Excellence and Beyond - Compass 2025

ANNUAL REVIEW of the AMERICAN SECTION LYCEE INTERNATIONAL de SAINT-GERMAIN-EN-LAYE

Photo: © Marjolein Martinot

COMPASS

E X C E L L E N C E

&

B E Y O N D

DIRECTOR’S LETTER

Our New Strategic Plan:

Excellence and Beyond In this issue of Compass, we are delighted to present to you the work to date and the exciting milestones to come for the American Section Strategic Plan: Excellence and Beyond.

My arrival in the American Section was privileged. I had a year prior to assuming the post to talk with faculty and staff and to learn the overall structure of the school. In addition, I was very fortunate to have the data from the 2023 community survey to work with when I began the Directorship. Therefore, my first year was one of learning and consultation with a significant amount of information already acquired. Our Strategic Plan is most definitely the fruit of a collective effort, and I am excited to implement it beginning this year.

Academics, Student Wellbeing, Diversity & Belonging, and Community, are paths that will help ensure extremely fulfilling and positive futures for our students. As you will see in these pages, we have been hard at work this year to take the American Section tradition of excellence to the next phase of its history.

Enjoy your reading!

COMPASS ASALI – American Section of the Lycée International 2 bis rue du Fer à Cheval C.S. 40118 78105 St. Germain-en-Laye Cedex, France Phone – 33 1 34 51 74 85, Fax – 33 1 39 10 94 04 www.americansection.org

Brian Brazeau, Director

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The magazine is distributed without charge to current parents, alumni and former faculty and staff, and parents of alumni and other friends of the Section.

COMPASS 2024/25

Director’s Letter

Table of

Contents Lower School

Middle School

Upper School

• Keeping in Touch and Making a Difference

• The Roby Library: a Hub and an Oasis • Are You in abstract.?

• We are the Future: TEDx Comes to the Lycée • The Safe Space

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6

8

Focus on the Class of 2024

Development Report

22

24

Excellence and Beyond

4

2

Focus on the Strategic Plan • The Launch of Peer Observations • Aligning the Curriculum • The “Digging Deeper” Strategic Plan Survey • History in the Making: School of Rock • Student Volunteering • From Tibet to the Lycée International and Beyond • An Eisenhower Visits the Lycée • Intervision: A New Lycée International Tradition • Student for a Day

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Alumni Spotlight

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DIRECTOR

CONTRIBUTORS

PHOTOGRAPHY

Brian Brazeau (brian.brazeau@americansection.org)

Victoria Bélergeot, Brian Brazeau, Isabelle Chauvel-Gobin, Tonio Colonna, Sophie Deutsch, Tinke de Witte, Mary Diard, Benjamin Gaches, Beccy Haugen, Taylor Hausburg, Margaret Jenkins, Gabriel Mercier, Whitney Obr, Sydney Penot, Lucie Schwartz, Ang Sheldrake, Pelsang Sonamtsang, Lisa Stephens, Manon Vergerio

Beccy Haugen, Mary Diard, Margaret Jenkins, Perrine Jouvin, George Shantzek

EDITOR Margaret Jenkins (margaret.jenkins@americansection.org)

GRAPHIC DESIGN Archee Moong (archeemoong@gmail.com)

PRINTER

COVER PHOTOGRAPHY

Imprimerie Jasson-Taboureau

Marjolein Martinot

Vol. 14, Number 1 Copyright 2025 by ASALI. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, except brief extracts for the purpose of review, without the permission of the publisher and copyright owner.

We have made every effort to ensure the accuracy of this magazine. If you have any questions, corrections or comments please contact the editor, Margaret Jenkins, at margaret.jenkins@americansection.org.

The American Section Mission: • We are academically rigorous, instilling critical thinking and intellectual curiosity.

• We are authentically American, applying innovative approaches to learning, stimulating positive energy, and offering authentic cultural experiences.

• We are a unique community, placing students at the heart of all we do, empowering them to contribute meaningfully to society.

Please address admissions inquiries to Director of Admissions, Lisa Stephens, at admissions@americansection.org.

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RECAP OF STRAT PLAN

Excellence and Beyond In June 2024, the American Section’s Board of Trustees voted unanimously to approve Excellence and Beyond, our 2024-2029 Strategic Plan. The Strategic Plan was created via a fully collaborative process, which gathered feedback from all Section stakeholders and culminated in the designation of four strategic pillars: Academics, Student Wellbeing, Community, and Diversity & Belonging. The objectives around these pillars (including short, mid, and long-term goals) are:

Academics:

Community:

Enhance student results, enhance alignment of curriculum, clarify and put into practice the American Section brand of academics, which is both excellent in a traditional sense and innovative.

Increase participation and understanding of what it means to be part of the American Section community, and reinforce the Section’s alumni network to build links between current and alumni communities, as well as the Section’s role in the wider Lycée International community.

• Build into our daily practice the collaboration necessary for alignment and continuous improvement of our teaching methods • Institute a curriculum review cycle, through the lenses of Student Wellbeing, Diversity & Belonging, and new technologies • Develop peer teaching observations • Enhance student exposure to universities and career opportunities • Expand our internship and career database • Elaborate strategies to maintain and enhance the AS position as a leader in bilingual education

• Develop on-boarding training for new families • Lead a major inter-section event at the Lycée • Expand the existing alumni community and database to increase synergies with the current community • Inaugurate an alumni speaker series for students • Create and implement a student award program/certificate

Diversity & Belonging: Student Wellbeing: Ensure student wellbeing in key areas including mental and physical health, an evolving social and technological environment, and an open, diverse, and sustainable culture.

• • • • • •

Conduct a curriculum pressure audit Expand wellbeing awareness program Introduce new technology charter and conduct practices review Implement office hours to support students Expand the student advisory program Enhance/add team-building activities around sports and nature

Advance an active approach and culture to welcome and better integrate diversity and belonging across all initiatives throughout personnel, curriculum, clubs, and community activities. Ensure every student, employee, and community member feels welcomed, valued, and appreciated for who they are.

• Develop a statement of accountability on Diversity & Belonging • Enhance the hiring process to recruit and retain diverse staff • Designate a dedicated staff member to lead and implement Diversity & Belonging initiatives • Enhance admissions to increase socio-economic diversity • Develop and implement a Diversity & Belonging awareness program and information hub

Enjoy reading about some of the exciting Strategic Plan initiatives that we have been working on since September 2024 in the following pages.

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LOWER SCHOOL

STRATEGIC PLAN PILLAR: COMMUNITY

I like this program because it’s great that even if we are so far away from the observatory, we can still learn about space as if we were there.

This astronomy class is really good because the Griffith Observatory describes a lot of stuff, they never let us get bored, and the way they teach us is very interesting. They make it fun while learning! I had an amazing experience.

Mishika Dhal, CM2

Ananya Dubey, CM I think that this is one of the best ways to learn about space.

And it’s really fun!

Nicolas Attias, CM2

Keeping in Touch and Making a Difference The American Section is widely known for its sense of community.

Students, teachers, staff, and parents share a common interest in a school that provides a top-rated education for its students and an international experience for all constituents. The American Section is more than a place of learning. It is an anchor point that keeps us all grounded and connected no matter where we find ourselves. This sense of community does not end when our graduates cross the stage and receive their diplomas. Our students stay connected long after graduation and throughout their adult lives. Many of our students return to the American Section with their children seeking the same educational and community experience they were fortunate to have.

Alumni often give back to the American Section by sharing their journey of finding their passion and ultimate profession. Laura-May Abron ’03 works as an astronomer/science communicator for the Griffith Observatory in Los Angeles, California. She contacted the American Section to let us know about their free online school program, and had already calculated that the nine-hour time difference and the earliest session they ran (8:05 am PST) were compatible. It was quick to see that this was an extraordinary opportunity as an extra-curricular, after-school-hours program.

This year, our 14 Fifth Grade participants are meeting for five sessions, on Tuesdays from 5-6pm.

Griffith Observatory’s online school program is an interactive, virtual class for fifth grade students. The program offers live and prepared elements that feature Griffith Observatory’s knowledgeable museum guides and telescope demonstrators. The program enables students

to have a meaningful, virtual observatory experience no matter where they live. It is hosted through Zoom and delivered live from Griffith Observatory.

The program is a series of five modules addressing different aspects of observation. Each module lasts about an hour, with live, recorded, and animated elements, and is followed immediately by a questionand-answer session. The modules are: Everyone is an Observer, Clues from Comets, The Search for Water, Exoplanets are Everywhere, and Earth is Our Home. Each week, students receive a student guide with vocabulary and preprogram activities that prepare them for what they will be learning. There are also post-program materials to further their experience.

We have been very fortunate to have Laura-May as a presenter during several sessions. She is amazing: fun, extremely knowledgeable, and passionate about astronomy. We thank her for giving back to the American Section community, sharing her expertise and passion with our current students, opening their eyes to a career path they may not have considered, and demonstrating what lifelong learning looks like well after graduation.

We are grateful Laura-May made this connection with our Lower School and plan to continue offering the program in the future.

The Griffith Observatory, in turn, is excited to have us as its first international school to benefit from this program.

Beccy Haugen, Lower School Principal

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MIDDLE SCHOOL

STRATEGIC PLAN PILLAR: COMMUNITY AND STUDENT WELLBEING

The Roby Library:

a Hub and an Oasis welcome any student gets when they walk through the door.

Its prettiness shines during holidays, with decorations by the Student Council, Elizabeth Barrett Groth’s beloved whiteboard drawings, and colorful books and displays lining the shelves. The sense of protection stems from the library’s exclusivity; aside from rare exceptions for siblings and Ukrainian refugees, only American Section students are allowed, creating a uniquely safe and special space. It’s no surprise that the library is a top choice for students during free periods, recess, and lunchtime, often buzzing with activity.

If a hub is “the central part of a wheel, rotating on or with the axle, and from which the spokes radiate, or the effective centre of an activity, region, or network,” then the American Section library on the Marcel Roby campus is exactly that — and more. On any given day, students from all grades, teachers, faculty, staff, and some very special guests set foot in the library. Charlotte Jarquin, who is the driving force behind this essential part of our community, aptly described it in a 2014 ASALink article as “the go-to oasis that offers kids more than just a quiet spot to read and relax.”

The Roby library, as it is fondly referred to by many, has seen numerous changes over the years (including a room change), but it has always remained a place where American Section students can read, work, hang out with friends, and seek refuge. It once offered a movie rental service! Many American Section faculty and staff members have contributed to making the Roby library what it is today. It was brought into the 21st century thanks to Amy Crist, with the provision of Google Chromebooks and its own internet network.

More recently, Michele Morgan has joined the team to ensure the transition between Lower and Middle School goes smoothly; the new Sixièmes love seeing a familiar face, and her Book Podcast Club is a big hit!

When asked how they would describe the Roby library in one word, students said “cozy,” “pretty,” “comfortable,” and “protective.” It is cozy and comfortable thanks to the bean bags along the windows, the beautiful view of the Villa David, and the genuine, warm

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The definition of “hub” is especially fitting when considering the phrase “from which the spokes radiate.” At peak times, the library hums with energy as students spot friends, set up chess games, claim bean bags, or celebrate the arrival of long-awaited books.

As much as it serves as a cornerstone of the Roby social scene, the library consistently upholds its traditional role as a quiet sanctuary for reading, studying, completing homework, and refining research skills.

It is truly a privilege to have such a dynamic, versatile space that strengthens our community. The library provides valuable service opportunities for older students to serve as “library helpers,” dedicating their time to assist librarians in managing the collection and mentoring younger readers. It also serves as a hub for studentled clubs and activities, such as the Chess Club, fostering meaningful connections between students of different ages. Thanks to the vibrant experiences that happen there, alumni share their fondness for this special place long after they graduate.

If the walls of the Roby library could speak, they would surely tell the stories of generations of American Section students who have found knowledge, inspiration, and camaraderie within them. It is an honor to be a part of this cherished space, and its legacy will undoubtedly continue to shape and support future students for years to come.

Mary Diard, Middle School Principal

COMPASS 2024/25

Are You in

abstract.?

STRATEGIC PLAN PILLAR: STUDENT WELLBEING AND DIVERSITY & BELONGING

As an educator, there’s nothing more satisfying than hearing your students say “that was actually really fun. Can we do it again?”

Recently, students echoed these sentiments in my Cinquième English class after engaging in a creative writing workshop aimed to give perspective on the author’s craft regarding point-of-view.

Students wrote about a memorable meal from two perspectives. Initially, there can be some recalcitrant moans when introducing such an exercise, but it always ends in joy, selfrealization, inspiration, and hunger for further creative endeavors. The necessity for expanded creative opportunities prompted me to create an appropriate space where Middle School students could express themselves and feel a sense of belonging. I felt that students were not given sufficient opportunities to explore their own thoughts and dreams. The creative writing assignments in class weren’t enough. This realization, along with feedback from student pioneers of abstract., brought me to create a visual art club for Middle School students at the Lycée.

It’s clear that the need for creativity in the formative years of adolescence is crucial, not only for students’ mental development, but also to support their acutely fragile social development. The idea to create abstract. came from the realization that our students need an outlet, both creatively and socially. “Safe spaces” have become commonplace in the discussions of modern educators. The safe space needs substance, however, otherwise it’s just empty space.

I wanted to create a club in which students would feel a sense of community while being able to express themselves as they please.

Mika Dozaki, a Cinquième student and member of abstract. says, “Through abstract, I find the freedom to be understood without explanation.” During our two-hour sessions on Wednesday afternoons, we learn new skills, such as drawing eyes, mixing oil paints, and painting with knives. Most of all, however, abstract. is a space where you can express yourself with freedom and autonomy.

This is essential, especially in a rigorous academic setting where students are constantly prompted to explain the why, what, and how of everything they do.

The blending of different Middle School grades offers a significant sense of wellbeing and belonging. Being in a creative environment and sharing ideas is cathartic and comforting. There is a pervasive sense of calm and joy in abstract. All of our goals and potential activities are discussed as a group, and everything is decided together. We’ve already had some extremely fruitful experiences together. At the American Section picnic, abstract. members were thrilled to paint children’s faces. This activity also reinforced a sense of teamwork and responsibility. Achille Westrich, a Cinquième member, was even heard saying, “Excuse me, I’m with a client!”

As we continue to develop the club, there are endless possibilities for projects on the horizon. Looking ahead, we plan to auction off a group piece at the Gala, print an end-of-the-year magazine with our members’ work, and hopefully organize an art show. This club has brought joy to myself and many of our Middle School students.

Please follow our Instagram page (abstract.ussection) and support our wonderful club whenever you get a chance! You’ll realize why echoes of “Are you in abstract.?” can be heard in the Lycée hallways.

Ang Sheldrake, Middle School Teacher and abstract. Advisor

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UPPER SCHOOL

STRATEGIC PLAN PILLAR: ACADEMICS, COMMUNITY, AND STUDENT WELLBEING

We are the Future:

TED Comes to the Lycée x

The Lycée International’s inaugural TEDx conference, We are the Future/Nous Sommes l’Avenir, was a smashing success. Eleven eloquent and enthusiastic speakers from three different sections, ranging in age from 13 to 18, took to the stage to present talks on topics from social media to environmental activism, quantum mechanics, and creativity in education. The audience, comprised of teachers and students from the entire Lycée International as well as proud parents, were captivated by their inspirational speeches.

The route to the TEDx stage began last September, when 29 students from eight different sections submitted 200 word proposals. The TEDx team, comprised of members of the American Section and French administration, three international section directors, and two French teachers ranked the anonymous proposals on a rubric and 12 finalists were selected. Between October and January, talks were written and revised multiple times, and were rehearsed orally on four occasions. Our goal was to accompany each speaker so that they were fully prepared for our TEDx conference on January 24.

TEDx LIStGermain Youth

TEDxYouth provides a forum and a platform for talented and passionate young people to share their ideas. In my first year at the American Section, I was able to observe that nowhere are there more passionate and talented young people than right here at the Lycée. This is why I wanted to bring the wonderful sharing of ideas that is TEDx to our school, and to make it more than simply an American Section event. I wanted this to be a moment to bring Lycée students together to demonstrate the level of talent and hope for the future that our students possess. We will be making this an annual event so that students can continue to showcase their wonderful ideas. Thank you very much to Margaret Jenkins, to student organizer Charlotte Navratil, Terminale, and to our diverse TEDx team for making this TEDxLIStGermain such a success.

Arthur Collin, Quatrième

TED’s motto is “Ideas change everything.” By providing real solutions to global challenges, not only did our 2025 TEDx speakers show their peers that change is possible, they planted seeds of hope for the future. TEDx LIStGermain videos are available for viewing on the official TEDx YouTube channel and the American Section website.

Aris Rault, Terminale

Brian Brazeau, Director

Friendship in the Age of Social Media

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SPEAKERS Iris Antonides, Terminale It’s Time to Change our Discussions

Inès Chahid, Première Combating Climate Change with Politics

The Future Belongs to Quantum Computing

Elisa Da Rold, Première Reclaiming Nuance

Martin Delamotte, Première The Rise of the Anti-Startup

Alice Lebeau, Première Am I Ugly? No, it’s Social Media.

Héloïse Le Saout, Terminale Quantum Computing and the Future of Healthcare

Kassandra Mallet-Perales, Terminale Acting Out for Climate Change

Outdoor Activism

Sidonie Saunier, Première Killing Creativity

Hannah Snyder, Terminale

COMPASS 2024/25

STRATEGIC PLAN PILLAR: STUDENT WELLBEING AND DIVERSITY & BELONGING

A New Club in Upper School:

The Safe Space Hi Isabelle! Can you please explain what inspired you to create The Safe Space?

One of the main reasons I created The Safe Space was because I found adjusting to Seconde quite hard, mainly because the amount of new people coming to the Lycée was overwhelming. I felt very alone and I did not know if other people felt the same way as I did.

My goal with this club is for people to talk about subjects that matter to them, and to create a space to remind students that so many other people go through the same problems. Being alone in high school is something that no one wants to experience, and I hope to help people who may feel lonely.

What does a typical meeting look like? Who are the members?

When joining the club every student must sign a code of conduct to ensure confidentiality. We meet every other Tuesday, and at each meeting there is a specific topic to discuss, such as navigating friendships, body image, or self-confidence. Sometimes we do activities, like making vision boards. There are currently eight members, all in either Première or Seconde, from five different sections: American, Spanish, Italian, Dutch, and Portuguese.

Why do you think taking care of your mental and emotional wellbeing is important for students at the Lycée International?

Does that kind of work belong in school?

Taking care of your mental health in general is very important but especially in the Lycée International because we face a lot of pressure, both external and self-inflicted. This is an amazing school but it can also be overwhelming. Talking about mental health at school is liberating because we can observe how everyone has similar emotions. These conversations are also helpful for teachers, who can try to adapt their teaching methods or help their students feel less anxiety. Students and teachers set high expectations.

Wellbeing is a key to meeting those expectations.

Thank you, Isabelle! Any questions for me?

What were your initial thoughts on this new club, Ms. Deutsch?

It’s funny, because it seems so obvious, in hindsight, that a space dedicated to the wellbeing of our Upper Schoolers is necessary in a high-pressure school like this. I was excited at the possibilities, and very proud of you for following through.

What has this club taught you about students’ wellbeing so far?

It’s been eye-opening, hearing how generalized the pressure you all feel is. It affects students in all sections, no matter what kind of grades they’re getting, no matter their personality type. And the pressure is coming from all different places; there’s more social pressure than I realized, and less parental pressure.

What are your goals this year for the club?

Now that we’ve gotten into a good rhythm, I’d like to plan some special events, like outings and guest speakers. As of writing this article, our first speaker is coming in a few weeks! Long term, my goal is for The Safe Space to live on even after you graduate, as I’ve already become convinced of its necessity in just the first semester.

How do you think this club will benefit students in the Lycée International?

I can imagine that knowing that the school has agreed to create a space like this would be reassuring. Since we have students in different grades, the older ones can advise the younger ones. And of course, making friends across sections is always a plus, as it’s one of the most special and important aspects of the Lycée International.

Other than that, I think the fun and support is good for all of us!

Sophie Deutsch, Middle School Teacher and Isabelle Chauvel-Gobin, Première

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FOCUS ON STRATEGIC PLAN

STRATEGIC PLAN PILLAR: ACADEMICS AND COMMUNITY

The Launch of

Peer Observations American Section students have more classroom visitors than usual this year: their former and future teachers! Over the course of the 2024-2025 school year, each member of the American Section faculty has been tasked with visiting the classroom of two colleagues. They observe the class and send some informal feedback about what they witnessed directly to their colleague.

Director Brian Brazeau explained the reasons for the initiative: “In the context of our strategic plan, peer observations seemed to me the perfect place to start for in-house professional development, but also for our teachers to observe the great work that their colleagues are doing in other divisions. The benefits are, of course, academic, but also in terms of community. When people see each other as more than just colleagues passing in the hallways, there is a level of respect that is instilled. This can be drawn on to strengthen our community, and to ensure that all our teachers feel a part of a larger educational unit rather than just teaching in their own bubble.

Therefore, it is beneficial both for students and for teachers to share best practices that they can then bring back to their individual classrooms. I hope to maintain this on a yearly basis so that we can continue to learn from one another.”

As our teachers work very closely with colleagues within their division, peer observations are deliberately designed to introduce them to the work of teachers in the other divisions. Upper School teachers are visiting Lower and Middle School classrooms, for example, and Middle School teachers going to Lower and Upper School classes. In addition to the informal feedback, reactions from the visits are shared during monthly Faculty and Staff meetings, which have the benefit of allowing all present a passive glimpse into the classroom as well.

Matthew Jackson, a Lower School teacher, went to Christian Vachon’s Terminale English class. His reaction? “How can you not enjoy a peer observation that started off with pastries? The Terminale class I visited was an eye opener for a Lower School teacher. Another world, but the same common goal. Engage and motivate children to be the best they can be. I really enjoyed the spontaneous exchange between the students and teacher where everyone knew their voice had value. Willing participants to organic conversations to find out what’s behind the words! It was very apparent they had worked hard to develop a culture of inclusion – a safe place – where the students

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felt comfortable to express themselves, challenge the book, the teacher, and each other. I also loved the absence of hubris from both the students and the teacher, reminding students that it’s okay to be unsure, but to try, support their hypotheses, and appreciate divergent conclusions. Simply awesome.”

Lower School teacher Caitlin Echasseriau sat in on Marisa Cavin’s Quatrième History classes. “One of the best things for me, a Lower School teacher, was seeing some of my former students again.

Getting a glimpse into their Middle School world and seeing them actively participating in their History class was a rewarding experience.” Sophie Deutsch, a Middle School English teacher, visited Doug Penner Lacompte’s Fourth Grade class and “was most impressed by his mastery of classroom management and his smooth transitions between topics.” In a Faculty and Staff meeting, Ms. Deutsch joked that she’d like to revisit early in the 2025 school year to see what he does to put his classroom management system in place!

When Middle School English and History teacher Alicia Wielemaker attended Skye MacKenzie’s CP class, she spent time watching Teaching Assistant Michele Morgan work with small reading groups.

There she “realized just to what extent in which Lower School colleagues work on building the students’ vocabulary; I did not grasp how much ESL teaching was included in their job responsibilities.”

Upper School English teacher Tonio Colonna “had a great time observing Ang Sheldrake’s Cinquième literature class. Ang was completely in his element, creating a fun, convivial atmosphere while pushing his students to put their analytical skills to use in group discussions. It was very enlightening to see how Middle School colleagues impart the foundational knowledge that is key to students’ success at the lycée level.”

Cross-division peer observations have already begun to enhance the culture of community within the American Section. By breaking down departmental silos and encouraging open dialogue, we are creating a more supportive and enriching environment for faculty and students alike.

Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

COMPASS 2024/25

the complex BFI essays and commentaries our Terminales produce. While there is already a definite progression through the grades, as the Strategic Plan progresses, our goal is to codify yearly objectives to ensure that they are all building on each other, focusing especially on the transition years, between CM2 and Sixième, and Troisième and Seconde.

Our students spend the vast majority of their time in the American Section in our classrooms, learning with their teachers and classmates. However, the day-to-day routine of phonics instruction, spelling tests, and learning to write commentaries, do not make the headlines as much as the more spectacular overnight trips and outings, parties, dances, special guests, field days, and Project Week! So, when building the Strategic Plan last year, the faculty emphatically decided that academics must be at its heart, allowing us to dedicate the means necessary to enhance the essential core of our program. Over the next five years of Excellence and Beyond, the American Section faculty will be working to improve teaching and learning through an educational strategy known as alignment.

Alignment is the thread that allows educators to weave together a learning experience that is both cohesive and impactful.

Horizontal alignment refers to the consistency and coherence within a specific grade level or subject area. It ensures that learning objectives, assessments, and instructional strategies are uniform across different classes and units. In the American Section, students in the same grade, regardless of teacher or campus, read the same texts, are assessed according to common criteria, and complete the same projects (the Third Grade Science Fair, the Fifth Grade Biography project, the Quatrième Culture Fair, the Troisième Poetry project…). The faculty teaching each grade meets regularly to ensure horizontal alignment.

Vertical alignment focuses on the progression of learning over time. It ensures that concepts and skills are introduced and built sequentially across grade levels. For example, a foundational understanding of writing in early elementary grades would be progressively developed from complete sentences in First Grade to

We are using a variety of tools and strategies to assist in the alignment process. Collaborative planning sessions within divisions (Lower, Middle, and Upper Schools) and between colleagues teaching particular grades allow teachers to collaborate within and across grade levels to plan lessons, share resources, and discuss student progress. Faculty members use Atlas Rubicon to create and regularly update curriculum maps, which outline learning objectives, assessments, and instructional strategies for each grade level and subject area from First Grade through Seconde (the Upper School curriculum from Première to Terminale is driven by the BFI). Division Principals, in consultation with the faculty, regularly review and revise curriculum and instructional materials to ensure they are aligned with American pedagogical standards and meet our students’ specific needs.

Finally, we are in the process of developing a series of “homegrown” tools, which will allow us to identify areas of strength and weakness and make informed data-driven decisions about curriculum and instruction. For the past few years, we have been formally tracking the results of the CTP5 standardized test, which is administered annually from Third Grade to Troisième. With nearly a decade of data now included, we can track the progress of our different student cohorts, targeting specific skills that need improvement and highlighting areas where we are making notable progress. Last spring, we implemented the first common assessment in Seconde.

Students from all three classes write a commentary essay in the fall, which is cross-graded by the English team. The results inform instructional strategy, allow us to identify students who need specific help, and ensure that teachers are grading harmoniously.

Plans are currently in the works to implement periodic common assessments in Lower and Middle School as well.

We look forward to expanding our alignment efforts over the course of the Strategic Plan.

Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

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FOCUS ON STRATEGIC PLAN

STRATEGIC PLAN PILLAR: STUDENT WELLBEING, COMMUNITY AND DIVERSITY & BELONGING

Digging Deeper Strategic Plan Survey

STUDENT EXPERIENCE: (My children) I feels like (they) I belong in the AS. % of respondents who agree or strongly agree 100%

99%

99%

96%

98%

95%

90%

91%

80%

Preliminary Findings

70% 60% 50% 40% 30%

While we conducted extensive research to build our Strategic Plan, Excellence and Beyond, when the members of our task forces were formulating initiatives, they realized they didn’t have quite enough information to best tailor them to the needs and desires of our community.

So a major goal of the first year of the plan was to find out more! The data collected from the “Digging Deeper” survey will be used to inform mid and long-term goals for the Student Wellbeing, Community, and Diversity & Belonging pillars. We present below some of our preliminary findings.

20% 10% 0%

Lower School

Upper School

Some of (my children) my best friends are from the AS. % of respondents who agree or strongly agree 100% 90%

93%

91%

90%

94%

89%

87%

80% 70% 60% 50% 40% 30% 20% 10% 0%

Lower School

Middle School Parents Students

Upper School

Some of my best friends are from the American Section. % of respondents who agree or strongly agree 100% 90%

interne Schanpper

80%

These surveys were conducted in December 2024 and January 2025. We had responses from 30 members of Faculty and Staff, 490 students from Grade 4 through Terminale, and 284 parents.

Middle School Parents Students

71%

70%

Marcel Roby

71%

70%

Collège International-

60% 50%

externé

46%

45%

40% 30% 20% 10% 0%

Lower School

PARENT EXPERIENCE: How do you feel about the following? % of parents who agree or strongly agree

96%

100% 90%

86%

88%

80%

Some of (my children’s) my favorite teachers are from the AS. % of respondents who agree or strongly agree

98%

100% 95%

81%

90%

70%

85%

60%

80%

50%

75%

40%

70%

30%

65%

20%

60%

10%

55%

0%

50%

I have one person from the I feel like my family AS/LI upon whom I can depend belongs in the AS in an emergency

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I feel like I belong in the AS parent group

Middle School

The customs and traditions My family feels comfortable participating in the AS/LI of my family are valued custom and traditions in the AS/LI

96% 88%

92%

91% 85%

Lower School

Middle School Parents

Students

86%

Upper School

COMPASS 2024/25

(My children) I enjoy going to AS classes. % of respondents who agree or strongly agree

97%

100% 95%

94%

94%

90%

94%

92%

87%

85% 80% 75% 70% 65% 60% 55% 50%

Lower School

Middle School Parents

Upper School

Students

(My children) I learn a lot from the texts (they) I read in AS. % of respondents who agree or strongly agree 100%

98%

95%

95%

94%

88%

90% 85%

I feel free to express my thoughts and opinions about the AS. % of respondents who agree or strongly agree

89%

89%

Parents

80%

80%

96%

Faculty & Staff

83%

Upper School Students

75% 70%

88%

Middle School Students

65% 60% 55%

85%

Lower School Students

50%

Lower School

Middle School Parents

Upper School

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Students

STUDENT WELLBEING: Note that the following questions concern our students’ school experience as a whole, not just their time in the American Section.

(My children) I have heard biased language from adults/other students when at school. % of respondents who agree or strongly agree

(My children) I have experienced harassment or bullying at school from adults/other students. % of respondents who agree or strongly agree

100% 90%

60%

78%

77%

80% 70%

70%

64%

60%

60%

40%

37%

30%

30%

43%

30%

17%

10%

Lower School Students

Middle School Students

Upper School Students adults

26%

23%

25%

23%

20%

20%

10% 0%

40%

40%

46%

50%

20%

50%

Parents

Faculty & Staff

0%

12%

8% Lower School

Middle School

other students

Upper School

adults

(My children) I have observed harassment or bullying from adults/other student. % of respondents who agree or strongly agree

Parents

other students

(My children) I have experienced discrimination based on… % of respondents answering one or more times

25% 60%

21%

52%

20%

50%

44%

40%

40%

47% 37%

34%

30%

23% 20% 10% 0%

13%

17% 15%

15%

25%

11%

10%

9% 7%

16% 5%

12%12% 8%

7%

Middle School

Upper School adults

other students

Parents

Faculty & Staff

0%

5%

Belief system/ Country of religion origin/culture Parents

Body type/ size or image

Lower School

9%

7% 3%

Lower School

11%

10%

9%

6%

8%

9% 9% 7%

4%

Sexuality

Middle School

8%

Color of skin

Financial resources

Upper School

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FOCUS ON STRATEGIC PLAN

Qualify your (your students’) level of school-related stress % of respondents answering stressed or very stressed 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

72% 52%

51%

COMMUNITY EXPERIENCE:

20% Faculty & Staff

Lower School

Middle School

Upper School

Would you (your children) be interested in time/stress management support? % of respondents answering probably or definitely

19%

Upper School

23%

Middle School

16%

Lower School Parents

50% 0%

10%

20%

30%

40%

50%

60%

Upper School

What are your (children’s) main sources of stress?

Parents

Lower School

Middle School

Time management

65%

51%

67%

66%

American Section classes and homework

45%

36%

60%

48%

French classes and homework

38%

43%

64%

67%

Academics in general

33%

49%

44%

73%

Thoughts aout the future

25%

36%

47%

77%

Friends

21%

15%

9%

6%

Thoughts about the world

14%

36%

22%

34%

Social media

11%

4%

2%

7%

Extra-curriculars/non-academic committments

8%

12%

18%

24%

Parents/family

3%

13%

26%

29%

How much time do you (your children) spend on social media during a typical day?

Lower School

Middle School

In a world of unlimited time and resources, what new clubs could the American Section organize?

We had LOTS of suggestions from students! While some would like “homework clubs” to help manage their work or writing/reading/ speaking and STEM type clubs, the vast majority are non-academic.

Cooking clubs, art clubs, clubs to play games or discover manga, to organize parties and trips, discover nature, dance, sing, watch movies, play sports….

In a world of unlimited time and resources, what new events or activities could the American Section organize?

Not surprisingly, students would like more dances and parties and of course, trips. Other frequently cited options include a field/sports day, and a Section-wide culture day. Parents would like more casual community-building, family-friendly events, like neighborhood dinners, a BBQ, or a sports day.

In a world of unlimited time and resources, what new trips could the American Section organize?

The number one suggestion by far is a trip to the USA. Other suggestions include a trip for Terminales, one overnight trip per year for all classes from Fifth Grade through Terminale and an annual gradelevel outing for the younger students, and to organize more day trips in the region to take advantage of museums, parks, and theaters.

How important is it that the American Section organizes activities that…

Lower School

Middle School

Upper School

Parents

Faculty & Staff

Involve students of the same age from diferent campuses?

59%

68%

63%

83%

86%

Involve students from different grades?

46%

50%

41%

66%

69%

Upper School

Parents

Students

Parents

Students

Parents

Students

None

77%

66%

31%

20%

4%

4%

0-1 hours

16%

26%

34%

39%

37%

15%

1-2 hours

5%

6%

32%

33%

49%

57%

Unite the whole community?

70%

60%

53%

78%

76%

2-4 hours

2%

2%

4%

6%

10%

22%

Incorporate sustainability best practices?

44%

61%

54%

79%

69%

5+ hours

0%

0%

0%

2%

0%

2%

DEMOGRAPHICS: My first language was…

What is your nationality?

50%

50%

44%

45% 40% 35% 30%

45% 40%

36%

35%

32%

29% 24%

25%

25%

25%

19%

15%

5%

Middle School

Another language

Upper School

This data confirms a trend spotted in the admissions office concerning a marked increase in tri and quadrilingual applicants.

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10% 5% 0%

Lower School

29%

23%

21%

19%

21%

14%

15%

7% English and French simultaneously

31% 26%

20%

12%

French

24% 24%

25%

10%

English

33%

30%

27%

19%

20%

0%

% of respondents who find it important or very important

7% 4%

9%

7%

American

4% French

Lower School

American and French

5% 1%

American and a nationality other than French

Middle School

French and a nationality other than American

Another combination not mentioned above

Upper School

The American Section is proud that its student body is comprised of 57 different nationalities, with many students holding multiple passports.

COMPASS 2024/25

STRATEGIC PLAN PILLAR: COMMUNITY

History in the Making:

School of Rock In 2024-25, the American Section has officially entered uncharted territory by staging a production of the beloved Broadway musical School of Rock, combining the Lower, Middle, and Upper School theater troupes. This is, as far as I know, the first-ever crossdivisional American Section theater production in the history of the Lycée International, making it a genuinely historic undertaking. Why has it taken so long to tackle such an exciting project, you may ask?

Well, I’ll wager that it has something to do with the monumental logistical challenges such a project entails.

One of the first obstacles Mrs. Cavin, Mrs. Champouillon, and I encountered had to do with casting. How to ensure equal representation of all three divisions? Turns out that we couldn’t, but we tried -- we really did -- and we wound up with a cast with which all three directors, at least, were satisfied. As I told the Upper School theater group at the beginning of the year, School of Rock must be thought of as a collaborative effort: no time for inflated egos, ladies and gentlemen, let us all accept our place in the order of the universe, and submit to the higher power of Teamwork. The success of this production, I insisted, largely rests on the commitment and enthusiasm of the ensemble cast.

And, thank the Rock gods, they hopped on board!

It hasn’t just been a learning experience for the kids, though. I can’t speak for my colleagues, but I can say that it’s been just as humbling and instructive for me. A rehearsal schedule published more than twenty-four hours before the actual rehearsal day? Unheard of in the Colonnaverse! I prostrate myself before Mrs. Cavin’s unrivaled organizational skills! Students that have actually learned a choreography before the week of the play? I tremble in awe before the iron scepter that Mrs. Champouillon wields over her elementary troops!

Next came the real nightmare: figuring out how to run rehearsals.

You see, during our “normal” rehearsals in which the three divisions

work separately, the director is usually only able to work with a fraction of the students involved in whatever scene they’re running.

Combined rehearsals to the rescue!!!! Believe me, this is where the magic of School of Rock really happens. This is when one really gets a sense of the production’s scale, and students from all different age groups can be packed like sardines in the Agora’s prestigious salle de spectacle and finally socialize and perform together. That’s what it’s all about, after all.

The first multidivisional rehearsal of the new year, on January 8, was particularly encouraging. The entire cast descended to the Maternelle building to rehearse three separate scenes, each of which involved students from all three levels. At the end of the session, all three groups converged in the Maternelle’s salle polyvalente, and performed for each other. And it was a genuine triumph. Choreography, vocal performances, and general vibe came together to form a veritable cocktail of awesomeness. All three co-directors emerged from the rehearsal excited and, I think, somewhat relieved. We might actually pull this off...

Sort of like the eccentric and endearing protagonist Dewey Finn’s plan to enroll a bunch of elementary students in the “Battle of the Bands,” we’re not sure if this plan was pure genius or complete folly.

Regardless of whether the production crashes and burns or soars to the top of Mount Rock, though, we’re sure that our AS Players will have been deeply touched by the experience, and will tickle our collective fancies in their pleather chaps and studded chokers. Rock on, boys and girls!!!

Tonio Colonna, Upper School Theater Director Editor’s Note: The School of Rock will be performed at the Lycée on March 19, 20, and 21

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FOCUS ON STRATEGIC PLAN

STRATEGIC PLAN PILLAR: COMMUNITY

Student Volunteering We say it often enough: the Amerian Section would not be what it is without our volunteers! About three quarters of American Section families volunteer at least once over the course of the academic year. Students are also involved, organizing events like the Picnic or the Prom with Student Council, helping in the library, and assisting at social events such as the Potluck, cocktail parties, or the Gala. Not only is volunteering is a fantastic way to get involved in our community, it can also be an opportunity to gain new skills and discover things from a different perspective.

Tinke de Witte ‘12

relocate across various roles and countries (including Belgium, Italy, and Switzerland) and am currently based in Antwerp, Belgium where I live with my husband, Justin.

What motivated you to be an American Section volunteer as a student?

Throughout my years at the Lycée, volunteering really gave me a sense of community and belonging, which is why I think I kept looking for new opportunities to be involved year after year. I appreciated how volunteering really was a great way to build relationships with fellow students, but also teachers and staff, parents, and even the broader community.

Do you have any particular “volunteer” memories of the American Section that you would like to share?

I have particularly fond memories of the Annual Fundraising Gala, whether it was helping my mom approach local small businesses to collect donations, packaging and labeling everything on our living room floor at home, helping to hang up decorations before the big event, or up on stage with a mic during the live auction.

When did you attend the Lycée International?

I joined the Lycée in 2005 as a Sixième student and graduated in 2012.

How were you involved as a volunteer when you were a student?

Throughout my years in the Section I was involved in Student Council and supported the Community Service and Yearbook teams.

I was also a student volunteer for the Annual Fundraising Gala.

Please give a quick synopsis of your journey after the Lycée.

After the Lycée, I moved to Montreal, Canada where I obtained a degree in Chemical Engineering from McGill University. Following my bachelor’s I moved back to Europe to pursue a master’s in Biomedical Engineering from TU Delft in the Netherlands. As part of my master’s I also worked for a year as a researcher at the University of Texas at Austin, before beginning my career at Johnson & Johnson in 2018. As part of my job I’ve been lucky to be able to

16

What do you feel you gained from your volunteer experience?

I really believe I gained a lot through my various volunteer experiences. First, I was taught to have a very strong sense of ownership and responsibility from an early age, which I think has continued to shape who I am today. In addition, my volunteer roles gave me a sense of confidence in managing “real world” interactions, whether it was requesting quotes from vendors or providing budget updates - these were invaluable ways to develop these hard skills.

Did your volunteer experience bring any benefits in your post-Lycée life?

Undoubtedly! Not just for the hard skills as I mentioned above.

What I continue to take away from these experiences is a passion for stepping in and helping when help is needed. This sense of responsibility is something I continue to live by, and applies in all facets of life, whether it be friends, family, work, or community.

COMPASS 2024/25

time volunteering in the library with Charlotte Jarquin, doing tasks such as shelving books and making monthly events calendars off of the ASALink newsletters to keep the students informed. Alexander and I collaborated with the NGOs Better World Books, Room to Read, and the French Red Cross in support of girls’ literacy in Asia, Africa, and our local area, and encouraged the participation of the Marcel Roby community!

Sydney Pénot ‘20

Being a part of the Student Council meant I volunteered at Section events like the Picnic and hosted events for students like mock presidential elections and chess clubs. I was also asked to volunteer at the American Section Gala by Margaret Jenkins, helping to run the silent auction tables, raffle, and live auction. Eventually, I became Head of Student Volunteers at the Gala and worked alongside Margaret to ensure the success of the evening.

What motivated you to be an American Section volunteer as a student?

I remember always wanting to be involved in the American Section community. I loved helping out and the sense of responsibility it gave me. It felt like having a finger on the pulse of the Section.

I also remember being very curious about how these events worked and what went into their execution, jump starting my interest in event planning.

Do you have any particular “volunteer” memories of the American Section that you would like to share?

Volunteering at the Gala remains a positive memory for me since it marked the start of adults outside of the AS staff taking notice of the students’ volunteering efforts and treating us like adults. I also loved being at what felt like such “grown-up” and luxurious events with such a good cause, and getting to be a part of raising funds for our Section! Another heartfelt volunteering memory was the work we did in Student Council, seeing events like the Spring Dance come to fruition and having students feeling motivated, excited, and involved.

When did you attend the Lycée International?

I attended the Lycée International from 2009 until 2020, with primary at École Schnapper, middle school at Collège Marcel Roby, and then the Lycée International from Seconde until graduation.

Please give a quick synopsis of your journey after the Lycée.

I recently completed my Bachelor of Commerce from McGill University’s Desautels Faculty of Management, majoring in Organizational Behavior with a specialization in Psychology, along with a concentration in Retail Management. Currently, I am awaiting graduation in 2025 and researching potential postgrad pathways in the fashion world. I have worked in various sectors during my studies such as being a TA for the Managing Organizational Teams course at McGill, working in retail at Truffaut, and waitressing in Montreal.

How were you involved as a volunteer when you were a student?

I first started volunteering in middle school when I was at Marcel Roby, where I was part of the Student Council for four years, and co-president with Alexandre Gliott in Troisième. I also spent a lot of

What do you feel you gained from your volunteer experience?

These experiences developed my leadership, time management, event planning, and organizational skills. Additionally, it gave me a better appreciation for community values and opportunities for involvement, as well as the generosity and commitment required to have an impact. Collaborating with NGOs heightened my awareness of the privilege we had and empathy for others in different positions, and developed a sense of responsibility to give back to our community and do our best to make a difference in the world.

Did your volunteer experience bring any benefits in your post-Lycée life?

The volunteer experience gave me a desire to continue being involved in all areas of my life, and I am certain it will make me a better member of the new communities I will be a part of in the future. I also gained experience in different areas such as event planning, which helped me in my role as Events Coordinator for the McGill P(h)assion Club and Director of Production for the McGill CASCO association. The benefits these experiences have given me in my post-lycée life are immeasurable, and I will forever cherish my volunteering time in the American Section. I urge current students to get involved!

17

FOCUS ON STRATEGIC PLAN

STRATEGIC PLAN PILLAR: DIVERSITY & BELONGING

From Tibet to the Lycée International de Saint Germain and beyond

In 2017, the American Section initiated a merit scholarship as part of its Strategic Plan. The award covers three years of tuition for a talented student who otherwise would be unable to join the program due to the cost. Since then, two students have graduated from the Section and continued successfully to universities in France, and the merit scholarship is an integral part of our new Strategic Plan under the Diversity & Belonging pillar.

As you’ll read in Pelsang’s story, the American Section was incredibly lucky to find such an exceptional student to sponsor. We feel certain that her accomplishments will only continue to grow.

Lisa Stephens, Director of Admissions

Where are you from originally?

I was born and raised in Tsona, a small town located in the southern part of Tibet. From 1st grade until 8th grade I attended a boarding school called the Tibetan Homes School Foundation. Our classes were mainly taught in Tibetan, and English was offered as an LVB subject. My childhood mostly revolved around my school. I lived with other students in hostels where we shared every aspect of daily life- living, eating, cooking, cleaning, and studying. It wasn’t just a place to learn; it was where I built lifelong friendships, learned to work with others, and developed a sense of belonging. It truly was my second home. Living in a boarding school, I learned how to be independent from a young age, as well as the values of sharing, cooperating, and supporting one another.

When did you immigrate to France?

My family and I immigrated to France in 2019 due to political issues in Tibet. There are a lot of restrictions, including limits on practicing Tibetan culture and religion, and even speaking our language freely. My parents felt it was necessary to leave Tibet to give us opportunities and a better future. It was incredibly hard to leave behind friends, and everything familiar, and I remember the mixed feelings of sadness and hope. We first flew to India, where we stayed for about six months. It was a time of transition for us and a chance to adjust to new environments. Then, on October 9, 2019, we arrived in France as political refugees. Not speaking the language and experiencing the cultural differences was both a terrifying and a strengthening experience.

How did you obtain the scholarship?

When I first arrived in France, I enrolled in the UPE2A program at the Collège Romain Rolland in Sartrouville. I was fortunate enough to have amazing teachers. One of my first French teachers, Mme Benfodda, introduced me to the French school system and different future academic paths. She really looked out for me and encouraged me to take the admission test for the Lycée

18

COMPASS 2024/25

International, believing it would open many doors for me. She also suggested that I apply for the scholarship program. With her guidance and support throughout the entire process, and my determination to have access to quality education, I was able to secure the scholarship. It is all thanks to Mme Benfodda’s encouragement and mentorship that I have had the chance to realize this incredible opportunity.

Tell us about your time at the Lycée.

To be honest, I was initially intimidated and nervous. Coming from a non-native English background and being in Français Spécial, I wasn’t sure how well I would adapt to the new environment. However, within just a few days, I began to see how enriching the experience was. With the support of dedicated teachers committed to helping each student grow, I improved in both English and French very quickly. Over the past three years, I’ve loved being in an environment where I could meet people and make friends from all around the world. Each student brought something unique, and it was fascinating to learn about their cultures and backgrounds. The diversity at the school is amazing, and it helped me grow personally. Academically, the Lycée really pushed me to do my best. The teachers were passionate and supportive, always encouraging us to dig deeper and challenge ourselves. And whenever things started to feel a little overwhelming, there was always someone in Section that I could go to for help.

I never felt alone, and the support system made every challenge feel more manageable.

What are you doing now and what are your plans for the future?

Currently, I’m studying at Université Paris Cité, where I’m doing L.AS LLCER Anglais, with a minor in health. It’s been a great experience so far, combining my love for languages with my interest in healthcare. As for the future, my ultimate goal is to become a midwife. I’m really passionate about supporting women

through one of the most important moments of their lives, and after completing my current degree, I plan to pursue further education in midwifery to make that dream a reality.

How did the scholarship help you?

The scholarship truly made a difference in my life. Not only did it relieve the financial burden on my parents, but it also allowed me to focus entirely on my education without the worry of additional costs like the canteen or school trips. Beyond the financial support, the scholarship gave me a sense of responsibility and motivated me to work harder. I knew how fortunate I was, and that pushed me to do my best, both in academics and in adapting to a new environment. It taught me the value of hard work and perseverance, which are lessons I’ll carry with me for life.

On a personal level, the scholarship helped me grow in many ways.

I became more independent, learning to manage my time better, and gaining confidence in myself. Being part of such a diverse, welcoming, and multicultural environment opened my eyes to the world in ways I hadn’t imagined before. Being part of this global community, I’ve met so many amazing people and teachers, and I’ve truly experienced what it means to be in a multicultural environment. These three years have been incredible, and I’m really grateful for everything the scholarship made possible.

Looking toward the future, I feel like this experience has shaped my aspirations. It deepened my own desire to help others and give back to this community. Beyond academics, it gave me a foundation of personal growth, lifelong friendships, and a sense of community that I’ll always cherish. I’m incredibly grateful for every opportunity the scholarship gave me.

Pelsang Sonamtsang ‘24

19

FOCUS ON STRATEGIC PLAN

STRATEGIC PLAN PILLAR: COMMUNITY

An Eisenhower Visits the Lycée The Lycée International and the American Section were honored to welcome Susan Eisenhower in early November 2024. A Washington DC-based policy strategist and specialist on national security issues, Susan Eisenhower is the granddaughter of the school’s illustrious founder, General Dwight D. Eisenhower. This was her first visit to the Lycée International, and she was clearly impressed by our international community as well as the enthusiasm and intelligence of our students.

Former Director Adrienne Covington initiated contact with Susan Eisenhower in 2022, during the Lycée International’s 70th anniversary celebrations. Through she was unable to visit at that time, she was intrigued, and had the US Embassy reach out to the Lycée International’s Proviseur Philippe Bonneville last spring to see if a Lycée visit could be added to her agenda as part of an upcoming book tour. When the French administration asked the American Section to host a reception in her honor, we proudly acquiesced.

The Section’s cocktail reception, the elegant start to this historic visit, was attended by over 250 guests. Reuniting past and present members of the American Section community, members of the French and other national sections’ faculty and administration,

and local dignitaries, it was an evening filled with good food, great conversation, and a shared sense of pride in our school’s legacy.

The highlight of the evening was undoubtedly Susan Esienhower’s question and answer session with Director Brian Brazeau and four American Section Upper School students. She addressed questions about the importance of international cooperation, the main challenges facing our world, often inserting interesting anecdotes highlighting memories of her grandfather. Her insightful answers and warm demeanor left a lasting impression.

The following morning, Susan Eisenhower delved deeper into life at the Lycée. She attended classes, inaugurated the Women in the War exhibit on the gates outside the school, addressed a “standing room only” assembly of students in the Agora, and ate lunch with 14 students, one from each of the Lycée’s national sections. The American Section is proud to have played such an instrumental role in this historical, highly memorable visit.

Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

STRATEGIC PLAN PILLAR: COMMUNITY

Intervision: A New Lycée International Tradition This year’s inaugural Intervision event, inspired by the famous Eurovision contest, begged the question “why haven’t we always been doing this?” With its 14 international sections, there is no better place for a multi-lingual, multi-cultural, singing competition than the Lycée! The brainchild of a Swedish Math teacher, Maria Östberg, Intervision pitted fourteen acts, from thirteen sections plus our French counterparts, against each other. Each section competed in their native language, adding a distictive touch to the performances. The standing room only audience was treated to a wide variety of songs, including a traditional Chinese ballad, a Norwegian Christmas carol, a Mexican folk song, and high-energy pop performances; the variety of acts was truly impressive.

20

The American Section’s act, featuring six students from Quatrième through Première, wowed the audience with a dynamically choreographed medley of Billy Joel classics. Aurore from the British Section ultimately stole the show with her powerful rendition of Rolling in the Deep, narrowly beating out the Spanish Section student who sang Le Ilorona. The Polish Section finished third.

Intervision was a resounding success, fostering a sense of unity and pride among the entire Lycée International community. We extend our heartfelt congratulations to all the participants and are already looking forward to next year’s edition.

Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

COMPASS 2024/25

One of our very important strategic pillars is Student Wellbeing. In this context, the task force in charge of this area wanted to gain a clearer perspective on the stresses our students encounter on a daily basis. Indeed, we say that they are busy, and that they have extremely full days with little free time, but do we actually know what it feels like from the student perspective to be a student at the Lycée International? In order to answer this question, our College Counselor Taylor Hausburg and I decided to become students for a day. Ms. Hausburg followed Première student Eliott Boneu, and I shadowed Julie Choubry in Terminale.

You will see Ms. Hausburg’s detailed recounting of her experience below. From my end, I went to Math, Russian, lunch, and History, and was stunned with the students’ ability to concentrate, code-switch, and operate at a high level in multiple languages.

We will take this experience and use it to think about ways to reduce stress, although we cannot change the schedule. What we can do, however, is be empathetic about the amount of work our students have and how expertly they are able to juggle a great number of intellectual demands.

Brian Brazeau, Director

STRATEGIC PLAN PILLAR: STUDENT WELLBEING

Student for a Day As a newcomer to the Lycée International community and College Counselor, I’m always looking for ways to better understand the lives of our students. So when I had the chance to shadow Eliott Boneu, Première, for an entire school day, I jumped at the opportunity. I was eager to step into his shoes—to experience his classes and get a taste of the academic and social realities our students face day in and day out.

Our day began with a “late” start of 8:55am with Enseignement Scientifique, followed by two hours analyzing On ne badine pas avec l’amour in French class and then a two-hour lab in PhysiqueChimie (where my lab partners graciously considered my suggestions before politely shooting them down). When the bell finally rang, I was VERY eager to get to the cantine for lunch. What I was not prepared for was the looong line, which meant that, by the time we finally got our food and sat down, we had less than 20 minutes to eat. Just as I was scarfing down my last bite, the bell rang again, leaving me no time to run back to my office for a (much-needed) cup of coffee. Down the bustling hallways and on to Chinese class, where I understood… absolutely nothing. The day ended with Connaissance du Monde, where the class worked on narrowing down their potential research topics. At 5:15pm, I headed straight to the gare and fell asleep on my train ride home.

Over the course of the day, I was particularly struck by the seamless transition our students make between multiple languages. Waiting in the hallway for class to start, I heard Eliott and his friend catching up in English, switching to French mid-sentence as soon as they walked through the door. I was also surprised and impressed by the advanced academic analyses that we read in French class; even though I’ve studied French since 4th grade, it took me several

read-throughs to fully process the meaning of each passage. (Later, I was interested to learn that the vast majority of American Section students are native French speakers and that English is the second (or third) language for over a third of American Section students, with 36% having learned French and English simultaneously.) Add on top of that native-level English and a foreign language (or two)!

This linguistic agility is a testament to the mental flexibility our students develop as they navigate different languages and learning environments with ease.

I was also impressed by the high level of independence that is expected of our students. The French classes were large, with over 30 students, requiring students to take charge of their own learning. When I was surprised that few of his teachers assigned homework at the end of class, Eliott explained to me that students are often responsible for identifying for themselves what they need to do to stay on top of the material in order to be prepared for their exams. This level of independence seems to mirror the kind of responsibility students will encounter in university, where selfmotivation and time management become even more crucial.

Finally, I was reminded of the demands of a long school day (and I hadn’t even woken up at 5:00am to go for a 5k run before school like Eliott had!). With few opportunities for downtime, I was left feeling mentally and physically exhausted. It gave me a new appreciation for the endurance and focus our students must cultivate to maintain such a rigorous schedule.

It’s one thing to hear all of this from students or to read about the demands of the BFI curriculum in our school profile; it’s another to actually live and feel it. While I was a Lycée International student for only a day, this experience will certainly enable me to speak to university admissions officers with more authority about - and respect for! - what our students do.

Taylor Hausburg, College Counselor

21

© Pedro Lombardi

The Class of

22

CANADA (9) McGill University (5) University of Concordia University of Toronto (3) ENGLAND (6) Imperial College London (2) Kings College London London School of Economics University of Surrey Warwick University

CLASS OF 2024

University Destinations

2024 FRANCE (26) Ecole Polytechnique Ecole Supérieur Ingénieurs Leonard da Vinci EFREI International Ecole National Superieur d’Architecture de Strasbourg

ESSEC, Cergy Ferrandi, Paris Institut Catholique de la Vendée Institut Polytéchnique des Sciences Avancées Institut Supérieur Européen de Gestion, Paris La Prepa Autrement, Paris Lycée Chaptal Lycée Janson de Sailly Lycée Jules Ferry, Versailles (2) Lycée Madeleine Daniélou Prytané National Militaire Sorbonne Université Université Paris-Saclay Université Paris Cité (3) Université de Versailles Saint Quentin (2) Université of Strasbourg Université de Technologie de Troyes

NETHERLANDS (1) University of Rotterdam SPAIN (1) ESADE UNITED STATES OF AMERICA (9) Boston College Dartmouth University Duke University Harvard University Penn State University Rice University UCLA UCSD Wesleyan University

COMPASS 2024/25 So in the place of any advice, let me just make two requests.

The first request – I don’t know if we ever have a more foolproof BS detector than the one we have when we are 18 years old. In the years ahead, please use yours without apology or compromise.

Take stock of the things that matter most and guard them. As we close—just one last request. As you wander off from this place and into the lives that await you, grow… but don’t change.

5

(2%)

TRÈS BIEN

22 (42%)

BIEN

17 (33%)

ASSEZ BIEN

8

(15%)

NO MENTION

0

(2%)

OF AMERICAN SECTION GRADUATES

TRÈS BIEN, FELICITATIONS DU JURY

CLASS OF 2024

Mention Rates

Lev Liakhovetskyi ‘24 and Chloe Ebel ’24, Student Address

University Destinations

Evolution of Mention Rates

Look to your left, look to your right. The people next to you will probably be more successful than you.

I encourage you to keep your connections, so that when these friends of yours become rich they’ll happily buy you dinner.

IN THE AMERICAN SECTION

Christian Vachon, Faculty Address

2024

2023

TRÈS BIEN

52%

36% 60% 53% 67% 56% 59% 40% 41% 40%

2022

2021

2020

2019

2018

2017

2016

2015

BIEN

33%

49% 28% 38% 24% 29% 20% 40% 41%

47%

ASSEZ BIEN

15%

13%

12%

5%

9%

14%

15% 20% 15%

11%

NO MENTION

0%

2%

0%

3%

0%

2%

6%

0%

3%

2%

10 Year Total

2024

2023

2022

2021

2020

2019

2018

2017

2016

FRANCE

150

26

19

28

25

17

8

15

16

11

11

ENGLAND

131

6

6

3

6

12

27

14

19

19

25

2015

USA

71

9

5

7

4

7

5

6

7

15

15

CANADA

62

9

9

5

10

7

9

4

9

6

3

NETHERLANDS

35

1

7

4

7

3

1

8

1 4

IRELAND

11 3 2

1

1

2

1

SWITZERLAND

9 2

GAP YEAR

8 2

2

1

1 1 2 1

1

3 2

SCOTLAND

6 3 1 1

SPAIN

6

ITALY

4 1

SINGAPORE

2 2

1 3 1

2

1

1

2

BELGIUM

1 1

CHINA

1 1

GERMANY

1 1

DENMARK

1 1

MALTA

1 1

AUSTRALIA

1 1

23

DEVELOPMENT REPORT

Development Report Generosity has always been a cornerstone of the American Section ethos. A remarkable 70% of our families participated in volunteer efforts in 2023-2024, giving their time and energy to create many memorable moments for our community. From organizing parties, dances, and graduation ceremonies for students to running the Holiday Sale, cocktail party, and potluck dinner, our volunteers ensure that every event reflects the spirit and vibrancy of the American Section. Their contributions exemplify the power of community and the shared values that make our Section so special.

Giving is not just a tradition; it’s something we instill in our students from their earliest days. Through initiatives like the Read-a-thon, community service projects, and volunteering at events, our students learn the value of contributing to the greater good—a lesson that will serve them throughout their lives. These experiences teach students that giving is about more than just donations; it’s about time, effort, and a commitment to making a difference.

This year’s development report celebrates the generosity of those who have made monetary gifts to the Section. Contributions— whether 10€ or 5,000€—have an extraordinary impact on our students and programs. Proceeds from our fundraising efforts are enabling us to implement the initiatives outlined in Excellence and Beyond, our ambitious new Strategic Plan. These initiatives, which you can read about in this magazine, are already enhancing our students’ educational experiences. From pedagogical innovations to the scholarship program, expanded extracurricular activities, and the inaugural TEDx Youth conference, Excellence and Beyond is shaping a future where our students can thrive academically,

DIRECTOR’S CORNER (2500€ and more) Sandrine Jallon-Courduroux and Pierre Courduroux Mildred Motte Delorme and Philippe Delorme John Lovejoy Martin Lehec and Kate Miller ASALI BENEFACTORS (1000€ - 2499€) Mridula Palat and Bernard-Olivier Becker Linda Berzin Karma* Karl Emery and Matthieu Bonte Carol Anderson and Pierre Cambefort* Emilie and Arnaud Collin Sara Di Napoli and Francesco Dartizio Nathalie and Guillaume Deudon Karine Douplitzky and Thierry Lunati Stéphanie Andrieux and Keith Ney Beth Paul Saunier and Maël Saunier Jennifer Dalrymple and Luis Roth Réka Kovacs and Christophe Webert COMMUNITY BUILDERS (500€ - 999€) Mary and Jerome Adamy Sandra and Alexandre Boeuf Fanny and Christoph Bruguier Natalia Buga-Buruiana and Valentin Buruiana Aude Chanudet Schonbachler and Pierre Chanudet

24

KEY STATISTICS 2023-2024 TOTAL ANNUAL FUND INCOME

61,274€

includes Annual Fund, Raise the Paddle & Senior Class Gift

TOTAL FUNDRAISING INCOME

AVERAGE ANNUAL FUND DONATION

98,468€ 313€

creatively, and socially. Additionally, improvements in technology and library resources are ensuring that every student has access to the tools they need to succeed in a dynamic, ever-changing world.

We extend our heartfelt thanks to the parents, alumni, faculty, and staff listed below. Your gifts are not only a testament to the generosity of our dynamic community but also a powerful investment in the future of the American Section and its students.

Together, we are turning the vision of Excellence and Beyond into a reality.

Brian Brazeau, Director and Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

Ann and Christophe Chauvel-Gobin Camille and Baudouin Corman Marie Adeline Neves and Bruno Coutinho Elizabeth and Hady El Haddad Edeltraud and Jason Fabianke Alexia and Shahin Gashti Julie and Alan Glen Christine and Matthieu Goulay Ekta Khanna-Tandan and Ashim Khanna Martina and Paul Navratil Melissa and Jean-Marc Perrin Evialina Shalimava Robin and Xavier Robin Tina and Efrain Rosario Yiping Zhang and Emmanuel Roulin Yulia and Warren Seine Sara and Trevor Snyder Nathalie and Stéphane Souchet Yuko and Robert Sprung Kumi Kitamori and Fabio Vancini SECTION PARTNERS (250€ - 499€) Marie-Anne and Philippe Aymerich* Stamatia Nikolakakis-Azar and Joseph Azar Yasmin and Francesco Ballarin* Femina Affandi-Baudot and Gautier Baudot Andrej Bjegovic Sarah DeCamp and Florent Bouillet Elise Breffort Ferrand and Guillaume Breffort Katherine Zouein and Juan Carlos Calderon Castro

Andrea and Omar Chahid Eva Lou and Jin Chung* Dorothée Jeanjean Corvez and Dominique Corvez Simona Stoica and Loredan Cuc Ioana Mera Daniels and Christopher Daniels Stephanie Merran and Alexandre de Gandt Joelle Dirringer-Descrozailles and François Descrozailles Stephanie and Eric Ebel Carla Davidovich and Douglas Griffin Muriel and Thierry Guillaume Michelle Hoffman Ghita Slaoui and Alexandre Izard Oksana Voitenko and Oleksii Liakhovetskyi Noemi Buccino and Eliot Mills Kim Coniff Taber and David Pena Alvarez Noriko Kobayashi and Nicolas Pombourcq Alexia and Pierre-Yves Prost Fanny Rat-Ferel and Fabien Rat Nini and Matthias Ringel Nevra and Steven Seggie Laura Monroe Singer and Jean-Marie Singer Linda and John Tate Guillaume Aubin et Nicolas Varlot Pamela and Antoine Wolf* PROGRAM SUPPORTERS (Up to 249€) Ying Xu and André-Jean Attias Christina and Thierry Beaumont

COMPASS 2024/25

Friends of ASALI Board 2023-2024 OFFICERS M E M B E R S AT L A R G E

Lorna Neligan Colarusso Alexi Remnek ‘87 William Langdon

PRESIDENT

Evelyne Pinard David Renard ‘91 Leigh Schlegel Elizabeth Sheehan Felix Tabary ‘10

VICE PRESIDENT TREASURER

We thank Friends of ASALI for their continued generous support of our Summer Awards program.

The Friends of the Association de la Section Américaine du Lycée International (FoASALI) is a non-profit organization composed of former American Section students and parents. FoASALI’s purpose is twofold. The first is to act as the American Section’s philanthropic arm in the United States, participating in the Section’s development by funding specific projects, namely program enhancements that advance the mission statement. FoASALI’s second objective is to provide networking-related activities for the American Section’s alumni community.

Anyone wishing to help with reunion events or build their American Section network, please let us know at foasali1@gmail.com.

Lorna Colarusso, President

Leila and Pierre Yves Platz Martine Pauwels and Julien Ponthus Julie and Thomas Proust Abby Brinton and Yas Randjiou Emmanuelle Riedel-Drouin and Gabriel Riedel Karina and Ziri Sanaa Sara and Amir Sharifi Rachel Lupiani and Xavier Simler Isabelle Solal Graham Speier* Sabrina and Alexander Stainburn Lisa Stephens* Ekaterina Zharkovskaya and Oleg Tarlinskiy Stephanie Thieyre Christian Vachon Natacha Voillot Pauline and Olivier Warneck Chrystele and Mark Windridge Emna Trabelsi Zribi and Nidhal Zribi SENIOR CLASS GIFT Benjamin, Laure, and André Bentze Margaux, Karine, and Jean-François Dorin Féodora, Karine, and Thierry Douplitzky-Lunati Alexandra, Anne-Louise, and Nicolar Kardas Jules, Laure, and Jacques Mulbert Gabriel, Nathalie, and Olivier Poudens Lauren, Sharon, and George Thompstone 5-YEAR CONSECUTIVE DONORS

Patrizia Ramonda and Vincent Billy Catherine and Philip Boalch Agathe and Pascal Boneu Ashinsa Bopearachchi Delphine Montazeaud and Vincent Bordmann Brian Brazeau Olena Buinikova and Oleksandr Buinikov Eleonore Cabot-Morel Xiaojing Liu and Haiquan Cao Julie Garrigues and Nicolas Cauzac Meriem Hanayen Chebbi and Nabil Chebbi Lise and Rodolphe Coronas Katherine and Mickael Coutin Adrienne and Richard Covington* Karl Cox* Sophie Morelle and Antonio Da Rold Nelly Dalsass Marjolaine and Jérôme Decoodt Zoé Brejon and Charles Delfieux Chin Lin Hsu Destal and Daniel Destal Mary and Emmanuel Diard Anne and Olivier Djomby Guotao Tian and Feng Dong Vineeta Kumari and Shyam Kant Dubey Mathilde and Samuel Duprieu Caitlin Echasseriau Anne-Sophie and Bertrand Faucher Laure and Guillaume Faure Francesca Aquilino and Pierre-Arnaud Foucher Benjamin Gaches*

Caroline and Hugues Gerard Martine and Ron Gerow* Anne-Laure and Toni Giustini* Maria Giovanna Gilotta and Jérôme Gouet Beccy and Stuart Haugen* Christina Hauser Jing Hu and Jian Hou Marie-Noëlle and Rajiv Iswariah Stanislava and Aleksandar Ivanov Matthew Jackson Margaret Jenkins* Naoual Bellafqih and Tarik Jkini Perrine and Sébastien Jouvin Ashlie and Emmanuel Kaspereit Ludyvine and Alex Koagne Milena Panteleeva-Lavallee and Philippe Lavallee Sarah and Jean-Charles Le Moulec Anne-Laure and Francois Lefebvre Frédérique and Alexandre Lemesle Jessica Shuet Mui and Henry Leung Nabila Merzougui and Frederik Litjens Joan and Sean Lynch* Caroline Boin-Margerit and Arnaud Margerit Dana Mikulov and Jose Marron Duarte Caroline and Richard Marshall Emilie and Paul Marty Sanaa Bougazzoui and Issam Marzaq Elise Gourier and Sean McGuire Michele and Guy Morgan Laure and Jacques Mulbert

Carol Anderson and Pierre Cambefort + Stamatia Nikolakakis-Azar and Joseph Azar Yasmin and Francesco Ballarin + Femina Affandi-Baudot and Gautier Baudot Catherine and Philip Boalch Agathe and Pascal Boneu Ann and Christophe Chauvel-Gobin Camille and Baudouin Corman Sandrine Jallon-Courduroux and Pierre Courduroux Marie Adeline Neves and Bruno Coutinho Adrienne and Richard Covington + Karl Cox ++ Caroline and Hugues Gerard Anne-Laure and Toni Giustini Beccy and Stuart Haugen + Matthew Jackson Margaret Jenkins ++ Perrine and Sébastien Jouvin Ashlie and Emmanuel Kaspereit, Karine Douplitzky and Thierry Lunati Caroline and Richard Marshall Laure and Jacques Mulbert Stéphanie Andrieux and Keith Ney Beth Paul Saunier and Maël Saunier Rachel Lupiani and Xavier Simler Laura Monroe Singer and Jean-Marie Singer + Nathalie and Stéphane Souchet ++ Graham Speier Yuko and Robert Sprung Pauline and Olivier Warneck Chrystele and Mark Windridge + 10 year donors ++ 15 year donors

25

DEVELOPMENT REPORT

TOTAL GALA PROCEEDS

63,319€ EVENT AND AUCTIONS REVENUE

32,459€ RAISE THE PADDLE DONATIONS

30,860€

The Hollywood Glamour Gala was a memorable and elegant evening. Guests made a grand entrance on the red carpet and enjoyed a celebrity-style photo op, setting a glamorous tone for the night. A chic cocktail hour and a delicious three-course meal delighted attendees, while the beautifully themed decor—each table inspired by iconic movies—added a touch of magic. The event featured both live and silent auctions, as well as an exciting raffle, with the grand prize being tickets to the women’s gymnastics finals at the Olympics. The night concluded with an exuberant dance session that brought everyone to the dance floor. Beyond the glitz and glamour, the Gala was a true success, fostering a sense of community and raising significant funds for a meaningful cause.

26

A sincere thank you to everyone who attended the Gala, sponsored a faculty member, bid in the auctions, bought raffle tickets, or participated in Raise the Paddle. In total, some 175 American Section families contributed in one way or another to the financial success of the event. Thanks to the generosity of our community, we smashed our previous Gala record (56,300€ in 2016) by over 7,000€, raising 63,319€!

Be it making or facilitating auction donations, volunteering skills and time, curating a class basket, or conceiving and realizing the decor, our Galas are made possible by the efforts of many. Thank you to the members of the Gala Committee: Francesca Aquilino, Abby Brinton,

COMPASS 2024/25

SILVER SPONSORS (1,000€+)

PARTNER (300€+)

L’Eclat de Verre Les Pyramides Robert Sprung

American Library in Paris Avène Kate Coutin Dharma Yoga Heytens Saint Germain-en-Laye Image Consulting Le Bristol – 114 Faubourg Le Manège Les Papiers de Ninon Pianos Daudé Radisson Blu Carlton Hotel, Bratislava Tina & Efrain Rosario Sandrine Roussel The Cookie Table Yuko Sprung Christine Washington

BENEFACTOR (500€+) Isabelle Bardoux Zoe & Charles Delfieux-Brejon Chanel Christian Dior Shahin & Alexa Gashti Grape Hospitality Beccy & Stu Haugen Italo Le Cordon Bleu (less is more) SAME Club

Arnaud Collin, Kate Coutin, Jennifer Dalrymple, Sandrine JallonCourduroux, Fariah Jiva, Susy Lundy, Marie-Adeline Neves, Nini Ringel, Nathalie Souchet, Frederique Tireau, and Pauline Warneck, as well as helper MH Marsaly. Their devotion over the course of the school year in procuring donations, organizing, advertising, preparing the auctions, and researching a new venue resulted in a very memorable evening at Les Pyramides. Special thanks as well to Lower School Principal, Beccy Haugen, for producing the stunning “American Flag” piece for the live auction.

The funds raised at the Gala and through our Annual Fund enable us to invest in programs and projects not covered by tuition, including

classroom technology, financial aid, and global citizenship endeavors.

This year, gala money was earmarked to fund the new strategic plan.

Every euro raised directly benefits our students. On their behalf, we thank everyone who took part in this fundraising event, including everyone who participated in our online auction or purchased raffle tickets!

Margaret Jenkins, Assistant Director for Development, Communications, and External Relations

27

DEVELOPMENT REPORT

Where Donations were Spent 2023–2024

Financial Aid Writer in Residence Atlas Rubicon (curriculum mapping)

5,550 €

1,200 €

4,500 €

Library Books

3,300 €

Classroom Technology

5,840 €

Summer Awards

7,500 €

Digital Citizenship Program

3,600 €

Shurgard Storage Space

1,900 €

Miscellaneous Events

1,050 €

Merit Scholarships

8,270 € Project Week

Source of Fundraising Income 2023–2024

Extracurricular Clubs and Programs

1,040 €

Club International

4,012 €

57,350 €

Miscellaneous

723 €

Fundraising Participation Rates

Annual Fund (includes Class Gift)

30,470 €

2023–2024 100% 90%

92%

80% 70%

55%

60%

Fundraising Gala (includes Raise the Paddle)

63,319 €

50%

39%

40% 30% 20% 10% 0%

Board of Trustees

28

Faculty & Staff

Family

COMPASS 2024/25 for an activist group called the Anti-Eviction Mapping Project (AEMP), a data visualization and storytelling collective documenting and resisting the eviction crisis. This experience deepened my political education and made me acutely aware of how power imbalances play out and materialize in the urban terrain.

My time with AEMP prompted me to ditch the consulting field for something more community-based.

Alumni Spotlight As the focus of the 2025 issue of Compass is our new Strategic Plan, we decided to feature alumni whose careers are in fields that pertain to one of our four pillars: academics, wellbeing, diversity and belonging, and community.

You will meet a fair housing advocate, a producer of documentaries, a teacher and researcher, a project engineer working to democratize water stewardship, a wellness professional, and a program officer at WWF. Discover the winding paths that have led them to where they are today.

Manon Vergerio ‘10 When did you attend the Lycée International?

I attended the Lycée International from 2003 to 2010. Born in Paris to French parents, I grew up in a French-speaking household, so a cosmopolitan environment like the Lycée Inter seemed unlikely. However, when I was eight, we moved to Egypt for my dad’s job, where we lived for three years.

During that time, I attended Cairo American College, where I started in ESL classes and eventually became fluent in English. When we returned to France, my parents wanted my sister and me to continue our bilingual education, which led us to the American Section at the Lycée Inter.

Please give a quick synopsis of your journey after the Lycée.

After the Lycée, I studied Urban Studies and Photography at the University of Pennsylvania. Through my studies, fieldwork, and community service experience in college, I became interested in urban inequality and community economic development. My undergraduate senior thesis looked at the role of artists in “revitalizing” a disinvested, postindustrial neighborhood. I ended up concluding that real estate developers had instrumentalized artists and mural art to gentrify the area and attract higher income residents.

Upon graduating college in 2014, I moved to San Francisco with my college boyfriend (who is now my husband) and worked for an urban planning consulting firm. San Francisco was in the height of the “tech boom 2.0,” with apps like Uber and Airbnb taking off. The result of the huge influx of young, white tech workers with enormous salaries into San Francisco was the rapid gentrification and displacement of working class communities from the city. In my free time, I volunteered

In 2016, I moved to Brooklyn, New York, and started a job as a community organizer.

My role was twofold. First, I was responsible for doorknocking in the area and building a tenant union to fight tenant harassment and evictions. Second, I organized childcare workers (nannies) to build a worker cooperative, where each nanny became worker-owner. Working as a community organizer instilled in me the belief that communities most impacted by urban injustice should be in the driver’s seat when formulating solutions.

I went back to graduate school and completed an MA in Design & Urban Ecologies at Parsons School of Design at The New School in 2019. I focused on building technical skills in data visualization, cartography, and design. My masters thesis gave me an opportunity to come back to France and investigate the gentrification threats posed by the upcoming 2024 Olympics in Seine-Saint-Denis. I also continued my commitment to local housing activism in my free time. I co-founded the New York chapter of the Anti-Eviction Mapping Project, and sat on the Steering Committee for the Brooklyn AntiGentrification Network for several years.

What is your current profession? What in particular do you enjoy about your field?

After graduating in 2019, I completed a summer fellowship called Blue Ridge Labs, which brought together technologists, designers, and communities to incubate new ideas to tackle the housing crisis.

Through the fellowship, I met several brilliant women who had either experienced housing discrimination or had technical skills in product design and software engineering. We started working on a prototype of a mobile app that would help New Yorkers report housing discrimination.

We co-founded Unlock NYC, which is where I work today. My job as the Head of Data & Advocacy consists in analyzing the data collected through the mobile app to produce impactful research and stories that will drive

29

ALUMNI SPOTLIGHT policy change. For the first three years of operation, we didn’t have enough funds to hire ourselves, so I freelanced and worked other jobs to keep myself afloat while we developed Unlock NYC. Today, we have four full-time staff members, plus contractors, interns, volunteers, and part-time workers.

What I am most proud of is that 50% of our team and 100% of our advisory board is made up of women with lived experience of housing discrimination, homelessness, and eviction. We operate as a non-hierarchical, consensus-driven team. Our app is available 24/7 in New York City, and we have 900+ users on the platform. We are working towards scaling across New York State.

Are there any particular mentors that influenced your choices?

Yes! Professor Andrew Lamas, who taught Community Economic Development at Penn, was the first person to get me to think really critically about how social change can happen. At the time, I wanted to do “international development” and work in South America, but he really challenged me to look in my own backyard at what changes could be made there. I learned about worker cooperatives, community land trusts, and other alternative forms of democratic governance in his class.

Erin McElroy, co-founder of the AntiEviction Mapping Project (AEMP) was a huge influence on me. Working alongside Erin radicalized me in so many ways, in particular when it comes to my understanding of evictions and how global capitalism and technology impacts our local context. I also credit Erin and AEMPers for expanding my creative thinking on how we can document and fight injustice and what real solidarity looks like.

Lastly, Rob Robinson, who I call my big brother, is a longtime homeless and human rights activist who I had the honor to meet in New York. Rob continues to mentor me and my team at Unlock NYC. He opened many doors for us as we were building out Unlock NYC, offering space, connections, and encouragement along the way. He has a global view of the housing crisis while having his boots fiercely on the ground in New York City.

If you had the choice, would you do it the same way again?

Unequivocally, yes!

30

What do you feel like you gained from your American Section and/or Lycée International experience, that has carried over into your current life or influenced your life choices?

The most important things I gained from the American Section was an incredible group of friends and a global network, which we lovingly call “the Lycée mafia.” Anywhere I go in the world, I always end up finding someone from the Lycée to connect with.

Growing up in an international, cosmopolitan environment also gave me the possibility to study and live abroad, which is something I am incredibly grateful for.

Do you have any particular memories of the American Section that you would like to share?

So many! For some reason the first that comes to mind is when we were in Cinquième and we were learning about immigration waves in the United States in our history class. We had a day where we transformed our classroom into Ellis Island, and we all had to come dressed up and take on a character trying to immigrate to the US. Sean Lynch, who was then the Director of the American Section, was the immigration officer!

He took his job very seriously and interrogated us - I remember one of my friends was denied entry because she said she was a communist. It was such a great example of how the American Section made learning fun and tangible.

Years later, having gone through the long and arduous process of becoming an American citizen myself, I still think back to that day at “Ellis Island!”

Do you have any advice for current students who might be interested in going into your profession?

My main advice is to remember that things won’t always be easy! In hindsight, I feel like my career trajectory looks very neat and clear, but when I was in the thick of it, especially in my 20s, it sometimes felt messy and confusing. Don’t go on LinkedIn and “compare and despair” - it’s easy for people to make themselves look very accomplished on paper. Live your own journey. You’ll find your way! And don’t be afraid to try new things. I think I grew a lot in my 20s because I pretty consistently put myself outside of my comfort zone. I learned a lot from it.

Lucie Schwartz ‘02 When did you attend the Lycée International? How/why did you end up in the American Section?

I attended the Lycée International from 1989 to 2002, completing my entire K-12 education there. As a dual citizen of the United States and France, with one French parent and one American parent, my family chose the American Section to ensure I could fully embrace both cultures and maintain strong ties to my American identity.

Please give a quick synopsis of your journey after the Lycée.

During Terminale at the Lycée, I applied early decision to New York University, drawn by their Freshman Year in Florence program.

Having studied Italian for six years at the Lycée and developed an interest in art history, it seemed like a perfect fit.

Surprisingly, living among the world’s most renowned masterpieces had an unexpected effect—it made me realize there is such a thing as too many paintings!

By the time I arrived in New York, I had discovered a new passion. An internship at ABC News 20/20 inspired me to pursue a degree in Journalism, with a minor in Italian.

After earning my degree, I stayed in New York City and worked in television news for two years before deciding to further my education. I earned a Master’s degree in Journalism and Documentary Filmmaking from UC Berkeley, which set the stage for a dynamic career in documentary and television production in Los Angeles.

What is your current profession? Can you identify the events that led you to where you are/what you are doing now? Why did you choose this field and what do you enjoy most about it?

I am a freelance producer specializing in unscripted television, working across various

COMPASS 2024/25 formats including feature-length documentaries, television docu-series, and short-form branded content. Growing up in the multicultural environment of the Lycée, surrounded by a diversity of languages and perspectives, instilled in me a deep curiosity about the world and a commitment to amplifying underrepresented voices. I was drawn to a career that not only educates and informs but also shines a light on stories that might otherwise go untold.

One of the aspects I enjoy most about my work is the sheer variety of stories I get to explore.

Each project is uniquely different, offering opportunities to delve into new subjects. My career has taken me to places I never imagined visiting and given me access to extraordinary moments—whether sitting in an FBI surveillance truck, standing in the same room as a president, or capturing pivotal moments in people’s lives. It’s been an incredible journey, filled with experiences that have enriched both my professional and personal life.

Are there any particular mentors that influenced your choices?

I’ve been fortunate to have incredible mentors at various stages of my life. At the Lycée, teachers like Mr. and Mrs. Lynch and Mrs. Covington instilled in me a deep love of learning and a lifelong appreciation for education.

During my very first internship at ABC News 20/20, working as reporter Jami Floyd’s intern, I discovered my passion for television production. Jami’s mentorship during that internship and the two years I worked with her after college had a profound impact on both my career and my life. She taught me not just the technical skills of the industry but also the importance of tenacity and storytelling.

In graduate school at UC Berkeley, I had the privilege of learning from Jon Else, an acclaimed documentary filmmaker and professor. His passion for the craft and his wealth of knowledge were endlessly inspiring. I often still find myself wishing I could stay in his classroom forever, absorbing everything he has to share.

How do you see your work as affecting positive change?

I see my work as a way to contribute to the fundamental ideals of democracy by ensuring that important stories are told and voices that might otherwise be overlooked are heard. Journalism and storytelling are pillars of a free society, giving people the tools to make informed decisions and

fostering greater understanding of the world around them.

Access to reliable information is a human right, and through my work in unscripted television, whether it’s uncovering untold narratives or shedding light on critical social issues, I strive to create content that not only informs but also inspires. My hope is that the stories I help bring to life empower audiences to think critically, act compassionately, and contribute to positive change in their own communities.

If you had the choice, would you do it the same way again?

As a classic overthinker, I’d probably reimagine my path a million times and end up in a nice, stable career like accounting— because who doesn’t dream of spreadsheets and predictable paychecks? But jokes aside, I believe I landed exactly where I’m supposed to be. The winding road, the risks, and the unexpected turns all led me to a career that challenges me, excites me, and allows me to tell stories that matter. I’d ultimately choose this path again.

What do you feel like you gained from your American Section and/or Lycée International experience, either in or out of the classroom, that has influenced your life choices?

My experience at the Lycée International and the American Section gave me an openmindedness to difference and a deep appreciation for the richness of diverse cultures.

Being surrounded by classmates from all over the world not only broadened my perspective but also instilled in me a sense of curiosity and respect for other ways of thinking.

At the same time, my teachers cultivated in me a profound value for education as a cornerstone of opportunity. This foundation has influenced many of my life choices, especially my commitment to giving back.

Throughout my adult life, I’ve made it a priority to volunteer with organizations like buildOn and MOSTe, which focus on ensuring that children have access to quality education. I’ve been incredibly fortunate to have the educational opportunities I did, and I’m passionate about helping others access the same chance to learn and thrive.

Do you have any particular memories of the American Section that you would like to share?

Some of my fondest memories from the American Section come from extracurricular

activities—go figure! I especially loved being part of the theater program, led by Kate McCarthy and Mike Sherry. Over my 12 years at the Lycée, I participated in many plays and performances, and those experiences were so enriching.

Looking back now, I can hardly believe I ever managed to get on stage—I’m not exactly a fan of public speaking. But the theater program taught me to step out of my comfort zone, embrace creativity, and collaborate with others in ways that still influence me today. Plus, it was just a lot of fun! Those moments remain some of the most cherished of my time at the Lycée.

Do you have any advice for current students who might be interested in going into your profession (past or present)? Is there anything they could do to prepare for it now?

For anyone interested in storytelling, whether through journalism, documentary filmmaking, or unscripted television, my advice is simple: stay curious and be ready to hustle. Start by practicing the craft—whether it’s writing, filming, editing, or interviewing— because hands-on experience is invaluable.

Seek out opportunities to tell stories now, even if it’s just a small project for school or an independent passion project.

Another key is networking. Build relationships with people in the industry— internships, informational interviews, and attending events can all open doors. And don’t be afraid to take the less glamorous assignments early on; those experiences will teach you resilience and help you develop essential skills.

Anything else you would like to add?

Having spent my entire education and childhood at the Lycée, I always knew our experience was unique, but I didn’t fully grasp just how special it was until I left. The Lycée was a bubble—a delightful one, filled with languages, cultures, and a sense of community that’s hard to replicate. It gave us a foundation of global awareness and open-mindedness that was unlike anything I’ve encountered since.

Looking back, I’m incredibly grateful for those years. They were formative in ways I continue to discover, and they shaped how I view the world and my place in it. The memories and lessons from the Lycée are something I’ll always carry with me, even if I’ll never quite experience anything like it again.

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ALUMNI SPOTLIGHT

When did you attend the Lycée International?

I first came to the Lycée in 1997 as an externé, then full-time in Sixième in 2002.

I stayed until I graduated in 2009. My parents are French and English, and lived in the US for a time, where I was born.

They wanted my siblings and me to have a multicultural education, and the American Section seemed like the perfect fit.

Please give a quick synopsis of your journey after the Lycée.

Well, right after the Lycée I went to attend Boston University. After a semester I transferred to McGill where I graduated with a BA in Political Sciences and Development Studies in 2013. After that I meandered for a bit doing odd jobs until I found an internship at the UN Institute for Training and Research (UNITAR). I ended up getting a job there after my internship, and through them taking some courses in international law. That’s when I decided I wanted to do an LLM, and so headed off to the Irish Centre for Human Rights in Galway in 2016.

I graduated in 2017 and, still working for UNITAR, moved to The Hague in the Netherlands. I left the UN in 2019, and after some time soul searching decided I wanted to do a PhD. I started working freelance as an instructional designer, and in late 2020 officially began my PhD in international law.

I’ve been doing it part time, which gives me the freedom to set my own pace and continue working on the side. I aim to finish it in 2026, fingers crossed. I also got married in May last year!

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What is your current profession?

What in particular do you enjoy about your field?

I am currently a freelance instructional designer and a PhD student. The instructional design work, which consists of designing and delivering professional training, seems in retrospect like a natural outcome. I worked weekends as a tutor when I was at the Lycée, volunteered in schools when I was at university, and worked there after graduating.

I’ve always enjoyed teaching, and that opened the way to working in training for the UN. After that, I didn’t just want to train in topics I was given, but develop an expertise in something. That is when I took an interest in international humanitarian law and did the LLM. Finally, the combination of training and topic led me to the PhD, with which I hope to eventually teach and do research for a living. I chose this field in large part because of the Lycée I think: I was inspired by great teachers there, felt at home in an international setting, and developed a strong belief in the power of education and knowledge to better the world. I enjoy the discovery and stimulation that comes from research, and the connection with others that teaching brings.

Are there any particular mentors that influenced your choices?

Two immediately spring to mind from my time at the Lycée: Mr. Whitacre and Mr. Levannier. Between them they stoked my interest in history, geography, and economics. It is because of them I chose Poli Sci at university. That, and they are terrific teachers, which likely inspired my love for teaching as well.

How do you see your work as affecting positive change?

I believe research and science are what pushes us forward as a society, and I hope my research will contribute to that, if even only in a small way. What I am really looking forward to is teaching afterwards, helping others come to grips with the world and affect positive change in it.

If you had the choice, would you do it the same way again?

I think so. There’s always a temptation, if I could go back, to avoid the mistakes I made

along the way, but I think they taught me a lot more than my successes. Whenever a door closed, it forced me to look for another one, which usually turned out better, or better suited to me anyway.

What do you feel like you gained from your American Section and/or Lycée International experience that has carried over into your current life or influenced your life choices?

Goodness, everything! It’s hard to explain how much I feel like I owe to my time at the Lycée. I gained very practical things like being bilingual/bicultural which have been huge boons professionally, to more intangible things like curiosity for others and fascination for what makes every culture and language unique, what makes us all wonderfully different yet sharing in our fundamental humanity. The Lycée and American Section shaped my view of the world and gave me the tools to navigate its vagaries.

Do you have any particular memories of the American Section that you would like to share?

Many more than I can include here, but one of my favorites is of a heated debate with one of my classmates about fundamentally different interpretations to the end of Crime and Punishment. Our ENL teacher at the time, Mr. Hicks, taught us that day that we could talk about it constructively and even laugh about it together even if we disagreed. He also taught us that we could both be right, which was a powerful lesson.

Do you have any advice for current students who might be interested in going into your profession?

One of the best pieces of advice I was given for working in an international setting, but I think applies to most work, is ‘make yourself easy to work with.’ Degrees open doors but getting through them depends on connecting with others. If you are interested in a particular field or profession, go to their events and conventions if you can, find people to talk to, and share their passion.

Anything else you would like to add?

I wish all of the current students the best of luck! And if any are interested in working in research and training, or for an international organisation and want to chat, find me on LinkedIn!

COMPASS 2024/25

I’ve always been drawn to approaching problems at a systemic level, rather than concentrating solely on fixing the symptoms.

Unfortunately, this has often meant that I have been blocked by rigid systems where policy was prioritized over substance. When this happens it can be frustrating – however, it also motivated me to take action.

When did you attend the Lycée International?

I attended the Lycée International for all of my pre-university education, from maternelle 3 to graduation. My United States nationality, alongside my parents’ desire to provide me with a strong educational foundation, led me to study in the American Section.

Please give a quick synopsis of your journey after the Lycée.

After completing my studies at the Lycée International, I went on to earn a master’s degree in electronic engineering from University College London. Following graduation, I joined a startup in Barcelona as an Early Engineer, where I contributed to the development of wide-spectrum image sensors. Following that, I navigated the challenges presented by COVID-19 and Brexit to successfully move to Manchester, where I worked on high-vacuum deposition systems.

More recently, I’ve been driven to focus on a project that’s deeply personal to me: addressing environmental concerns through innovative technology, particularly the stewardship of water within our current system.

What is your current profession? What in particular do you enjoy about your field?

I am currently Principal Engineer at a startup which aims to democratize water stewardship by empowering both entities with financial interests (like utility companies) and individuals with the tools they need to identify and address water misuse.

With climate change presenting such significant stakes, I felt an overwhelming urge to contribute to the field in any way I could. The thrill of working in this space is that everything is still up for grabs; and with careful oversight and attention to the environment, I genuinely believe we can avert the most catastrophic outcomes.

Are there any particular mentors that influenced your choices?

I have always been surrounded by extremely smart people, and I have absorbed a great amount of knowledge from them over the years. In the traditional sense, I have never really had a mentor.

My thoughts are mostly my own, for better or for worse!

How do you see your work as affecting positive change?

I envision my work contributing to positive change by creating a more inclusive and accessible environmental dialogue. My aim is to empower individuals with an interest in sustainability by providing an entry point for discussion - ultimately creating a world where anyone can participate in conversations about the environment without needing a specific education or background. This will allow us to drive meaningful action towards a more sustainable future.

If you had the choice, would you do it the same way again?

I would probably make similar choices, but with the benefit of hindsight, I would try to garner a larger online presence in order to increase my visibility, reach a wider audience, share knowledge with my peers, and contribute to discussions on the topic of the environment.

What do you feel like you gained from your American Section and/or Lycée International experience, either in or out of the classroom, that has influenced your life choices?

My time at the Lycée International showed me that every problem can be solved in many different ways. In order to accomplish your goals, explore different methods and approaches – sometimes, the most effective route lies outside of the more traditional systems.

I also learned quite early on at the Lycée that perfection is the enemy of good. This allowed me to embrace not always making conventional choices, and always being proud of them.

Do you have any particular memories of the American Section that you would like to share?

I have particularly fond memories of a theater tour of London with Mrs. Reed!

Do you have any advice for current students who might be interested in going into your profession?

I think that numerous opportunities will open up in fixing how our system currently interacts with broad, complex issues such as the environment Realistically, the larger the problem, the wider the range of ways you can get involved. My advice for it would be twofold: 1. Think about the bigger picture questions relating to your desired profession: Where can your actions make an impact? Who are the players in the field? Are the right conversations happening? Who will this affect in the future?

2. Think about the questions related to your own condition: How much time/ money can you afford to try to make something work? How are your prospects relative to the broader market? What specific skill set do you have?

I think that as long as you keep these types of questions in mind, they will allow you to navigate to where you need to be.

Anything else you would like to add?

Enjoy your time at the Lycée International, and take advantage of all the opportunities it offers. A privilege isn’t a privilege unless you use it.

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ALUMNI SPOTLIGHT

When did you attend the Lycée International?

I attended the American Section from Fifth grade to Terminale, graduating in 2013. Both of my parents are French but we moved to Houston, Texas, when I was six years old and we lived there for four years. When we moved back to France, my parents decided to enroll me in the Lycée for me to keep up my English.

Please give a quick synopsis of your journey after the Lycée.

I’ve had many lives since the Lycée! I first studied in London for four years, getting my bachelor’s degree (BSc) in Human Sciences from University College London (UCL) and my master’s degree (MSc) in Global Mental Health from King’s College London and the London School of Hygiene and Tropical Medicine. After that, I found a three-month position as an intern for the World Health Organization’s Regional Office in Cairo, Egypt, and ended up working there as a consultant for five and a half years! After that, I needed change: I trained as a yoga teacher in India, started teaching yoga, moved back to France, and trained in French Sign Language as well as a method combining meditation and dance called the Somatic Activated Healing Method™.

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What is your current profession? What in particular do you enjoy about your field?

I am currently a yoga teacher and instructor of the Somatic Activated Healing Method™.

I teach adults and children, in English, French, and French Sign Language. I have been passionate about sign language since high school and had taken classes during my time at the Lycée. As for yoga and wellness, the reasons I chose this field are similar to why I had chosen public health earlier: to help people, and to better their lives through their physical and mental health. What I enjoy most about it is seeing my students becoming increasingly aware of their bodies: children able to stand on their tiptoes for the first time, my deafblind students building a positive relationship with their bodies, and others feeling deeply and expressing their emotions in the sessions I teach.

Are there any particular mentors that influenced your choices?

Yes, too many to mention them all, but mainly my bosses at WHO, who supported me, gave me responsibilities, and believed in me, as well as my yoga teacher in Egypt who inspired me as a person. And my family!

How do you see your work as affecting positive change?

Knowing that my work aligns with my values and seeing the impact of my work are what is most important to me. If people can be more present in their bodies, feel and process their emotions, take time to pause and reflect, they will make better decisions and influence the world positively.

I just create the space for that change to happen in them.

If you had the choice, would you do it the same way again?

Yes! I loved my studies and I’m grateful for

the work experiences I’ve had, what they taught me, and the people I met along the way. I am also grateful that I knew when my work was no longer fulfilling, that I took a break and made a change.

What do you feel like you gained from your American Section and/or Lycée International experience that has carried over into your current life or influenced your life choices?

The fact that so many of my classmates were applying to universities abroad, and that we were given the support, in the American Section, to do so, gave me this option that I would probably not have considered in another high school. And it was in the UK, at UCL that I found the perfect course for me. Working hard throughout the Lycée also made me feel like I could get through any amount of studying in university - so I wasn’t afraid to dream big! Also, being around people from different backgrounds at the Lycée made me eager to expand my knowledge of the world beyond its 14 sections. Wanting to learn about and be part of different cultures has motivated my life choices. I have also gained lifelong best friends!

Do you have any particular memories of the American Section that you would like to share?

I participated in the India trip in Première, and it was truly a life-changing experience.

It made me understand the impact my time could have if I put it to good use. I will also always remember Mr. Whitacre’s saying, that has helped me make big decisions: “Things happen when you put yourself out there!”

Do you have any advice for current students who might be interested in going into your profession?

Regarding public health and global health, start small by volunteering, and look for opportunities abroad. Regarding wellness, practice yourself and be curious about the types of practices that are out there. Feel free to reach out to me: @victoriadani.elle.

Anything else you would like to add?

I want to tell Lycée students, especially those in Première and Terminale, that it’s going to be ok! It’s extremely stressful to decide what to do after the Lycée but everything really does work out. Whatever you do will bring you skills and teach you lessons that will be valuable later on.

Life is not linear!

COMPASS 2024/25

Discovery’s Internal Communications team, where I helped to organize employee events, develop internal messaging, and coordinate network signage in offices across the US. I spent just over a year at Discovery, before joining the Private Sector Engagement team at World Wildlife Fund (WWF), as a Coordinator.

When did you attend the Lycée International?

I joined the Lycée in 1996, in maternelle.

I attended the Lycée throughout primary and switched to Marcel Roby for collège, before heading back to the Lycée for Seconde, Première, and Terminale.

My older sister Katy joined the Lycée’s American Section a few years before I did, and it seemed natural for me to follow suit.

(My younger sister Justine followed shortly thereafter.) My parents are both American— my father is originally from South Dakota, and my mother hails from New York—and they felt strongly that my sisters and I should attend an international school, to ensure that we would be fully bilingual.

Please give a quick synopsis of your journey after the Lycée.

After graduating from the Lycée, I attended Middlebury College in Vermont from 2009-2013, where I majored in English and American Literature. During the summer between my junior and senior years, I interned at Discovery Communications (now Warner Bros. Discovery) in New York City, and supported the Science Channel/ Velocity Channel Communications team.

I then moved to Washington, DC, and joined

What is your current profession? What in particular do you do you enjoy about your field?

I currently serve as Senior Program Officer on WWF’s Private Sector Engagement team, and just celebrated my 10-year anniversary (or “Pandaversary”) at the organization. In my role, I develop consumer-facing cause marketing and licensing partnerships, with the goal of raising funds for WWF, raising awareness about the organization’s global conservation efforts, and highlighting the value of environmental conservation and sustainability.

Since I do not have a background in environmental studies or biology, my path to WWF wasn’t linear. The main turning point came during my time at Discovery, when I read Meg Jay’s The Defining Decade, which compelled me to examine my career with a more critical eye, and to think about how I might help to support causes that were near and dear to me—namely, environmental conservation. This led me to look into organizations within this space, and to apply to a position at WWF. How do you see your work as affecting positive change?

WWF is the world’s leading conservation organization, and works to deliver innovative solutions that protect communities, wildlife, and the places in which they live—I can’t think of anything that would affect more positive change at a global scale.

If you had the choice, would you do it the same way again?

If I could do things differently, I would choose to major (or minor) in Environmental Studies in college. My English major has proven useful over the years, both at Discovery and at WWF—particularly as a considerable portion of my workday is now spent drafting pitches, emails, agreements, and campaign messaging. That said, the Environmental Studies curriculum would have afforded me a greater understanding of the science that lies at the heart of WWF’s conservation programs—and, at a time when human activity is putting more pressure on nature than ever before, “more science” might come in handy.

What do you feel like you gained from your American Section and/or Lycée International experience that has carried over into your current life or influenced your life choices?

My time at the Lycée, and in the American Section, provided me with the skills necessary to tackle the curriculum at Middlebury—which, in turn, prepared me for the rigors of the postgraduate world.

As I’m sure others would agree, the OIB (BFI) is not for the faint of heart, but it is well worth the time, energy, and anxiety. I feel incredibly grateful to have such a strong educational foundation, and I know it has served me well.

Do you have any particular memories of the American Section that you would like to share?

I always loved the class play—typically a musical—that was staged at the end of every year in Lower School. Some of those songs are still stuck in my head to this day.

Do you have any advice for current students who might be interested in going into your profession?

Feel free to contact me! I’m always happy to talk about WWF, and can be reached at whitney.obr@gmail.com.

Anything else you would like to add?

To any recent grads: Trust the process!

The years following graduation are filled with doubt, uncertainty, and challenges for quite literally everyone—even those who seem to have everything perfectly charted out. But in that tumult lies opportunity, and the chance to reinvent yourself, discover new passions, and (in the words of Samuel Beckett) “try again, fail again, fail better.”

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COMPASS 2024/25

Photo: © Marjolein Martinot

ANNUAL REVIEW of the AMERICAN SECTION LYCEE INTERNATIONAL de SAINT-GERMAIN-EN-LAYE