IIB Magazine - October 2105 by Aliant Brands

Issue No. 7 OCTOBER 2015

Paperless Admissions by Robin Berting

The Common Ground Collaborative

Designing Spaces for Effective Admissions

online now, why would he need any

etc.) and are the first point of contact

paper?

with prospective parents. We all know, however, that for many

Going paperless seems so simple and

of us old habits die hard, and this is

the benefits to the environment and

the case with admissions officers

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Let’ think again about these

they be able to submit an application

still have not found the courage to

statements one by one:

online? Good online applications are

throw away all of those old files) and,

user friendly and anyone can apply

admittedly, sometimes it’s still hard

In this day and age does any

online easily. Since we started online

to resist the temptation to take notes

important organization need to

applications at ISB earlier this year,

with pen and paper during interviews.

have paper files? No! Good data

I can only think of one person who

management systems either don’t

has requested a paper application!

On a personal level, it was Michael

break down or they have backups just

In addition, with a good online

Crowley who coaxed me into taking

in case they do. And they are so much

application system, data submitted

the final step of trying out completely

more efficient! No more searching

feeds directly into your system!

paperless interviews. I had just met

for that paper file when someone

And why can´t you take notes on

with a prospective family and had

phones to ask about the status of

a computer or electronic device

used my laptop connected to a large

their application – all you need to do

during an interview? Now, people

screen to show them a great video,

is enter the applicant’s name in your

are more and more used to it - and

a curriculum overview, a digital map

system and presto, you have all the

even expect it. What’s more, having

of the bus routes, and an explanation

information you need right in front of

your computer in front of you allows

of the online application process. It

you.

you to access and share documents,

was the first time that I hadn’t given

websites, videos, or anything else

a family anything made of paper but

Do prospective parents really want

digital instantaneously. Also, taking

my business card and I was so proud

to leave your office with a stack of

notes directly on an electronic device

of myself! When I took my guests to

brochures and forms when they know

will save you the hassle of having to

the Middle School and introduced

that they could have digital access to

recopy them into your computer after

them to Mike, I couldn’t help but

the same documents? The odds are

the interview!

naively announce to him that I had

that most of the documents will be

just conducted my first completely

thrown in the trash, no matter how

ISB as an institution has not officially

paperless interview. He looked at me

beautiful they are! This is especially

gone paperless yet (after all it is a

and the family with a wide grin and

the case for prospective parents who

huge step to take), but the admissions

pointed to the clipboard, paper and

are travelling – and so many of them

office is helping push the school in the

pen that I was holding, and teased me

are.

right direction. Half a year ago the

with his charming Irish accent: “Nice

answer to all of the below questions

try, but you’re not quite there yet Robin!”

Applying online? Everyone buys plane

was YES at ISB. Now it is NO to most

Our journey to paperless admissions

tickets online now, so why shouldn’t

of them, except for the first one (we

continues.

The Total School Conference:

world of ‘the learning business’. Our

that we must do a better job of ‘the

Looking back

curriculum is siloed, our schools are

vertical and horizontal articulation

On April 5 and 6, 2014 over

siloed, our conversations are siloed.

of our curriculum’. We have spent

100 schools and organizations

Massive energy is expanded trying

fortunes in time, energy and materials

came together for a weekend of

to make learning happen in more

working on this stuff, and in cold,

collaborative learning. They spent

connected ways. Much of that energy

hard cash paying the deliverers of

time, energy and money to travel

simply falls through the cracks. It’s

international curriculum for materials

in teams from every continent,

time for that to change. Time for

and services that never quite do the

coming to attend The Total School

a new solution. Time to get more

job. The Holy Grail remains as elusive

Conference, the official launch

learning bang from our teaching buck.

as ever.

platform for the Common Ground

Time to team up to make that happen.

Collaborative. One question. Why?

Time to move from siloes to systems.

Why so many from so many places?

Things have changed, though. Over the last 10 years, a small team of

What outcome were they looking for?

Problem 1: The Disconnected

educators at the International School

What problem were they hoping to

Curriculum

of Brussels (ISB) has been working

solve? What was on offer? One simple

We have, all of us who work in

hard to crack the code, and distilled it

answer: Connection.

schools, spent much of our careers

into an innovative design for learning:

seeking the Holy Grail of a connected

The Common Ground Curriculum

Three Complex Problems, Three

curriculum. We have written, and

(CGC). We began at the beginning, by

Simple Solutions

read, the classic, inevitable, justifiable

defining learning. Those definitions

We live and work in the disconnected

Accreditation Recommendation

do not come wrapped in multi-page

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dissertations. They come as three

So, building on an idea by the brilliant

simple, practical distillations, ready

Ernest Boyer in The Basic School,

for use by hard-pressed teachers.

the CGC frames knowledge through

They define the three kinds of

eight Human Commonalities, learning

learning we believe necessary:

fields of such universal significance that they demand our attention, and

1. conceptual learning

that of our students.

2. competency learning & 3. character learning

So, having defined learning, our design for learning is a triple

These three kinds of learning are all

can’t learn everything, what’s worth

helix of conceptual , competency and

important and all inter-connected, so

learning?’ The second, for diverse

character learning, developed into

we represent them as an interacting

student communities such as those at

clear, powerful standards embedded

model, a triple helix.

ISB, ‘1500 students, 65 nationalities,

in a powerful, conceptual framework

whose history do we teach?'

of fields of knowledge that have

This helix is the DNA of the CGC. Like

universal relevance. It took a decade

every DNA it shapes a body, in this

Our combined answer to both

to nail the design down to this degree

case a body of knowledge. But what

questions? We believe we need to

of simplicity. If we’d had more time,

knowledge? For ISB, as for so many

focus on ideas and issues that have

we’d have written less.

schools, there’s a key question driving

clear worth and that concern us

our content choices. Or perhaps

all. We need to draw our curricular

Within that design, the primary, but

two questions. The first question

content from the human common

by no means the only, ‘next level

is, for all students, ‘Given that we

ground.

down’ element will be a bank of inter-

disciplinary Learning Modules, which

Problem 2: The Disconnected School

Problem 3: The Disconnected

draw on the bank of standards in the

We all work in, our separate

Conversation

Human Commonalities to provide

schools, to make our schools

We’re all looking for conversations,

extended, in-depth engagement for a

more internally connected,

because conversations are our best

diverse student community.

where everything we do ‘fits’ with

tool for making sense of what we do.

our learning mission. It’s hard

The problem is that so many of our

When it comes to delivering that

work. Really hard. Here’s the thing,

conversations are not connected by

design, the CGC has developed

though. All over the world we’re

any common outcomes. So we go to

a consistent set of pedagogical

doing the same work, reinventing

endless job-a-likes where the only

guidelines based on ‘what

every wheel, somewhere, every day.

predictable decision seems to be ‘next

works best’ for learning. As far

Following the CGC’s Wheel Re-

year we’ll be better organized’. The

as demonstrating learning goes,

Invention Avoidance Principle,

Collaborative will provide us with

we have a clear set of assessment

we have developed The Total

a connected conversation, where

principles and, within each Learning

School Toolkit, a set of connected

we are talking in a simple, common

Module, we offer three assessment

Evolutionary Continua to map out

language about a shared, evolving

tasks designed for three different

‘what good might look like’, at various

vision.

levels of challenge.

stages of evolution, for every aspect of a school. These are complemented

Lift-Off Achieved:

This CGC modus operandi, a simple,

by a very simple Planner for change

So, April 5 and 6 was about

practical approach to the business

and a range of other tools and

connection: connected curriculum,

of defining, designing, delivering

templates. We will collectively WRAP

connected schools, connected

and demonstrating learning, has

up many of our shared challenges

conversations. One more thing that

provided the connected curriculum

using this set of aligned ideas,

it was about: it was about freedom.

that brought 100 curious schools to

supporting us in moving from silos to

Freedom to lead and manage our

Brussels.

systems.

own schools. Freedom to make decisions that are locally appropriate.

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Freedom, in the words of The Band,

So, that’s why 100+ schools and

students, who deserve a better,

‘to take what you need and leave the

organizations made the trek to

simpler way of doing the learning

rest’. Freedom from over-complex,

Brussels that weekend. Judging

business.

externally imposed rules and

from the quality and volume of the

redundant authorizations. It was

conversation, and the subsequent

Check out a video from the

about the network knowing what

messaging, they were energized while

conference here: https://www.

the network knows, about schools

here and have not lost that energy

youtube.com/watch?v=d6PSxjKD9FA

reclaiming their own territory, about

since returning home.

practitioners talking to practitioners, about the international learning

That’s good news for international

specialists running the international

education, and for the many parents,

learning business.

teachers, schools and, above all,

Kevin Bartlett will be leading the Learning and the Storytellers Conference in Bucharest, October 8 - 10

FROM LOCKERS TO LEARNING: THE STORY OF A STORY

Not on the mailing list? Sign up to receive updates from the CGC www.thecgcproject.org/JoinIn.

The International Ideas Bulletin is proud to spotlight SSATB’s brand new “Sizing Up the Competition” report. It focuses on new and emerging educational models that are operating in direct competition to independent/private schools including the new BASIS school that just opened its first campus in Shenzhen, China. On page 13 is a letter from the SSATB Executive Director Heather Hoerle introducing the report:

I am excited to attend, and contribute to, this CGC program focusing on

See Aimee B. Gruber, SSATB l Senior Director of Outreach & Business Development in Bucharest in October, at the Learning and the Storytellers Conference organized by the Common Ground Collaborative

organizations representing international schools to conduct a first-of-its-kind Global International Schools Admissions Survey designed to gather comprehensive information about the function, role, structure, and challenges of the admission and enrollment process in international schools.

admission, marketing, and communication. Great synergy between these professionals

The survey, created in partnership with international school

will surely serve to promote an inclusive "whole school

admission professionals, was designed to collect information

perspective" to ensure healthy enrollment and successful

on a variety of matters relating to the enrollment of students

student outcomes. Admission is the chief source of revenue

attending international schools around the globe. The

for international schools, but what are the critical data

ultimate goal of the survey is to encourage dialogue about

that define the roles played by admission officers within

the changing conditions of and expectations for admission

and across international schools? SSATB -- the admission

officers in international schools.

organization -- partnered with ISC-Research and numerous

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DESIGNING SPACES FOR EFFECTIVE ADMISSIONS: BEGINNING THE CONVERSATION by Jane Crowhurst and David Willows

David: The more I think about it the more I believe that Admissions Professionals and Architects have a great deal in common. We are both in the business of “experience architecture.” Like the founders of Starbucks, we are both engaged in the business of creating “spaces” that are more than the sum of their parts. Jane: Yes, I absolutely agree; but the product that concerns us is different and less tangible isn’t it? At the heart of the admissions experience, the “product” is not a cup of coffee, but learning. We need to develop spaces that are evidence of the unseen and which help families choose the right school. David: You are right. It’s complex. We should also be thinking about how the spaces we create tell the story of a school, connect with the day-to-day reality of our “customers”, and cohere with how the story is being told outside of the Admissions Office. Jane: I am very interested in the families that walk into these spaces. How would you describe them? Do they have a common set of questions? David: Every family is different, but it is true to say that many of the families that visit our schools are globally mobile, educated, sometimes demanding, and often conscious that they are purchasing a “luxury” product. At the same time, my experience is that parents often have a common, essential set of questions when choosing a school: Will my child be safe? Will my child fit in and make friends? Will my child transition successfully to the next stage in their education? Jane: In that case, the admissions spaces surely need to reflect and respond to this profile and these concerns. The journey from the school gate to the Admissions Office is effectively a school’s “shop window”. This “shop window” will either confirm or dispel pre-existing impressions. It must have design continuity which powerfully communicates a school’s story, evokes interest and excitement whilst providing information and reassurance. David: This presupposes that a school knows and is consciously communicating its story to prospective families. I’m also thinking of Gladwell’s work, Blink. In

many cases the decision may already have been made by parents but still, these first tangible impressions can confirm or challenge the decision to enroll. Again, coherence is key. Families absolutely need to feel that a school they have arrived at is telling the same story as that shared in an advert or on the school website. So, I am wondering, how can architectural design help us? Jane: This will depend on the individual school, its education philosophy, spirit and values. It is essential to avoid a cookie cutter approach and instead create bespoke architectural solutions. Also, a disconnect between the admissions spaces and the rest of a school’s facilities should be avoided. David: So where do we begin? Jane: Admissions visits are physical events and I believe that the conscious and subconscious impact of the physical space will have a greater and longer-lasting impact upon the family than any information shared. So maybe we should begin by thinking about how the Admissions Office mirrors the experience of learning in a school. Will the family be greeted by an Admissions Professional seated behind a large desk or encouraged to choose from a range of meeting options from standing tables to comfortable seating. Critical as well is the seamless integration of technology, which stimulates families to learn about a school and possibly international education in general. Maybe technology could be used to create direct “windows” into learning in the classrooms. David: I think you are touching on an important issue here: the importance of seeing the Admissions Office itself as a learning moment for prospective families. I’m also thinking though about the role of the admissions office in helping families manage transitions at a time of anxiety. Are there ways that space design can help manage this complex process? Jane: Absolutely. It goes without saying that the Admissions Office should be welcoming, calm and reassuring. A professional, safe space with the busyness of the admissions process kept out of sight. It is about attention to detail and the use of layout, furniture, finishes, lighting and acoustics to create a holistic solution

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which proclaims: “You have arrived, this is who we are but you as a family are the core of this process”. Importantly, the Office should be a reflection of the spirit and ethos of a school rather than the personality of the Admissions Professional. David: I’m interested in exploring what people are doing in other sectors. I notice how many of them offer radically different alternatives to the traditional (and yet, almost universal) Admissions Office. What can we learn from what is happening in these sectors? Jane: We can learn by reviewing spaces designed to attract people and put customers at the center of an experience, such as retail spaces, museums, science centers, and hotel receptions. In the best examples, everything has been planned, right down to the smallest detail and nothing is left to chance. I also think that many of the parents that visit international schools will be used to working in cutting-edge office environments and are therefore comfortable with a more adventurous “sales” space. Maybe the need for a traditional Admissions Office is receding and the process could commence in

a more transparent space, possibly contiguous with a school’s communal learning spaces, so that families truly experience a school. David: So maybe what you are saying is that it’s time to start imagining the Admissions Office of the future?

Jane and David will be continuing this conversation and facilitating a workshop at the Learning and the Storytellers event in Bucharest in October. Dr David Willows is Director of Admissions and Advancement at the International School of Brussels, Belgium. (willowsd@isb.be) Jane Crowhurst heads the Zurich office of tp bennett, a global architectural practice and is an experienced international school board trustee. (jane.crowhurst@ tpbennett.com)

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TAPPING INTO THE TRAILING TALENT As admissions professionals, our role extends far beyond ensuring families choose the right school for their

All the research indicates that families where parents are engaged in the education process and school life, have children

Over the past 6 years, ASB has augmented and enhanced its parent engagement program beyond the

school, we leverage parent insight for sustainable school improvement. We encourage parents to continue to grow through

children. Outside of the common connections to marketing and development, we play a critical role in helping families transition into our schools, and in many cases, a new country and city. Embracing and engaging parents, in particular, non-working parents, is essential to this transition and the success of our students, and can impact enrollment if not attended to.

that are both happy and successful. Schools that understand that they have a role to play in settling families into their context, and do this quickly and well, understand that the entire school is responsible for engaging parents. At the American School of Bombay, we embrace this responsibility and have endeavored to provide a variety of opportunities to engage parents in many aspects of the school.

common participation on the PTA, as parent ambassadors and grade level Representatives, or as members of the Board of Trustees. From our Parent Research & Development Team that works with the school to discuss and prototype new approaches to learning and parent engagement, to our divisional Parent Advisory groups that input into critical changes in the dayto-day operations of the

in-person, active learning sessions facilitated by our staff and outside experts as well as through our online academy. Lastly, we invite parents to lead or co-facilitate programs for other parents and, in some cases, students. ASB has evolved and changed in relevant and impactful ways because we empowered parents to lead or co-facilitate programs for parents and students. In

doing so, parents develop a deep understanding of our approach and philosophy and, with that deep understanding, they have helped ASB evolve its programs. The following three examples illustrate this point. A former educator, Debbie was a member of ASB’s PTA Executive Board. Needing a way to organize and consolidate the work of former PTAs, ASB trained Debbie to navigate the Google Docs platform. Debbie, in turn, began training all parent volunteers and within three months, everyone was using Google Docs to access previous and current parent work. When Debbie left Mumbai, ASB knew her skill set could be used at a distance and she is now the Director of our ASB Online Academy that

offers courses to parents, students, and educators from around the world in dozens of subjects relevant to students and working professionals today. A public policy professional, Julie had a passion for civic duty and community support programs. Working with our Community and Social Responsibility Coordinator, Julie launched ASB Cares, a parent-initiated program organizing “play dates” between ASB families and NGOs that work directly with children across Mumbai. Identifying our mission as one of her driving forces, she now has the support of the Leadership Team to broaden the scope of the program and we are now looking to coordinate a similar idea with our alumni throughout the world.

A former teacher, Laura, has solicited a group of other parents to help her teach our nonEnglish speaking parent population. Now in its third year, Laura is our second parent to organize the beginning and intermediate conversational English classes, which are held once a week on campus. Classes are arranged to help the parents learn to read, respond, and participate more within ASB communications and events. Administrators and teachers now include Laura and her team in newsworthy items to better prepare our nonEnglish speaking parent population. As a result, there has been an increase of our non-English speaking parent participation during school events and responding to school communication.

Finding ways to engage parents should not feel like a burden. It can be a really positive way to impact school programs and enhance the structure of your school. But, as you can see, there must be a school-wide effort to involve parents at deeper, more meaningful ways than putting up bulletin boards, laminating learning activities, or sorting papers. Give parents meaningful, impactful opportunities and ask your school’s leadership to consider ways to tap into the skills of your “trailing talent.”

Mary Kay will be hosting a workshop during the Learning and the Storytellers Conference in Bucharest, during October 8 – 10.

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The life of an expat family is not easy. Children are expected to adapt to a new country, new school and find new friends three, four, five times before they turn 18. Parents leave their support network of family and friends, with one parent often also giving up a career to follow their spouse on the expat assignment.

At St. John’s, we frequently hear from parents and students that the transition was so easy, that they worried but in hindsight should not have. Why is St. John’s an easy school to transition into? It really is a combination of things: the culture and ethos of the school play a part, as does the size of St. John’s and its welcoming community, which has put special groups in place to help in transitioning families.

The Admissions staff “lives” St. John’s Our admissions staff has a strong and longstanding connection to the school. Romy Svedhem is Dutch and has been in Belgium for more than 20 years. Married to a Swede, she has two sons, one who graduated and is in university and one attending St. John’s in High School. Caroline Tailor is British and has been in Belgium for 19 years. She has two kids who attend St. John’s in High School. Niclas Eriksson is Finnish, an

alumnus of the school, and develops and strengthens relationships with our partner companies and organizations. All three have been connected to St. John’s for a long time but have also gone through the transition process themselves when first arriving at St. John’s. Welcoming, supportive community St. John’s has about 725 students from 57 different countries. Founded

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“St. John’s delivered on the soft landing promise. We were warmly welcomed by the other parents, faculty, and staff."

“Our first 2 months have been wonderful. My son has had a great time adjusting to his new environment, and we have felt very welcomed and supported by all.”

“We have been massively impressed by the welcome, the ease of the start and the constant communication.”

“The welcome we have received has been unbelievable; we have never experienced it elsewhere!” by the Faithfull Companions of Jesus (FCJ) in 1964, St. John’s has always been a values-based school. The core values of companionship, integrity and respect are expected to be lived by everyone in the community. The school warmly welcomes families of all faiths and nationalities into its community. The community has always been very welcoming and supportive. The school encourages parental involvement and provides many opportunities to get involved in school life which further strengthens the bond between parents but also with the school itself and its staff. New people are welcomed long before they arrive in Belgium through a system run by the parents. Welcome Committee reaches out to new families The Welcome Committee is comprised of existing parents, helping new parents and teachers make connections and get integrated into the St John’s, local and Belgian communities. With 54 members from diverse international backgrounds who speak a multitude of different languages, the Committee endeavours to match a newcomer with a member who shares something meaningful in common. This

connection is made once a family has made contact with the school and expresses interest in being in touch with an existing family. This “buddy family” will be their main contact during the first year at St. John’s. Many families stay in contact during their entire time at St. John’s and often beyond, when they have transferred to a new country! All new parents are invited to the theater for a new family orientation day in August for an official introduction to the St John’s community. New parents have the opportunity to mingle with other new as well as existing parents, while browsing information booths of local providers for extracurricular activities, such as sports, arts, Girl Scouts/Boy Scouts, and other organizations of interest. Student ambassadors then take the new students for a tour of the school. During the year, a number of activities are organized to introduce newcomers to other families including coffee mornings, shopping trips and cocktail parties. The Welcome Committee Handbook, that all new parents receive, is put together and updated by St. John’s parents and provides helpful tips from general information about living in Belgium as well as a directory of

“We would describe our first weeks as an incredible and very positive experience.”

member-recommended local business and services. Family support in times of hardship In addition to the Welcome Committee for new families, St. John’s also has a Family Support program, a group of parent volunteers who helps those who experience unexpected hardships. In the past, help has been given during times of family crisis such as meal preparation, grocery shopping, etc. due to a parent’s illness, injury or other circumstances. Additionally, assistance in finding transportation to medical appointments or child minding has been provided. It is a much appreciated support system for those going through hard times in a foreign country without family nearby. Easy transitions make for grateful families As you can tell from the comments above, parents seem to appreciate the many efforts made to facilitate an easy transition into St. John’s. Please contact our Admissions office at admissions@stjohns.be if you are interested in learning more about the programs and activities listed.

NORWAY SCHOOL HEAD RECEIVES TOP INTERNATIONAL AWARD IN 2014-15 AND ADVISES ON BUILDING COMMUNITY/ GOVERNMENT RELATIONS

in international education,” said Mr. Gareth Jones, ISS parent and director. (Gareth assumed the director position after Linda retired last June.) Community Involvement Critical to Success Nominees were judged on four qualities, including community involvement. So it is not surprising that Linda saw this award as a shared honor with the entire International School of Stavanger community … students, colleagues, parents, board members and local politicians.

International Superintendent of the Year It is not every day students have the opportunity to be part of a school community where their director is recognised by educational leaders from Asia to America. Last year, however, the International School of Stavanger (ISS) community was delighted to learn that our director, Dr. Linda Duevel (in her 40th year at ISS), was named the International Superintendent of the Year by the Association for the Advancement of International Education (AAIE). “With many nominees from around the world and one recipient each year, the award is an outstanding achievement

For decades, Linda worked closely with government and community contacts, building relationships, ensuring that ISS was seen as an economic asset and putting ISS and Norway on the map. (Keep in mind, Stavanger was once the sardines capital of Norway, a poor fishing town located at the end of the train line, and has developed into a beautiful, burgeoning city, thanks to innovative and globallyminded politicians.) Creating a Symbiotic Relationship with Your Community As admissions, marketing and advancement professionals, we work hard to ensure our school community is seen throughout our regions, countries and world as a place of value. With connections far and wide, here are some of Linda’s tips for upgrading your school’s importance in the eyes of local government and community: First, never lose sight of communi-

cating the school’s value and don’t underestimate its value. • Craft and share your message. (“Good enough” is not good enough when there are other schooling alternatives. Show why you are the best option in the area.) • Meet with local officials. To start, make contacts at the highest levels. In our case, it was the mayor, the head of the economic development forums, county offices, etc. • Find speaking opportunities for your leadership. • Create a community/public affairs list and send quarterly e-mail updates. • Invite representatives from city organizations, chambers, embassies and more to tour the school, not just the HR contacts at companies or relocation agencies. (Last school year, Linda also won “Oil Woman of the Year” by Stavanger’s section of the Society for Petroleum Engineers for her contributions in bridging relations between international schools and the local industry as well as ECIS’ Award for Promotion of International Education.) Second, establish the school as an essential asset to the local economy. • Find quantitative ways to display your value. How does your student body translate to tax value? • Demonstrate the risk of not expanding during growth periods or securing financial support from the government, waiting lists mean families turn down assignments (affecting the qualified workforce)

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or commute (commuters do not pay local taxes and invest in the local community). • Prospective parents want a quality, English-language education, a key requisite in attracting an international workforce that is considered essential for the growth of the city and sector work. Work that angle. (“We promote ISS as one of the most important institutions in our efforts to attract the best brains and the best talents to come to our region.” - Advisor, Greater Stavanger Economic Development) • Remember: if the kids are happy, the parents/workers are happy, and the employer is happy. Third, be their partners. • Keep everything above board: on a professional, business level. • Be a bridge for companies in the assessment phase and invite them over. Stay tuned to industry developments. • Connect over local news. If you do not have the time or language expertise, delegate this to someone and then reach out and acknowledge (e.g., congratulate CEO on recent industry win). • Share non-confidential insider information (e.g., if you hear of a new

business). • Be generous with your time. Show up at events if invited. Host conferences or breakfast seminars. • Find ways to help them promote the location as an attractive spot for families. • Provide local organizations with opportunities to connect with your school community (for example, representatives from the chamber and tourism bureau have led parent talks at ISS on expat-related topics). • Do not take political sides. Fourth, cultivate good will. • Become an important part of the infrastructure. • Give. On big birthdays, give back rather than seek gifts. (On the school’s 40th anniversary, ISS purchased two cardiac defibrillators for the local airport and city hall. This year, for our 50th, the school will create an art mural in the city.) • Offer token gifts. (For example, our younger children have taken flowers to the police/fire station with a thank-you note for keeping the school safe.) • Only ask for “big ticket” items, like building construction. • Share/cross-post their news on

your social media sites (so long as it is relevant to your audience). • Encourage local enrollments and consider tuition or scholarship programmes. • Activate your ambassadors, alumni. International schools are a valuable asset to all those who live in their locale. There is always work to do to ensure that schools and local organizations achieve their shared objectives for growth and prosperity. Hopefully, some of these ideas help you create a closer, more respectful environment between your school and its local community. In the end, the students

are the beneficiaries. About the International School of Stavanger The International School of Stavanger (ISS) in Norway is a private, non-profit school for students in pre-school to grade 12 (age 3-18). ISS provides an internationally-accredited, university-preparatory education for approximately 650 learners representing nearly 50 countries. With its impressive record of academic success, welcoming community and commitment to student well-being, ISS is one of the largest international schools in Scandinavia and attracts both local Norwegian and expat families from around the world. In 2015-16, ISS celebrates its 50th anniversary.

International School of

transition. She has provided the

ISL Surrey Wins Education in Relocation Award

London Shortlisted for

relocation industry and families

Grade 5 students visited an NGO in Dhanu to interact with kids

Relocation Award

in global transition with training

who faced challenges like poverty, food, shelter etc., as they

We are delighted to announce

and information about specific

were learning about the risks and challenges that children faced

that the Group Marketing and Ad-

educational needs, and raised

worldwide.

missions Officer, Heather Mulkey,

awareness of the crucial impor-

from International School of

tance which family support and

London (ISL) has been shortlisted

education play in determining

for the Re:locate Awards in the

successful outcomes and â&#x20AC;&#x2DC;soft

Relocation Personality of the Year

landings.â&#x20AC;&#x2122;

category. Heather is a respected writer This prestigious award recognises

and has contributed articles to

an individual's significant contribu-

numerous publications including

tion to the relocation industry over

FOCUS, IB World, International

a number of years.

HR Advisor, Re:locate Magazine and The EuRApean.

Heather has wide experience in international schools marketing

We wish her the best of luck at

and admissions and has served

the award ceremony in May.

on the Association for Relocation Professionals (ARP) Board

International School of London,

for many years. She has played

Surrey

an integral part in ensuring that

Old Woking Road, Woking GU22

the relocation industry takes into

8HY, Tel. 01483-750409

account the educational and pastoral element of families in