus at the
a selection of titles in e-book
development plan and
Rebelo, a UK trainer who
conference this October
format from October.
speaks with passion about
has worked with dozens of
on the school’s new Virtual
Students are just like us –
the doors to learning that
schools. Rebelo’s workshop
Learning Environment and
some of them can’t bear the
technology can open. And
will explore digital literacy,
Intranet, eBSB. With this
idea of reading from a tablet
the school is certainly aiming
augmented reality and how
new VLE, students will
or device, whereas others
high in this area: by 2020,
best to use ICT creatively
have access to electronic
don’t want to have to carry
BSB aspires to be known
across the curriculum. “The
planners and homework will
home a heavy bag full of
as students’, parents’ and
idea is that our students
be set electronically. Ease of
books. We decided to give
professionals’ first choice
can use an app like Aurasma
engagement and access for
students some choice over
of a world class learning
themselves,” continues
students will be greater than
how they can access fiction
community for enhancing
David. “Children will have
ever before.
and non-fiction texts. And
learning through leading
a worksheet to solve say, a
edge technologies. “A bit of
mathematical problem, and
Of course, one challenge BSB
a mouthful,” admits David,
Aurasma might demonstrate
faces is ensuring that the use
“but we live the mantra every
alongside the worksheets
of technology is appropriate.
Asked what he thinks the
day.”
how to actually solve the
David is well aware of the
future will hold, David is
problem.”
danger that technology,
adamant in his response.
when misused, can inhibit
“Whatever we do needs to
And living that mantra
keen readers can have 24hour access to the library!”
cannot be done without the
Other external presenters
imagination. There are lots of
be sustainable, so there is
required investment and
include Kurt Klynen who is
applications for mathematics
a lot of long-term thinking
staff training, of course.
an Apple trainer based in
to check or manipulate
going on,” he says. “As we
October 23 and 24 2014
Belgium, as well as media
algebra equations and
move in this direction,
will see BSB’s third ICT
guru Tom Barrance who will
mobile devices are great
we must reiterate that
conference, attracting
be leading some hands-on
for independent learning
technology must enhance
delegates from destinations
sessions about creative film-
and research, but for the
learning. There are lots of
around Europe. We have a
making including adventures
humanities, for example,
questions and the learning
fabulous 2-day programme
in sound and image. Of direct
writing skills remain
styles of students now are
combining external speakers
relevance to our A Level
paramount. Saying this,
different, but if we don’t
with our very own trained
Media Studies and IB Film
we have introduced a new
explore options and try them
and motivated staff. This
course, staff and ultimately
e-library, having signed up
out, we won’t know. We’ll
means they can give their
students will experience the
with providers Overdrive.
be communicating much
views on what works and
benefit of these sessions.
“BSB will remain dedicated
more intelligently with each
what doesn’t from a very real
David is confident of the
to the importance of
other, it’ll be much more
perspective.
impact speakers such as Tom,
literacy and will continue to
personalized and we’ll have
Kurt and Mary will have.
foster a love of reading in
to change the way we work –
Across the two days are
“These external trainers are
our students,” says David.
for the better!”
40+ different sessions to
truly inspirational,” he adds.
“However, we will introduce
10
REFLECTIONS ON ADMISSIONS AT SCHOOLS IN KOREA, SPAIN AND BELGIUM Robin Berting was hired recently as the new Admissions Manager at the International School of Brussels. He discusses how each school he has worked at, first in Korea, then in Spain, and now in Belgium, has provided him with different challenges. Furthermore, he reflects on how the recent transition he has gone through will help him empathize, even more than before, with the expatriate families that come to visit his school.
It has been just over two months since
convince ex-pats to send their children
split between local and international
I started work here at the International
to a school with a mainly ethnic Korean
families. In fact, many expats moved to
School of Brussels. I first worked in
population – some were afraid of the
Barcelona quite simply for the quality of
admissions at Korea International
language barrier on the playground and
life there. Both schools, however, were
School (KIS), just outside Seoul, in 2005.
others were intimidated by the often
selective in the admissions process and
After two years there, I moved to The
highly competitive Korean attitude
very proud of sending graduates to top
American School of Barcelona (ASB)
towards education.
universities. Saying “no” to applicants
in Spain. Seven years later, here I am in Brussels.
because of their English or academic ASB, on the other hand, did not have
level – not to mention the need for
the facilities to match KIS, but it had
learning support or special education
KIS had beautiful, brand-new facilities,
a longer history and more established
- was a regular part of my job at both
and showing them off to visiting parents
reputation, with strong sports and
schools.
was easy. It was harder, however, to
service learning programs – and an even
The International Ideas Bulletin ISB is also proud of its strong academic
Just as my family and I are enjoying our
results too, but it is also well-known for
discovery of Brussels and Belgium, with
its inclusive programs. About 15% of the
its rich culture and traditions at the
student body receives learning support
crossroads of Europe, I am enjoying my
or is involved in special education
discovery of the world of admissions at
programs. There is a strong belief that
ISB, in all its diversity!
11
the school must serve the large Brussels international community in all its
Remembering how tough transitions
diversity and that the whole institution
are, even with lots of support
benefits from inclusion. In fact, the
The International School of Brussels
school is a world leader, having spear-
does a great job of helping new hires
headed “Inclusion: The Next Frontier”,
transition into their positions: among
around, choose a place to live, shop
a worldwide movement that aims to
other things, the school helps us ship
for furniture, and jump through lots
see at least one inclusive international
our belongings and travel to Brussels;
of bureaucratic hoops to get your
school in every major city.
they assign us a relocation agent in
residence permit, open a bank account,
But inclusion does not make working
advance to help us find housing in
get your health insurance coverage, and
in the admissions office easier! The
the city; and they give us a welcome
a new driver’s license, all while adapting
school´s mission “Everyone included,
package and an extensive orientation
to your new job. And, as a family, you
everyone challenged, everyone
when we arrive. In addition, a very
have to get to know your new physical
successful!” does not mean that every
helpful and supportive HR team guides
and cultural surroundings, start learning
applicant is accepted. There is high
us through the red tape we have to go
new language(s) meet your neighbours,
demand and, depending on the grade
through once we are in the city. And
make new friends, and figure out where
level, there are at times waiting lists
that is not to mention warm welcome
to shop... the list goes on.
for learning support and special needs
that I received from my new colleagues
programs - and managing waiting lists
David Willows, Sara Sulaimani, Sorcha
As Admissions Manager, the move (even
can be a challenge. Also, for these
Dempsey, Anne Capon, and Sophie
though it was not our first one) has
programs to work, the school must
Manana Ma Paka.
been a timely reminder of what many
have a full picture of each applicant´s
of the expatriate families we meet at
needs. Parents of children who
In spite of that support, transitioning is
our schools are going through. So when
qualify for learning support or special
never easy. Departures are harder than
you see a family walk through the door,
education programs must submit a full
expected. Paying your last bills, getting
tired, stressed out, impatient, and not
range of up-to-date documentation
rid of the furniture that you cannot
in the greatest mood, it is probably
(psycho-pedagogical reports, ILPs,
take with you, finding new owners for
because they are going through many of
occupational therapy reports, speech
your car and maybe your dog, “finishing
the things I have just described above.
therapy reports, etc.). In addition to
the job” professionally at your school
Don’t bombard them with information
being up front about their children´s
(especially helping your replacement
about your school right off the bat.
needs, parents must also “buy into” the
ease into your old position), saying
Extend them a welcoming hand, listen
school´s approach – and that usually
goodbye to your colleagues and friends,
to their story, and reassure them that
requires a meaningful meeting with
and, above all, reassuring your children
with patience and perseverance, they
ISB´s learning support staff. It is also
that everything will work out in your
will surely get through the transition
important for admissions officers to
new country, are all physically and/or
just fine – and that the best parts of
have a good understanding of the
emotionally draining.
their exciting journey as a family are still
nature of the programs.
to come! But that is just the first half. Even with
Still, the rewards in terms of personal
support from the school, in your new
and professional growth are worth it.
country you still have to find your way
12
“There was no rain for a very long time. The farmers had planted crops like maize and wheat and corn, but because it didn’t rain, all the crops died. Because there were no crops there was nothing for people to eat, and they became very hungry. Because they didn’t have enough to eat, many of them died, especially the children and old people.” (64 words) “The extended drought caused the crops to fail, resulting in a widespread famine and many deaths, especially among the children and elderly. “ (23 words) The above two quotes
current language profile
languages at home to
English language.
demonstrate the differences
and how might that affect
preserve relationships with
• The bilingual family: the
between social language (the
the education decisions
relatives and the option of
parents speak different
first example) and academic
you are making for your
future education in home
languages, but one of them
language (the clear and
children? Do your children
countries?
is a mother tongue English
concise second example).
need to return to your
Many types of bi and multi-
speaker.
These two examples also
home country in a few years
lingual families relocate to
show why it is never too
or will you be moving on
the UK. Chiefly, there are:
the parents speak
soon to consider your child’s
to another country with
• The monolingual family:
different non-English
academic future in making
another language? Or
non-English-speaking
languages and moving to
decisions about current
do you and your partner
family moving into the UK.
the UK introduces a third
education.
speak different languages,
The parents and children
language.
What is your family’s
yet want to preserve both
all speak the same non-
• The multilingual family:
All of these may be
The International Ideas Bulletin
13
complicated by having
country and need to re-enter
tongue language and literacy
How are English and
nannies or au pairs who
that country’s education
should continue as new
mother tongue language
speak yet another language.
system or whether the
languages are developed.
proficiency assessed?
family may be moving to a
Ideally, there will be a
In greater London, many
new posting in a country
partnership developed
and timing of the mother
education choices are
with yet another language.
between the parents, child,
tongue lessons? Students
available for all of these
Additionally, each child
and school.
need lessons spread
families:
within the family has a
• British national curriculum
unique language profile
Questions to be considered
school day, allowing them
schools where the family
based on the age of the
in selecting a school which
to develop and process
would continue mother
student, home language(s),
supports mother tongue
language as part of a well-
tongue literacy and
his/her previous language
literacy should include:
rounded and integrated
language at home or after
learning as well as how the
1. What is the goal of the
programme. This is
schools.
child acquired the language,
programme? A mother
preferable to a single,
whether sequentially or
tongue language and
weekly lesson after school,
simultaneously.
literacy programme should
when students are tired
not merely update the
and missing out on sports
• National schools like the French Lycée, German or Japanese schools • Specialist international
3. What is the frequency
over the week within the
Ultimately, the decision
social use of language,
schools which integrate
depends on where the
but prepare students for
4. At what age do language
mother tongue language
family will be in the near,
possible future academic
lessons begin? Ideally,
and literacy into a
or far future. The language
studies in the language.
mother tongue lessons
curriculum taught in
required for a University/
Additionally, it should
begin when the student
English.
College education needs
be incorporated into the
joins the school. Those
In assessing the many
to be considered even at a
school curriculum, so that
first few days are difficult
options, however, families
very early stage of a child’s
mainstream classroom
when a new country,
should think about what they
education.
topics are reinforced in the
language and school are
mother tongue classroom.
introduced simultaneously.
would like for their children’s futures.
As research shows that
2. How is the transition
and after-school activities.
The mother tongue
new language acquisition
into an English speaking
teacher, available to
Considerations include
is built on the foundation
mainstream environment
assist in explanations and
whether the family will be
of the mother tongue, it
planned? Without losing
introductions, speeds this
moving back to the home
is important that mother
the mother tongue(s)?
process tremendously
14
whilst reducing student
and mother tongue
you are alone again with
them or insisting they
anxiety in a new
teachers, and not be
your child.
reply in your language.
environment.
perceived as a ‘special
5. What is the age range of
• Help them love your
for your children to read,
language(s) and culture(s)
7. What support is offered
view films and listen to
by making it fun. Find
Students need appropriate
to the family and the
programmes with you
games which you only
language grouping. It
student? Student mother
in your language. This
play in that language or a
would be extremely
tongue and English levels
helps develop not just the
special series of books that
difficult to progress a
should be assessed on
social use of language, but
you explore together as a
10-year-old academically,
arrival with appropriate
academic language and
family.
in the same class as a
language classes
literacy.
6-year-old.
provided. Workshops
• Arrange opportunities for
and presentations for
your children to interact
lingualism is routine for a
the actual curriculum of
the parents focusing on
with others speaking the
very large section of the
the school? Clear goals
language issues should be
same language through
world’s population and,
and objectives should be
available for the parents.
friends, clubs, or Skyping
research shows it will not
with family.
inhibit your child’s learning,
the students in the class?
6. Is the programme part of
need ‘.
• Provide an opportunity
in place. Mother tongue teachers should be an
Whatever decisions are
• Provide opportunities for
integral part of the faculty
made, there are certain
your children to spend
and involved in lesson
things families can do to
time in the country(ies)
planning. They should
support mother tongue
where your language(s) is/
provide written reports
languages at home.
are spoken. Very quickly
on a child’s progress as part of the regular school
language fluency develops • Consistently speak in
as children play with their
report. Teachers should
your own mother tongue
cousins and interact with
be available to discuss a
to your children. It’s fine
grandparents.
child’s progress during
to use another language
school conferences. If
when in the company of
When in doubt:
the child is also taking
others, for instance, when
• Keep speaking your
intensive English or EAL,
having school friends or
this should be coordinated
house guests, but revert to
with both the classroom
your mother tongue, once
language(s) to your child. • Keep the conversation flowing by not correcting
Remember that multi-
but will actually expand and enhance their learning.
The International Ideas Bulletin
15
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The International Ideas Bulletin
17
18
What is the “story” of David
How do ISB, Advancement and
Willows (100 words max)?
Admissions fit into the “story” above?
Wow! That’s a tough question for starters. The thing about the
It’s true that my path into
story of our lives is that they are
everyday life at ISB wasn’t
always in a state of flux and,
exactly by a traditional route, but
whenever you try and tie it down
I quickly came to understand
to a few words, there is always
that my role within the school
more to say. That said, once
was deeply connected to many
upon a time, I lived in Oxford
of the things that I had learned
and spent my days reading
along the way: to tell the story of
philosophy and thinking about
the school and help other people
how we come to know the Truth.
find their place in that story.
Once upon another time, I was
Working with a remarkable team
a mental health chaplain, sitting
of colleagues, I have spent the
alongside people whose lives
last ten years trying to work out
had been shattered by mental
what this means and there is no
illness. I was always someone
doubt in my mind that the school
fascinated by the power of story
has changed me far more than I
to make sense of the world
may have changed the school.
around us. In 2001, my own story took me to Brussels and
If you look back on your
connected me for the first time
professional life so far, what
to the world of international
would you say were some major
education; where I also worked
challenges?
on a project that tried to narrate the school of the future.
The problem with looking back at
Eventually, after a brief time
anything is that there is always
working on a European public
a danger of romanticizing the
awareness campaign on the
story and forgetting that even
story of climate change, I joined
our successes and best ideas
the team at ISB in 2005.
were born of the grit of dayto-day challenges, seemingly insuperable problems, and dilemmas. I’m of the opinion
The International Ideas Bulletin
19
at least that creativity in our work
opportunity throughout my career to
us to stop having to reinvent wheels
occurs because, not in spite of, tough
work alongside and learn from some
that others have already carefully
situations. Most of the challenges I
extraordinary people.
crafted.
have been connected to the business
If you were to talk about a person who
What would you say are the skills
of managing complexity, managing
inspired you, who would that be and
that are compulsory to a successful
people, and managing myself.
why?
admissions manager / director?
I’ve always had this dream to meet
For a little while now, I’ve come to
It’s morning. The night was not the
Sting. I admire the music that he spent
understand the role as having three
best you’ve had, you have many things
his career creating. He is just one of
main components: telling a story,
on your mind and the day ahead is full
those people I’ve love to sit down with
managing a process, and connecting
of meetings you are not exactly thrilled
over dinner and talk about life and
with people. I believe that if we learn
about. It’s raining and cold and as soon
music.
how to do these things effectively we
have faced in my professional career
as you open your eyes (because of the
will understand what it means to be
sound of the alarm) you see the post
You have to go into the witness
it you stuck you your clock: “Parent
protection program tomorrow and you
meeting at the school tonight, don’t
are allowed to take only 5 things with
Looking back on your ten years at ISB,
forget to go. Pick up flowers first.” You
you. What are those things and why?
is there anything that you would do
close your eyes and think “I just want
effective in our roles.
differently?
to go back to sleep.”
I prefer the idea of a desert island than
What makes you get out of bed and of
a witness protection program. But if I
Too many to mention. I have made
the house on a morning like this?
had to take five things from my house
so many mistakes I am constantly
right now, I take a photo of my children
surprised by the patience and long-
(I am assuming that taking my five
suffering nature of my colleagues. If I
What a great question! To be honest,
children would be cheating), a bottle
could turn back time, I would be more
my mind is immediately wondering
of good French wine, a book by Tony
focused on developing relationships
whether the flowers were for my child’s
Parsons, a piece of clothing designed
across the school, more understanding
teacher. To answer your question,
by Paul Smith, and an iPhone.
of colleagues who didn’t immediately
though, I think of two things. First,
get what I was trying to say, and
however stressful I find my life at
Why do you think it is important for the
more disciplined when it comes to
times, I love my life and am genuinely
ECIS to run an admissions committee?
concentrating on those ideas and
positive about the life that is mine to
initiatives that are likely to have
live. It’s no picnic at times, but I am
It isn’t. But it is important for
the biggest impact on the learning
determined to get to the end of my
admissions professionals to have
experience of students in our school.
own story and find out what happens
an opportunity to tell stories to one
in those final chapters. I also love
another and share best practice. The
what I do and believe that I am one
role of admissions professional can be
of the lucky ones – to have had the
pretty isolated at times and it is time for
20
The International Ideas Bulletin
21
For more information on this summer’s course check the ISM site: http://isminc.com/workshops/advancement-academy-2014
WHAT’S TO READ?
CHECK OUT THE NEWSLETTERS FROM THE ISM. The Admission Office in the Fall: Time to Reassess Vol. 39 No. 1220 days ago While the beginning of each school year may be the “low point” of admission activity, it can be the “high point” of reassessment and planning. Use this time to prepare for the coming admission season. Review the last three years’ inquiry-to-enrollment statistics. Have there been changes in the inquiry pattern? Are people inquiring at different times than in the past? Are there discernible grade-level or division trends? Should the admission events placed on the calendar last spring be rescheduled at times that match the new inquiry patterns? You may have to readjust your strategies to reflect changes in your market. http://isminc.com/ideas-and-perspectives?utm_source=E-Letter&utm_campaign=fab3920cb3-1014_ admissions&utm_medium=email&utm_term=0_3de90a5586-fab3920cb3-385613490
22
ADMISSIONS AT SAS Interview with Farouk Maricar, Senior Admissions Specialist at Singapore American School The Singapore American School
following a campus tour. In cases
to the availability of spaces. We do
(SAS) admissions team has 8 staff
where there are special interest or
have an enrollment report that is
inclusive of a receptionist. Our team
special needs for the child, the meeting
generated every Monday in the week,
members are: Mona Stuart – Director
could be extended to two hours.
which has a display of current students
of Admissions; Farouk Maricar –
We will reply to emails in between
and the wait list. This is a useful tool
Senior Admissions Specialist; Ylva
appointments or at the end of the day.
for conversations when families are
Bracken – Admissions Specialist;
So you can imagine that our day is
enquiring on immediate spaces.
Bridget – Secretary to the Director of
rather filled with activities by itself !
Admissions;
We will also work with various school
It is sometimes challenging for us to
Siti – Admissions Assistant; Catherine
representatives like the Principal and
support families who move during
– Admissions Assistant; Eric – Data
Counselors in reference to student
the semester as we begin the school
Specialist; Sue- Receptionist
files, processes or any concerns or
year at maximum capacity in almost
changes in the grade levels.
all grades. While we may not have
Mona, Ylva and I would generally
immediate placement for the child,
meet families to orient them through
As one of the three non-profits
we encourage them to apply with an
the school and provide them with
schools in Singapore and having
application fee of $2500/- to be in
a campus tour. Our Admissions
been established since 1956, we
the applicant pool for consideration
assistants schedule the appointments
have recognition in Singapore as
in the new school year or the next
in our calendar via Google and we
a well-reputed school. While we
semester of the same school year.
typically could have four appointments
have a steady flow of applications
As admissions is based on a priority
in a day for each of us . On average ,
through the year, we do keep our
system, we are able to understand
we do meet about 3 families at least
marketing strategies alive as there is
where the applicant will be in the
in a day and that equates to almost 45
competition in the country especially
applicant pool that would provide a
families in a week. In addition to the
now with several other new school's
realistic feedback to the family. We
scheduled appointments, we do have
establishments. Our staff that is
know that families who are challenged
families that drop by the school for a
addressing the phone enquiries is
in having an immediate spot at
visit. Each appointment with a potential
always kept informed of strategies for
SAS, will attend another school in
family is scheduled for an hour and a
their communications with the families.
Singapore while being on our wait
half, which provides us with an ample
This allows them to be confident in
list. The families are willing to have
time to discuss the admissions process
their daily communications in relations
their child transfer to SAS when there
The International Ideas Bulletin
23
is availability. In some cases, we
to US citizens, 2nd Priority to Non
new applications, update the changes
encourage them to split the kids if we
US Citizens with US company , 3rd
on the data, tend to the enquires in the
have only a space for one child, as
priority to Non US citizens who is
general admissions mailbox, prepare
they would benefit from the sibling
exiting from International schools and
admissions packets, acceptance
priority when that child starts at SAS.
last is general applications. We will
letters, assist in providing the SAS
review the student reports cards and
student/family card.
Our peak enrollment period is January
supporting documents and will sign
through April as we replace almost
on the cover page of the application,
The office works closely as a team
750 to 800 new students with those
which acts as a checklist. Mona would
and supports each other at any given
who withdraw at the end of the school
then countersign them after looking
situation. This is vital in situations
year. Ylva and I will start reviewing
through the files. The files would then
when the same parent could be
applications for acceptance starting
be given to the admissions assistant
communicating with the different
in January and accept the first 30
who will email the acceptance letters to
team members so having the same
applications based on the anticipated
the families.
information is crucial. None of us in the
withdrawal at the end of the school
department has any non-admissions
year.
We have a 3 admissions assistants
SAS gives first priority admissions
who have specific duties, input all the
THIRD CULTURE KID
duties or support classroom duties.
by Ellen Mahoney
24
MIAMI ADVICE by David Willows, ECIS Admissions Committee
decision-making process.
Key learning objectives for the course Admissions in the International School:
•
•
Share knowledge about how families evaluate and select
•
•
Reflect on the future of school
Think about the way in which
admissions, based on current
policy can bring clarity and
trends.
simplicity to complex procedures. •
•
•
Practice with some of the
Develop strategies for managing
essential 'nuts and bolts' aspects
difficult relationships.
of running an effective admissions
Understand the role of data
process.
international schools.
and the importance of key
Consider how the admissions
performance indicators relating to
office can influence the family
school enrollment.
The International Ideas Bulletin
25
TAPPING INTO THE TRAILING TALENT by Mary Kay Hoffman, Director of Admissions , American School of Bombay
As admissions professionals, our role
ing parents. At the American School of
ing session facilitated by our staff and
extends far beyond ensuring families
Bombay, we embrace this responsibility
outside experts as well as through our
chose the right school for their children.
and have endeavored to provide a vari-
online academy. Lastly, we invite par-
Outside of the common connections
ety of opportunities to engage parents
ents to lead or co-facilitate programs
to marketing and development, we
in many aspects of the school.
for other parents and, in some cases,
play a critical role in helping families
students.
transition into our schools, and in many
Over the past 6 years, ASB has aug-
cases, a new country and city. Embrac-
mented and enhanced its parent
ASB has evolved and changed in
ing and engaging parents, in particular,
engagement program beyond the com-
relevant and impactful ways because
non-working parents, is essential to
mon participation on the PTA, as parent
we empowered parents to lead or
this transition and the success of our
ambassadors and grade level Repre-
co-facilitate programs for parents and
students, and can impact enrollment if
sentatives, or as members of the Board
students. In doing so, parents develop
not attended to.
of Trustees. From our Parent Research
a deep understanding of our approach
& Development Team that works with
and philosophy and, with that deep
All the research indicates that fami-
the school to discuss and prototype
understanding, they have helped ASB
lies where parents are engaged in the
new approaches to learning and parent
evolve its programs. The following two
education process and school life,
engagement, to our divisional Parent
examples illustrate this point.
have children that are both happy and
Advisory groups that input into critical
successful. Schools that understand
changes in the day-to-day operations of
A former educator, Debbie was a
that they have a role to play in settling
the school, we leverage parent insight
member of ASB’s PTA Executive Board.
families into their context, and do this
for sustainable school improvement.
Needing a way to organize and con-
quickly and well, understand that the
We encourage parents to continue to
solidate the work of former PTAs, ASB
entire school is responsible for engag-
grow through in-person, active learn-
trained Debbie how to navigate the
26
Google Docs platform. Debbie, in turn,
as one of her driving forces, she now
has been an increase of our non-English
began training all parent volunteers and
has the support of the Leadership Team
speaking parent participation during
within three months, everyone was us-
to broaden the scope of the program
school events and responding to school
ing Google Docs to access previous and
and we are now looking to coordinate a
communication.
current parent work. When Debbie left
similar idea with our alumni throughout
Mumbai, ASB knew her skill set could
the world.
be used at a distance and she is now the
Finding ways to engage parents should not feel like a burden. It can be a really
Director of our ASB Online Academy
A former teacher, Laura, has solicited a
positive way to impact school pro-
that offers courses to parents, students,
group of other parents to help her teach
grams and enhance the structure of
and educators from around the world in
our non-English speaking parent popu-
your school. But, as you can see, there
dozens of subject relevant to students
lation. Now in its third year, Laura is our
must be a school-wide effort to involve
and working professionals today.
second parent to organize the begin-
parents at deeper, more meaningful
ning and intermediate conversational
ways than putting up bulletin boards,
A public policy professional, Julie had
English classes, which are held once a
laminate learning activities, or sort-
a passion for civic duty and community
week on campus. Classes are arranged
ing papers. Give parents meaningful,
support programs. Working with our
to help the parents learn to read, re-
impactful opportunities and ask your
Community and Social Responsibility
spond, and participate more within ASB
school’s leadership to consider ways
Coordinator, Julie launched ASB Cares,
communications and events. Adminis-
to tap into the skills of your “trailing
a parent-initiated program organizing
trators and teachers now include Laura
talent.”
“play dates” between ASB families and
and her team in newsworthy items to
NGOs that work directly with children
better prepare our non-English speak-
Find out more here: http://www.asbindia.org/page.
across Mumbai. Identifying our mission
ing parent population. As a result, there
cfm?p=7576
The International Ideas Bulletin
COACHING by Nivin El Aawar, Head of Admission, International School of London Qatar
27
28
GHANA BSB STUDENT LED CHARITY MAKES A DIFFERENCE by Sarah Jones, PE teacher at BSB
During the last three weeks of June
to achieve on the trip, and steadily
were heavily laden with scores of blue
2014 we were lucky enough to have
their ambitions emerged: firstly, they
and white PE kits, medical supplies,
the opportunity to visit Bolgatanga in
wanted to see the difference that Best
lesson resources, play activities for the
Northern Ghana. We took a group of
of Both has already made in Bolgatanga;
students and stencils for the classroom
year 12 and 13 students with us, most
however, they also wanted to ‘get
walls, all packed up in donated
of whom have played an active part
their hands dirty’ and opted to plan
suitcases. Excited and a little anxious,
in the Best of Both (BoB) student-led
a programme of lessons they would
we were on our way.
charity work over the last two years.
deliver to the primary school students, as well as painting the classrooms
On arriving, the warm welcome we
The students set about designing their
at two of the schools. And so when
received from the students at Dachio
own programme of what they wanted
the time came to board the flight, we
School took us all by surprise. They ran
The International Ideas Bulletin
29
So what difference did it all make?
towards us excitedly and were keen
We set out to deliver a similar
to show us their dancing and singing.
programme of activities of teaching
After meeting up with the film crew
and painting at the other partnership
from tvbrussel, we toured the school
schools and, in doing so, teachers found
The fact that we visited reminded the
site and saw for ourselves the borehole
that our students constantly impressed
people we met that we are not just a
wells that had been installed with the
and to some extent surprised us. While
faceless entity sending them money; it
funds raised by those BSB students who
the majority of the group were teaching
demonstrated that we were passionate
cycled from Landsend to John O’Groats,
at the schools, I took a small group
about what they themselves were
as well as the flourishing vegetable
of medically-minded students to the
doing. More importantly, it sent the
gardens, the classroom resources and
local clinic closest to each school. We
message that we were keen to support
the ICT facilities. It was time to get to
saw first-hand the challenges of rural
them to do that.
work.
medical care and our very kind nurse lecturers taught the students how to
The trip meant that we were able to
take temperatures, blood pressure and
bring back to BoB fresh information
prepare injections as well as answering
about what is or isn’t working with
the myriad questions our students
our charity and the suggestions from
had for them about the types of cases
community members about what else
they saw, the treatments available and
we could try to incorporate into our
This was a fantastic opportunity for our
the obstacles and challenges that they
support. It is now four years since the
students to take the lead in something
faced.
first visit of BSB staff, and two since
The students worked in a carousel teaching different skills to children from different age groups
they had planned from start to finish
the last student trip. Things move at
and they all acquitted themselves
This could be a possible further
different paces from school to school,
admirably. A few even developed a new
connection for BoB as both clinics we
so having that fresh information will be
found admiration for teachers saying
visited had a school health worker who
vital for the future of the charity.
they had no idea how hard it would be
worked with students to help them
to keep a group of 15 students quiet
make healthy lifestyle choices. The
BSB students had a wonderful
and listening to instructions! Once the
clinics explained how the clean water
opportunity to see a new part of the
teaching week was over, we started
from the borehole wells were making a
world and to appreciate for themselves
painting classrooms; a fun task where
difference to people’s health, but that
the progress that can be made through
everybody worked hard, and a number
there was still more they would like to
thoughtful charity. I am certain that
of people from the local village came to
work on to improve the health of their
a number of the students we took
help us.
patients.
have been inspired to spend more
30
time volunteering in places similar
complain about anything related to
You can view the films made by
to Bolgatanga around the world and
teaching ever again! The people we met
tvbrussel (just 5 minutes long) of the
some are looking to go on and work
and the work that they do was truly
trip here http://www.brusselnieuws.
with charities or to become doctors or
inspirational, and it was an experience
be/en/video/tvbrussel/reeks/british-
nurses - taking the message and ideals
that has made a lasting impression not
school-brussels-ghana
of BoB with them wherever they go.
just on the students, but on the staff,
And me? Well, I’ve learned never to
too.
The International Ideas Bulletin
31
32
The International Ideas Bulletin
by Debbie Eisenach, Finalsite
33
34
HARKNESS METHOD The Guivy Zaldastanishvili American
teachers to a modern, well-equipped
an oval shaped table with the aim of
Academy in Tbilisi (American Academy
facility that is designed for interactive
encouraging seminar like discussions.
in Tbilisi) is a private high school, enroll-
learning in small classes, and supported
This places students at the center of
ing 263 students, grades 9 through 12.
by sophisticated technology and labo-
the learning process and encourages
ratories.
the construction of knowledge not rote
The mission of the school is to help
memorization.
bring Georgia into the 21st century by
Essential to our teaching at the Ameri-
preparing its children to compete on a
can Academy is the Harkness Method.
Our faculty has had extensive training
global scale, both locally and in schools
This style of teaching was borrowed
in the use of this method and we feel
abroad.
from the well-known Phillips Exeter
that it is essential to the high quality of
Academy in the US. Students of no more
teaching and learning at the American
than fifteen per class are seated around
Academy.
We bring highly trained and well-paid
Juries
Regular Classroom - During test Harkness Table
The International Ideas Bulletin
35
36
EMBRACING THE PAST TO SECURE THE FUTURE
What does a 16th century historic farmhouse have in common with a 21st century state-of-the-art Early Childhood Center? At American School of The Hague, they are one and the same.
Intentional Design
connects the restored farmhouse and
"As passionate educators of young children, we don't just want to think of the ordinary; we want to create the extraordinary. That's what our young children do every day." The ASH Early Childhood Team.
the new, barn-style classroom section. The renovated original farmhouse hosts the arts center, cafeteria and administration, while the new classroom section, designed to showcase the presence of the historic farmhouse, is partially underground. These daylight classrooms open on to green slopes
Working hand-in-hand with the Mu-
The Early Childhood specialists and
leading up to outdoor play areas, which
nicipality of Wassenaar, the historic site
their young students were instrumental
dot the grounds. The use of hedges,
of Boerderij Ter Weer (Farmstead Ter
in the design phase of the facility, con-
wooden fences and other natural ele-
Weer), located just a 5 minutes' walk
verting its present form into an inspira-
ments as boundaries enables the site to
from the main campus, was developed
tional learning center for young minds.
fit into the existing neighborhood in an
into a stand-alone Early Childhood
Learning spaces were designed from a
organic way.
Center (ECC), providing a purpose-built
child’s point of view, making each space
facility for its youngest students, includ-
a place of wonder and imagination. The
ing a daycare for staff children.
vision: to create a joyful, mindful and environmentally sustainable learning
The occupation of the new ECC also
environment for young students.
allowed for the restructuring and reassignment of space on the main cam-
The layout of the buildings and grounds
pus, thus improving space allocations
maintains the feeling of being on a
for nearly every aspect of the PS-12
farmstead. One enters the heart of the
academic and extracurricular program.
school through a glass atrium, which
" We can think of no better place for these 3 to 6 year olds from around the world to experience the beauty and history of the Netherlands than in the farmhouse and grounds of Ter Weer." Dr. Rihcard Spradling
The International Ideas Bulletin
37
The dedicated sport complex provides
additional play structures, designed by
Sustainability
unique gym facilities with plenty of
the students themselves, will be incor-
The Early Childhood Center is designed
natural daylight and the use of green
porated into the area.
as an eco-friendly learning facility.
character of the property, completing
The theme of the playgrounds and the
the sight lines connecting all elements
overall landscape has been drawn from
of the complex.
a well-known children’s fantasy book,
"We believe that science is everywhere and that the students should have every opportunity to investigate things they can see, hear, touch, smell and taste."
roofs accents the original farmstead
‘Where the Wild Things Are’, written Mindful of the environment, even the
and illustrated by Maurice Sendak.
adjoining parking lot is laid out as a green parking surface with trees and
The landscape and play areas close to
hedges forming natural divides.
the farmhouse are more structured and
The objective was not only to create an
reflect farm life, while the area beside
environmentally friendly facility, but to
Where the Wild Things Are...
the sports facilities is a more of natural
ensure that all of the spaces, internal
Creating Imaginative and Playful
play area with hills, sand and water play,
and external, can be used as part of
Outdoor Spaces
and will eventually include a school gar-
the education program. Creating an
The area around the school buildings
den. The further away from the building
awareness of our environment amongst
was converted into a ‘play-landscape’,
one travels, the less structured (or more
these young students was an essential
where the youngest of students can
wild) the landscape.
element of the project.
utilize their imagination in wonderfully creative ways. The landscape reflects
Additionally, the School is now putting
the students’ own ideas and over time
energy back onto the grid in Wassenaar.
38
Some of the sustainability measures
this, regular community newsletters,
Grand Opening
include:
written in both English and Dutch, were
Friday, September 5th, saw a large
distributed, and six different afternoon/
group of special guests, neighbors, par-
• photovoltaic (solar) panels
evening information sessions were
ents, students and staff join together
• grey water system, utilizing rain and
held for staff, students, parents, and
to celebrate the official opening of the
neighbors, celebrating each phase of
new Early Childhood Center at Ameri-
the construction project.
can School of The Hague.
The gymnasium and sports area has
Five colored ribbons were cut, each
been made available to the community
one carrying great significance for the
• a green roof
during non-school hours, providing
School. White as a reminder of those
• improved insulation
quality sports opportunities in the area.
lost in many tragedies near and far
canal water • the use of accoya wood sourced from sustainable forests • the use of recycled wood in the substructure
• an active lighting plan • heat pumps • floor heating and ceiling cooling Being a Good Neighbor A key component of the building campaign was to use the opportunity to enhance relationships amongst the School and its neighbors. To accomplish
in recent times and representing our
"We are excited by this significant step toward enhancing our partnership with our host community, which offers us an opportunity to demonstrate our deep commitment to Wassenaar." Dr. Richard Spradling
commitment to peace; green, denoting the School’s commitment to sustainability; and the three School colors of red, blue and yellow, which carried the School’s core values on them: Respect, Responsibility, Integrity, Empathy and Communication.
The International Ideas Bulletin
39
40
Ninth grade student Valeria Cossich has
interface of visitors with LCS students
families about every element of LCS,
been at LCS for seven years and feels
would have, the Advancement Office
from the grounds to the art classes on
that she knows LCS campus like the
launched the student-led walking tours
campus.
back of her hand.
on Wednesdays in 2013.
She is one of eight Student Ambassa-
A total of 55 student-led tours were
it is given through a student’s lens and
dors who volunteer to give tours of the
organized in 2013-2014, many of
encourages student volunteers to be
campus to visiting students and parents,
the visitors were from multinational
creative, self-confident, communicators,
nostalgic alumni, and anyone wishing to
companies, while others were Embassy
thinkers and enquirers, some of the key
learn more about the school a tour of
and UN staff and Ghanaian nationals
IB Learner Profile traits. This year’s
the campus.
interested in the school as well.
group is made up of a dynamic and
The LCS Student Ambassadors, who are
confident group of 9th and 10th graders
Before the Student Ambassador pro-
a diverse mix of nationalities, wear spe-
- High School students who have been
gram was initiated, there were hap-
cially designed signature vests embla-
at LCS for at least two years and are
hazard drop-ins and requests for tours
zoned with the school logo and mascot,
familiar with the campus.
which administrators found disruptive
the Lincoln Lion. They can be seen
Valeria got into the program when she
on all levels. Valuing the impact that an
around campus chatting to prospective
volunteered to be an LCS tour guide last
What makes the tour so unique is that
The International Ideas Bulletin
41
year. “I offered to take a new girl around
All Student Ambassadors have to
lege Offices, the Health Clinics, School
and I realized that I liked doing that,”
become familiar with a tour script
Libraries and the Multi-Purpose Hall
said Valeria who is from Guatemala.
which includes information on the LCS
(MPH) where theater and sports activi-
She finds being a tour guide interesting
mission, demographics, the IB Diploma
ties take place.
because it’s about learning something
Program, Safety and Security Policy
new about the school every time there
Procedures as well as Student Conduct
Kingsford Brown-Dadzie, LCS’ Admis-
is a tour. “Add to that the fact that you
and the LCS Honor code. They are also
sion Office Assistant who mentors and
meet cool people,” she explained with a
provided with tips on how to answer
supervises students under the Student
smile.
Frequently Asked Questions.
Ambassador program explained that
The tour departs from the Advance-
the best Student Ambassadors are
Ninth grader Stefania Dracos from
ment Office in the main Administra-
those who show dedication, boldness to
Greece also recently joined the pro-
tion block and continues for around
communicate with respect and conduct
gram.
45 minutes around campus. The route
the tour with warm smiles, explained
takes them from to the MS, ES areas
Brown-Dadzie. “I see that in all our
“I think it’s great to have the privilege of
and the new High School building at the
Ambassadors,” he concluded.
getting to tell new parents what I think
far corner of the campus. Visitors are
about the school too,” she said.
also directed to the Counseling and Col-