ISS Fall/October NewsLinks 2015

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October 2015


Princeton, New Jersey, U.S.A.

NAESP Announces 2015 National Distinguished Principals Awardees


he National Association of Elementary School Principals (NAESP) each year sponsors the National Distinguished Principals Award Program. This program honors exceptional elementary and middle school principals (as well as heads of small schools which do not have principals) from each of the 50 states, the District of Columbia, Puerto Rico, Department of Defense Schools, and American overseas schools assisted by the Office of Overseas Schools, U.S. Department of State. The two award winners for 2015 from the U.S. Department of State-assisted schools are Catarina Song Chen from the American School of Belo Horizonte (EABH), Brazil, and Michael Schooler from the International Community School of Addis Ababa (ICSA), Ethiopia. Catarina Song Chen is both the head of school and

the elementary improved the principal at school’s overall the American performance. School of Belo She feels that Horizonte. one of her most EABH is a significant school of accomplish304 students, ments is nursery establishing through high a culture of school, and is integration and recognized as collaboration an International across all Baccalaureate cultural Catarina Song Chen Michael Schooler Primary Years backgrounds, Program (PYP) ages, and partnership with the Los and Middle Years Program stakeholders. She has also Angeles Music Center. She (MYP) World School. Prior to involved the entire school began her international career moving to Brazil, Catarina was community in revising in education management at an elementary school teacher the school’s foundational EABH as the PYP coordinator in the U.S. for eight years. Her documents which included a in 2008 and was promoted new vision/mission statement, teaching experience goes well to principal/director in as well as new core values beyond her time in public 2009. Under Catarina’s and beliefs. From 2012–2014, school classrooms. She taught leadership, EABH tripled its Catarina served as the President teachers at the district level enrollment and revenues were of the Association of American and worked on action research dramatically increased; she Schools in Brazil (AASB) and at the national level with the also implemented a series is currently a member of Disney Creative Learning of changes that significantly the Board of Trustees at the Community in

Association of American Schools of South America (AASSA). Catarina is a product of international education and a Third Culture Kid (TCK). Born in Seoul, South Korea, she also lived in Asuncion, Paraguay, for many years until her family settled in the U.S., where she went on to attend public schools in California. She has a Bachelor’s Degree in Philosophy from the University of California, Los Angeles (UCLA), and a Master’s Degree in Administration from Pepperdine University, Malibu, California. Catarina believes that having fun is an attitude and aptitude necessary to make all hard work relevant and meaningful. She is married to a Chinese-Brazilian-American TCK and has two children. Michael Schooler is currently in his nineteenth year as an elementary principal and in his second year as the (continued on page 8)

Personal Passion Project By Adam Carter Middle School Social Studies Teacher, Schutz American School, Alexandria, Egypt


or the end-of-the-year project of Connect, our innovative middle school global citizenship class, we decided to give our students an opportunity to focus their studies on something they felt passionate about. This technique, also known as “Curiosity Hour,” allows students to research any reasonable topic during class time with the goal of presenting their findings to their classmates in a final speech. We started by introducing the goals of the Personal Passion Project (P.P.P.) and showed some examples of International Schools Services      15 Roszel Road, PO Box 5910 Princeton, NJ 08543, U.S.A. ADDRESS SERVICE REQUESTED

similar projects that students in other schools had produced. We then brainstormed potential project ideas and gave students a few days to propose their chosen topic to their teachers. Once the topics had been approved, students filled out a P.P.P. concept map that helped them map out

what materials they would need to bring to class, what resources they would use for their research, what their goal was, what they hoped to learn, and where they would carry out their research (e.g., library, computer lab, classroom, or science lab). Over the course of the next four class periods Non-Profit Organization U.S. Postage PAID Rockville MD Permit No. 800

(roughly six hours), students dove into their research while our team of teachers supervised them, provided advice, and encouraged them to delve deeper into the topic. The final assessment was a TED talk–style speech of at least four minutes in length. One important stipulation was that students could not read off of their notes and could not simply narrate a PowerPoint presentation. The goal was to allow students the opportunity to become familiar enough with a topic to be able to pontificate about it to an audience, using (continued on page 9)

October 2015 NewsLinks

NewsLinks The Newspaper of ISS, Serving the International School Community Volume XXXI • Number 1 • October 2015

• ISSN: 1043-3724 • Editor Janine Fechter NewsLinks Editorial Board Keith Cincotta Liz Duffy Mary Anne Haas Laura Light Bruce McWilliams Erin Uritus ISS Board of Directors 2015–16 Pamela A. Ward, Chair Liz Duffy, President Jonathan G. Brougham Michael Hanewald Bonnie Likely John McGrath Hans Melotte John Taylor Peter Vermeulen NewsLinks is published three times a year (October, February, May) by International Schools Services, Inc. Subscriptions are available at $35 a year. International Schools Services, Inc. 15 Roszel Road, PO Box 5910 Princeton, NJ 08543-5910 U.S.A. Tel 609.452.0990  Fax 609.452.2690 Email  Web

The ISS Mission The mission of International Schools Services is to advance the quality of education for children in international schools by providing innovative services and solutions for learning communities and corporations throughout the world. This is accomplished by working with all groups that are involved in the education process. International Schools Services is a private nonprofit organization founded in 1955. For over 55 years, ISS has been dedicated to supplying international schools with everything they need to provide their students with a world-class education. Headquartered in Princeton, New Jersey, USA, ISS offers only the best in staff recruitment, job placement, school supplies and other services that help position your school for success.

For advertising information contact: Printed by Bartash Printing, Inc., Philadelphia, PA 19143

Want to renew your subscription? Visit to ensure that you continue receiving NewsLinks

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From The President

Historical Perspectives By Liz Duffy


majored in molecular biology in college and then pursued an MBA and masters degree in education in graduate school. Yet, the discipline that has been most on my mind recently is history. I had the good fortune of joining ISS this summer as we began to celebrate our 60th anniversary. That milestone prompted us to look back over the history of ISS. Since 1955, ISS has placed more than 30,000 teachers, conducted 650 administrative searches, managed over 100 schools on six continents, sourced over 600 tons of supplies annually for schools around the world, and overseen dozens of educational foundations. To better understand our history, as part of our summer staff retreat, we covered the walls of a room with large paper and invited everyone to write down key events for ISS over the past six decades. What was most striking about the visual timeline that we produced was how ISS has evolved over time both to meet the changing needs of international schools and to respond to external trends, including political, economic and technological developments. Our history is typical of many organizations in that when you graph our past, you can readily see the major stages of what is known in the literature as “organizational lifecycles:” birth, growth, maturity, decline and renewal. I’m excited to join ISS during a renewal phase of ISS’s history, as we launch new search technology, open more schools to serve the growing demand for a worldclass international education, and offer enhanced services and professional development opportunities to best serve the community of international schools and educators today. “Organizational lifecycles” are just one lens for interpreting history. I was reminded of how culture affects our understanding of the past when I was in China this fall. Although I’ve visited China multiple times over the last decade, I still find the pace of growth there to be mindboggling. As one of my Chinese colleagues remarked,”  The crane is the national bird of China.” The construction crane that is. The ubiquitous cranes in China reminded me in particular of a book that I read with my faculty colleagues a few years ago: The Age of the Unthinkable (2009) by Joshua Cooper Ramo, a foreign correspondent and geostrategic advisor. In his book, Ramo outlines a new model for understanding our unpredictable, global world. Ramo draws on a wide-range of disciplines, from chaos and complexity theory to psychology, economics, art and history, including studies by Richard Nisbett and Masako Wantanabe. Nisbett is an experimental psychologist at the University of Michigan who studies how our cultural backgrounds condition the way we think. His interest in that topic was

piqued by his observation that his Chinese graduate students expected constant, often predictable, change, while his American graduate students had a more deterministic view of the world. To explore that difference, Nisbett conducted a series of experiments to test students’ perceptive skills. In one of my favorite studies, he showed images of an object in a background, such as a horse in a field or a tiger in a forest. Whereas Chinese students’ eyes lingered largely on the background of the pictures, American students’ eyes focused almost exclusively on the objects in the foreground. Moreover while the American students could detect and remember even small changes in the foreground, they were “change blind” when it came to details in the background. The opposite was true for Chinese students. Nesbitt attributed this cultural difference in perception to among other things the context in which the students grew up and how they were educated. Indeed, in a related study,

Masako Watanabe, a Japanese historian, found that whereas Western history teachers typically stress cause and effect and emphasize major actors—the socalled “big man” approach to history, Japanese teachers focus much more on the context of historical events and the interactions of historical figures with their environments. Both Nisbett’s and Watanabe’s findings not only provide useful insights for understanding history, but they also help explain current intercultural events and interactions. Most importantly to educators, their research—and the study of history in general, no matter which frameworks you apply— underscore the critical importance of international schools and the work you all do educating your students to be empathetic, thoughtful listeners, culturally facile, and able to see issues from multiple perspectives. Indeed, it’s those skills that will prepare today’s students for the “age of the unthinkable” and the interconnected global world in which they will live, work and contribute. c

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NewsLinks October 2015



ichael Hinds has been appointed as the new Elementary Principal of the International School of Ouagadougou in Burkina Faso. Michael joins the ISO community previously having worked in Azerbaijan, England, India and New Zealand.


yron Buck has taken up the role of Head of Educational Technology at the International School of Ouagadougou. A long-time International Educator with over 20 years as a math, science and tech teacher in Israel, Latvia, Congo, Hong Kong and now Burkina Faso, he has just completed 10 years at HKIS where he spent most of that time as the HS Technology Facilitator, helping roll out their 1:1 Mac program. His new role at ISO will involve managing the network systems and hardware as well as working with teachers and students to advance the uses of digital technologies in a small West African school. c

ISS Anniversaries


he core of ISS’ success has been its employees. To recognize their contributions, ISS honors its employees for every five years of service. Each employee receives an award brochure and selects an award of their choice.

Please join us in celebrating the following employees: Krishna Jhinkoo

Malcolm Stitt

Warehouse Assistant

Director Information Technology

15 years (July 2000)

5 years (August 2010)

Christina Canavari

David Randall

Payroll Administrator, Foundations

Vice President / Contract Executive

5 years (August 2010)

5 years (September 2010)

Would you like to submit an article or photos to NewsLinks?? Here’s how! Publication Guidelines Articles must pertain to international education or be of interest to the international ­community.

Submit articles to Photos are encouraged! Highest resolution digital photos should be saved as JPEG files and sent as attachments..

Please contact ISS at with any questions. February/Winter Issue Submission Deadline: December 22, 2015

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NewsLinks October 2015

TechLinks by Barrie Jo Price

Are We or Should We Teach to the Tech? Barrie Jo Price, Ed.D., Partner, emTech Consulting, Professor Emeriti, The University of Alabama, College of Human Environmental Sciences, Institute for Interactive Technology,


s my emTech folks and I go around the world doing technology audits for schools, non-profits and agencies, there are some statements that are becoming predictable. For example, organizations ask if their data is safe; school personnel ask about the impact of today’s technologies on students and their learning. And typically when this comes up in conversation or presentations to the board and parents, as well as teachers, the real question is not about the impact on learning as defined by scores. It more typically reflects concerns about the potential for changing how youth actually learn. Questions include asking if the technology is creating shorter attention spans in learners? Greater expectations of immediacy? Almost without exception somewhere within the audit meetings the teachers also articulate a growing concern among teachers: Should we as teachers be changing how we teach to reflect what we believe to be changing learner profiles, resulting in large part from today’s technologies? This presents an interesting challenge to us as technology auditors and classroom teachers because we understand the concern and the implications of the answers we might give. For that reason, my colleagues and I, like other educators, have spent time considering how to answer this and to find what research exists. We all know that there are beliefs out there and anecdotal data addressing this

question, as reported by Matt Richtel in his New York Times article "Technology Changing How Students Learn, Teachers Say" (November 1, 2012). He states in his article that a widely held belief is that the constant use of technology by students changes their attention spans; he also says teachers, in large part, believe that this digital technology usage negatively impacts students’ ability to persevere when challenges are encountered. Dr. Dimitri Christakis, who studies the impact of technology on the brain and is the director of the Center for Child Health, Behavior and Development at Seattle Children’s Hospital, is quoted in the article as saying, “The heavy technology use…makes reality by comparison uninteresting.” This seems reasonable when considering how prevalent and accessible students find virtual reality, gaming and other digital media strategies. This statement aligns with the description shared a few years ago by an Apple executive in his keynote address to MAIS participants. He read a narrative written by a student in an international school in which the student compared his experience in his high-performing, heavily academic school with a long international plane trip. The student outlined the following similarities: •  He has to sit for long periods of time in uncomfortable seats with his feet on the floor; •  He cannot use his digital tools until the flight lands and/or the school day ends;

•  He cannot communicate with his friends except in brief periods (when he walks to the bathroom on the flight or he passes them in the hallway between classes). Let's assess some beliefs about the potential impact of digital technologies on students: •  students have shorter attention spans because of the technologies, •  these technologies negatively impact students’ drive to overcome barriers in achieving learning, and •  school suffers in comparison with virtual worlds. These concerns arise during technology audits, conferences and during conversations between groups of teachers and parents. Some of the most reputable research examining technology in education and society comes from the Pew Charitable Trusts (http:// In 2012 Pew conducted a survey of 2462 teachers about the impact of the Internet and various technology tools. About 75% of the responding teachers said that the overall impact of technology on student research skills is positive, making the students into more self-sufficient learners and researchers. But at the same time a study by Common Sense Project surveyed 685 teachers and reported that 71% of those responding reported that they thought technology was hurting attention span ‘somewhat’ or ‘a lot’. The Pew study included data reflecting that 90% of the 2462 teachers believed that these digital technologies were creating an entire generation of learners with shorter attention spans as a result of the technology use. Whether or not these beliefs have actual foundations in research, their existence among educators has to be addressed when schools engage in technology planning. This brings us to the same questions: Do we as teachers change what we do to accommodate the changes in students? Do we as school leaders change policies to reflect the changing expectations as a result of digital technologies? As I think about this, I am reminded of conversations reported in historical documents about the reaction to other technologies and the ensuring changes they produced. For example, Adolphe Sax invented the saxophone with the best of intentions and amid some early adopters and followers; however, Adolphe had made many enemies within the musical community, with players increasingly angry with him and his efforts to change the wind instruments as they were at that time. That presented

adoption problems of some magnitude. There is even a story that, at some musical gathering at which he promoted his saxophone, he was followed home by an angry mob and attacked! Sometimes it is difficult to challenge the status quo. Back to our original questions: Are the attention spans shorter? If so, is it because of the technologies of today? Are students less likely to persist in the face of challenges as a result of the technology? Perhaps students do have shorter attention spans, but is it the result of technology? Could it be technology coupled with other cultural changes, such as shorter meal times for family dinners or the block school day schedule? Is it something else entirely: an evolutionary change to survive?

Concluding Thoughts: Before we give ourselves a pathway around impending changes in what we do that we call ‘teaching’, perhaps we should examine the beliefs we hold about technology use. This is an important aspect to technology planning. Sorting out what beliefs are held by the teaching force helps schools examine where to begin on the technology plan. Beliefs, assumptions and biases cannot be dismissed out of hand, but they cannot hinder all efforts for change. What beliefs do we hold about technology? The answers can inspire academic discussions among faculty at all levels. At the end of the day, however, there are students with access to vast amounts of data and information. They are engaged in learning communities beyond those offered at school. What are we as educators going to do tomorrow? How are we going to teach these students?

Resources That Might Help Tomorrow •— •  Learning Forward—http:// learning-communities#.Vh0m2_lVhBc •  Global Digital Citizenship Foundation— •  International Society for Technology in Education— •  Curriculum21—http://www.curriculum21. com/ c

October 2015 NewsLinks

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A Byte of Techology

Talking Tech with Barrie Jo Price

Anyone out there have questions? Send them to me at •


What infographic program do you recommend for my teachers to learn to use and then use with students?


for-teachers/ and http://plpnetwork. com/2013/06/25/evernote-teachersclassrooms/ . Both of these have things specifically for teachers. I also have some other things tagged on my account ( emTech) with the tag “evernote”.

I am not sure I can recommend just one. I personally use Piktochart (, but here’s a list of 10 infographic programs (tools) that you should review http:// tools-2131971 . Better yet, have your teachers divide up the job, try different ones and then decide as a group what tool or tools best meet their needs.




I read one of your news pieces somewhere about EverNote. Do you have anything that would help me as a secondary teacher internationally figure out how it could help me? It just sounds like something I should use but I am not sure where and how to begin to even think about it.


Here are some starting points for you: 1) https://discussion.evernote. com/topic/64692-getting-started-guide-

My daughter is a college student, and she said that I should have some training sessions for my teachers on browser security. I asked her what and she rattled off some things; can you tell me what we should cover?

One of the first lines of defense in privacy and security has to do with browser security. Most individual

users do not realize how important it is to have a current version of the browsers they use. So make sure everyone updates when there is a newer version; it typically has additional security protection included. Show them how to do this and explain why. Write me directly if you need help with this. Next encourage them to have more than one browser loaded and current; some things work better with a particular browser (i.e. Firefox and Chrome). Here’s a great resource on which to base your PD session, too: http://www. - Best 7 Security Browsers for 2015. This is a great topic for your teachers; your daughter is right!

About the Author Barrie Jo Price, Ed.D., is a Partner with emTech Consulting and Professor Emeriti at The University of Alabama, College of Human and Environmental Sciences, Institute for Interactive Technology. She is the author of numerous textbooks, research articles and reports, as well as presentations. She has been an ­overseas consultant since 1979 to all ­regional ­associations, the UN, corporations, schools, and various ­governmental ­agencies around the world. c

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NewsLinks October 2015

People & Places

Black Forest Academy Gives Back

Photo: ©Chris Bryan BFA Yearbook

On September 16, 2015, students at Black Forest Academy (BFA) in Kandern, Germany, left their classrooms and stepped into their community. Known as Impact Day on campus, it has quickly become an anticipated fixture of the school year since it began in 2013. Working closely with the mayor and city of Kandern, BFA students, teachers, and school leaders use Impact Day to give back to their broader community. This year, over 300 students and sixty faculty and staff participated in various projects from pathway repair and weeding to visiting at a local retirement home and preparing for refugees at a nearby boarding house. Impact Day is a central part of BFA’s Spiritual Emphasis Week, and highlights the value of responsible citizenship and sets an appropriate mind-set for the new school year. c

NAESP Announces 2015 National Distinguished Principals Awardees (continued from page 1)

Photo: ©Rachel Klassen

elementary principal at ICSA, which has an enrollment of 824 students, with 481 students in the elementary school. ICSA offers an American curriculum along with the International Baccalaureate programs. Prior to coming to Addis Ababa, Michael was the principal of Washington Elementary School in Canon City, Colorado. He served as a special education teacher before he was a principal in other schools in Colorado and Texas. Michael earned his Bachelor of Science and Master of Education degrees from South Texas State University and Angelo State University Texas. Michael started out working oil fields in West Texas; but with the help and mentoring of some great teachers and principals, he eventually found his “passion” as an educator/ consultant, both in the U.S. and abroad. An important event in his career was hearing Sir Kenneth Robinson speak on creativity and schools at a National Association of School Boards meeting in Colorado. Afterwards, he reflected on the fact that some schools “squashed creativity” and so decided that he and the teachers at his school would work on developing a culture that put student creativity first. By shifting his focus from performance to creativity, he created a better learning environment, while increasing student and teacher performance and overall growth. Michael is an advocate for students with special needs and has worked diligently to acquire funding, as well as develop programs for students with all types of learning needs. At ICSA he is striving to create not only support for the students, but also to build awareness in a country where children with special needs are not understood. Michael is married with one daughter. He is involved with a number of service projects in Ethiopia, including programs that feed public school students during the day and provide training to public school educators and leaders in best practices. He has many interests outside of school including white water rafting (he is a licensed guide in Colorado), hiking, and fishing. He and his wife also love the travel that comes with his position. Along with all of the winning principals from each of the 50 states, the District of Columbia, Puerto Rico, and the Department of Defense Schools, Catarina and Michael will be celebrated at the National Distinguished Principals two-day program which will take place in Washington, DC, October 16-17, 2015. There will be a festive gala on Thursday, October 16th, at the Department of State Diplomatic Reception Rooms as well as a dinner dance, where the Secretary of Education will be the honored guest and speaker, on Friday, October 17th, at the Hilton Hotel. c

October 2015 NewsLinks

(continued from page 1)

their knowledge to speak without notes. For the middle school students who had never engaged in public speaking, this is a daunting task. But by coaching them through it, allowing them to practice in front of the teacher or a smaller group and providing them with advice and encouragement, they became more comfortable. By the time they stepped up to make their speech, their selfconfidence had blossomed. Our students chose a wide range of topics. Some were purely academic such as the history of communism, the importance of art therapy, what STDs are, how to engineer a fast car, and the history of Hollywood. Others were more hands on like robot design, how to tie-dye, and how to operate a flight simulator. When it was time for their presentations, we divided our fiftyfour students into five groups with a

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Personal Passion Project different teacher supervising each group. Students did peer assessments and then voted for which of the ten students should represent their group in our year-end celebration assembly. There were some tough decisions made, as our students really rose to the occasion and made some fantastic presentations. When the big day arrived, all of our students—as well as parents, teachers, and administrators—learned how to dissect a frog and bake a pizza, how jet engines work, and why female genital mutilation is such a controversial issue here in Egypt. It was wonderful to allow students to not only inject choice into their learning, but also take on the role of teachers, educating their peers about their personal passion. By self-directing their research and making courageous speeches, all of our students gained self-confidence and took control of their learning. c

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NewsLinks October 2015

Emergency Preparedness: A Lesson Plan


he beginning of the new school year is the best time to focus on critical skills and procedures for a response to an emergency. A great lesson for students, staff and faculty is how to remain safe and out of harm’s way when faced with an imminent threat. Here’s a lesson plan to get you started.

Lesson Purpose: Identify, practice and update critical skills and response procedures for emergencies.

Preparing the Learners: Review your school’s emergency plan and emergency response protocols.

Input: Questions: •  How does your plan reflect the current threats and hazards your school faces? •  What protocols are needed to address your threats and hazards? If you are uncertain about the correct protocols seek assistance from a knowledgeable school emergency preparedness expert. •  What are some ways you will test your protocols to ensure the response protocols are safe and viable? Spend the time necessary to align all protocols with your threats and hazards.

Practice: Crisis Management Team Practice: Time to test your plan using the protocols. Create a simulation of a possible emergency scenario. Involve only the Crisis Management Team in this scenario. A possible scenario could be: a fire breaks out in the school cafeteria kitchen during high school lunch. Based on your existing protocols how would you respond? Create and practice a simulation for every protocol in your plan. Follow the simulations with a walkthrough of each protocol. Try them out first with the Crisis Management Team. Whole Faculty and Staff Practice: This time extend the practice to the entire staff and faculty without students being in school. Be sure that all staff and faculty have been properly briefed on the response protocols. If your school uses Quick Action Guides, which are booklets printed or downloaded to mobile devices detailing the specific actions to take during the various response protocols, make sure they are up to date and distributed. Practice at a minimum, the following response protocols: •  Evacuation •  Reverse evacuation •  Duck & cover •  Shelter-in-place •  Lock-down •  Off-campus evacuation

Other threat or hazard specific response protocols developed by your CMT and leadership cadre should be practiced with the appropriate staff and faculty members. Some protocol examples are mental health concerns, workplace violence, bullying, or sexual abuse. Whole School Practice: The final preparedness training phase involves the student body with a series of campus-wide drills that are scheduled throughout the school year. While the most common school drill worldwide may be the evacuation (or often referred to as a fire drill), a more valuable response protocol to practice, and one that may save more lives, would be the reverse-evacuation. This protocol is used when an imminent threat occurs while the students are on the playing fields, having lunch in the cafeteria, outside, or moving from one class to the next. The reverse-evacuation protocol is rarely practiced but it should be given that threatening situations can occur when all students are out of their classrooms

Assessment and Closure: Ask faculty and staff to provide feedback on what worked and what needs improvement. This broadens the perspective of the Crisis Management Team. While the CMT and other key staff members may have a more comprehensive understanding of overall emergency preparedness, no one knows the environment better than the teachers and staff who work and access their individual classrooms, areas and offices on a day-to-day basis. Seek, listen to, and incorporate their advice! Finally, be sure to document your drill activity noting all participants, date and time, and including positive outcomes and areas for improvement. This will help you improve your plan for the safety of your students, school personnel and visitors. Also, some accreditation agencies and insurance companies require documentation that your emergency preparedness drills have taken place. This record keeping will provide the required evidence.

Tomorrow’s Lesson: Complex Drill Practice: The best emergency training for the school is practice of more complex drills. An example of a complex drill would be to start your scenario when many of your students are outside of their normal classrooms, like at lunch or PE classes. Commence with a reverse-evacuation back to safe areas inside. Then call for a lock-down. After the school is locked down, the CMT should initiate an “evacuation” protocol. This type of drill, while complex, is also very realistic of the type of multi-threat scenario you could face. This whole drill lasts approximately thirty minutes, but in that time you have practiced three of your protocols at one time. Practice one of these complex drills quarterly and you will have a wellprepared and well-rehearsed team, including students, staff, faculty and leadership!

One Final Tip For Your Emergency Preparedness Lesson Plan: Again, after conducting any type of training or drills always seek comments from your stakeholders (to include your students), where lessons learned and additional best practices can be incorporated into your emergency preparedness plans and protocols. The Clearpath EPM Team wishes you a healthy, happy and safe school year! Clearpath EPM provides advice, training and software solutions to enhance student protection worldwide. c

Clearpath EPM provides advice, training and products to enhance student protection worldwide.

October 2015 NewsLinks

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People & Places

Cultivating Student Leadership By Derek Mackey Head of Secondary, The British School of Kuala Lumpur, Malaysia


common misperception is that leadership in schools should be hierarchical, with the designated management team being primarily responsible for leading change. At BSKL, we take the view that all staff and pupils should play an active role in school improvement. Genuine student leadership in schools requires distinctive support, skills and judgement from adults—it is not just about ‘letting them get on with it’. It can be difficult for teachers to hand over power, but students can bring an energy that adults cannot. If it is managed effectively, this energy can be transformational both in the classroom and beyond the school. The impact of student leadership is potentially twofold: there is the effect that student leaders can have on others, both inside and outside of the school, and the effect of the experience on student leaders themselves. The overarching aims of our leadership programme are for all of our students to have a role in effecting school improvement and to leave BSKL ready to take a confident, but not arrogant, lead in the world. We have to show students how to lead: how adults do their jobs and how we lead. Our Teacher in Charge of Student Leadership meets weekly with the Head Boy and Head Girl, the Prefect Team, School Council, and House Captains. She talks to them about how to create a cohesive team from a disparate group of people, generate and validate ideas and then get people to buy into them, and plan and run meetings, and the importance of project planning and tracking. Most importantly, students learn that when things aren’t going as planned, they must regroup and try again by getting people to buy back into your core values. Students need to be confident in their aims yet understand that diplomacy and ‘playing the long game’ are important strategies—a difficult thing for an impatient teenager! Approximately 40 percent of BSKL Secondary students hold formal leadership roles. Our Head Prefects (two boys, two girls) are high-profile figureheads. They represent the school at formal events and lead the school

council, which focuses on improving the school from an academic and operations perspective. This year they have tackled a range of issues, including the cafeteria, traffic flow at pickup time, homework policy, sporting opportunities, and reducing the amount of spam e-mail. They are increasingly focusing on improving the quality of teaching and learning through the school development plan, regularly presenting on issues in the whole school assembly. Our school’s Code of Conduct was written by students, and we are looking at how students might take that process one step further by being involved in the student disciplinary process. We also hope to involve students in the appointment of new teachers. Of course, careful thought is required when implementing these types of initiatives, but after all, these are the skills they will need as adults in the workplace. Having a liaison with other schools in the British Schools Foundation around the world enables the team to acquire different and valuable perspectives on their decision making. All students are members of a House, and it is our House Captains and Form Representatives that work on improving the quality and level of involvement in extracurricular activities such as sports, the arts and charity. They will organise existing and new competitions, encourage participation and celebrate success. The house system is also how BSKL reaches into the community to help those who are less fortunate through charitable activities and meaningful fund-raising efforts. Each of our four houses has developed a sustainable relationship with a Malaysian charity. We believe it is important that all students be exposed to leadership opportunities, not just those that present themselves. Every student participates in our Confident Speakers Programme and must perform publicly at some point during the school year. All Year 11 pupils undertake real-life work experience. Model United Nations (MUN) critical thinking and Scholars’ Cup are all flourishing at BSKL, allowing our debaters to argue and think on their feet. We have already won a number of

regional and international awards in Malaysia, Singapore and New York. In September 2016, we will open our doors to our first Sixth Form cohort. New and existing BSKL students will form our school’s flagship. This will be a key phase in their lives, as it is a transition into adulthood where their already embedded leadership qualities can be developed and refined. Heads of sport, the Gold International Award, and community leadership placements will supplement the existing programme. An experienced Sixth Form staff and tutor

team will ensure that every student will be ready to take a place at university or enter the workplace with the requisite skills and knowledge. The best compliment any Head Teacher can receive is one that refers directly to his or her students. Visitors to BSKL are emphatic in their praise of our students and, without exception, comment on their directness, politeness, confidence, and ability to articulate their ideas to discuss others with them. Surely these are the core qualities of an outstanding leader. c

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NewsLinks October 2015

People & Places

From Revolution to Regeneration: A Busy Year of Growth at CAC To paraphrase Mark Twain: “Reports of our demise were exaggerated”. By Wayne Rutherford Superintendent, Cairo American College, Egypt


aving confronted major challenges in recent years, I am happy to report that Cairo American College (CAC) is alive and well and continues to be a top-flight international school preparing young people to succeed and to positively contribute to their communities. A quick summary of the past five years: •  CAC has had three Superintendents •  Egypt has had two Presidents and two military ‘interim’ governments. •  Egypt has had two revolutions and two deposed leaders. •  The US Embassy has evacuated twice, and school has closed once (for three weeks). •  School population has declined from 1,430 to 815. •  There have been curfews, travel restrictions, long stretches with power outages, increased bureaucracy, no parliament, a revolving door of Government Ministers, plans for a new capital city, a new Suez Canal, elation, depression, revolt, outrage, press restrictions, arrests, protests, marches, fear, anger…and throughout it all, the CAC community has been here as a stabilizing force in our students’ and families’ lives.

Following Egypt’s second revolution (June–August 2013), CAC had to ‘right size’ a staff and set of programs that had previously served 1,430 students. With our population of 815 (as of September 2015), we feel we are close to having the proper number of staff and teachers, even though it has taken a couple of tough years of belt tightening. The sharp reduction of students and resources forced us to focus on our central priorities, to drop programs that had become untenable, and to work towards greatness at fewer core competencies. We are a leaner, cleaner-running school as a result, and we have sharpened our focus on our values and strengths. 2014–15 was a very busy year at CAC. Our list of accomplishments is somewhat exhausting to reflect upon! As we knew accreditation was coming, we took the opportunity to review our Mission, unify our Core Values, and even launch a Strategic Planning process that harnessed the momentum and research of our accreditation efforts to springboard us into an examination of our future goals. Along with revising our guiding statements, CAC has been campaigning to revive its reputation as a fantastic

tournament site and great hosting school. We hosted student groups from Tashkent IS (for CACMUN), ACS Tunis (for boys’ and girls’ JV basketball) and Zurich IS (for girls’ varsity softball) during 2014–2015. In addition, we have witnessed the return of college tours, and we hosted two groups of top-flight US colleges in April (e.g., Princeton, Columbia, and Penn). Thankfully, our teacher turnover was very low this year—and all of our administrators stayed—so we maintained a high degree of staffing continuity. We do hope that we’ll see some student population growth in 2016–17, so expect to be actively recruiting this coming cycle. Despite the news, it is a great time to be in Egypt. The top sites and activities such as Nile Cruises, the Sphynx and the Pyramids are much less crowded and much more pleasant to visit. Be sure to look for CAC

at recruiting fairs this coming February. Finally, our work to become a great learning institution has been extensive and powerful. We continue to emphasize quality professional development for all of our teachers. In 2014–2015, CAC hosted, among others, Damian Cooper, Christy Curran, and Blaine Ray at our campus, and we have lined up workshops for 2015–2016 that will continue to allow our teachers to sharpen their classroom skills. Founded in 1945, CAC will celebrate its seventieth anniversary during the 2015–2016 school year. The festivities will culminate in March with a reunion and gala. We would love to see any of you with connections to CAC back in Cairo to help us celebrate so many years of excellence and the continuation of a wonderful community. Please check our website for updates and details. c

Core Values presented at a school-wide assembly.

Core Values Poster, with related Pharaonic Symbols

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NewsLinks October 2015

People & Places

Sustainability and Community Service at Dalian American International School By Michael E. Baldwin Ed.D. Science Teacher and Curriculum Specialist, Dalian American International School, China


alian American International School (DAIS) has developed a sustainability ethos that includes efforts to influence and inform others across Northeast China and the world. Through a dedication to community service and leadership, our school has implemented many partnerships with local and international organizations. These efforts have led to a number of projects that have had an impact on our community and at many schools in China. DAIS’s success in developing community-based projects focused on sustainability has stimulated us to become the Education Sustainability Center for Northeast China. Our school uses the theme of sustainability to develop leadership and communication skills. A major focus of this effort is to develop models that other students around the world can use to develop their own projects. In the first few weeks of the 2015–2016 school year, we have already demonstrated our dedication to building partnerships. We have done this through a number of projects including empowering our students to provide staff development on sustainability to our teaching staff, providing leadership training to neighbouring schools on water

conservation, and organizing our annual beach clean up. Over the summer twenty-two DAIS students took part in leadership training and then provided professional development on sustainability to the entire teaching staff. The leadership training, which took place on August 5 and 6, 2015, was offered to students who had demonstrated interest in leadership. After two days of training, the students used the Compass model to engage the entire teaching staff in thinking about how communities and individuals can organize and cause positive changes in their environment. The Compass model is a tool for thinking about community issues from the perspectives of nature, economy, society, and well-being. This model helps us to have a balanced view of community and global issues that includes the important factors linking individual perspectives and group needs. The Compass Training was provided by Michael Lees and Robert Steele of Compass Education (www. We would like to thank them for bringing this internationally recognized program to our students and teachers. Our students (continued on page 30)

Max Works with Local Students to Build Water Filters

October 2015 NewsLinks

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People & Places

Students from Hiroshima International School Cycle from Hiroshima to Nagasaki By Jason Underwood CAS Coordinator, Hiroshima International School, Japan


tudents from Hiroshima International School are taking action in the seventieth anniversary of the atomic bombings of Hiroshima and Nagasaki. The students are promoting peace by cycling 450 km from Hiroshima Peace Park to Nagasaki Peace Memorial Hall for the Atomic Bomb Victims. They will take 1,000 paper cranes folded by the school’s 1000 Paper Crane Club and school community with them as a symbolic gesture of peace. The cyclists will depart from Hiroshima October 8 and present the cranes in Nagasaki on October 14. The significance of 1,000 paper cranes originates in

the story of Sadako Sasaki, a two-year-old who survived the blast in Hiroshima. She later suffered from leukaemia and died in 1955 at age 12. Whilst in hospital, Sasaki heard of a Japanese legend that promised a wish to anyone who folded 1,000 paper cranes. Sasaki began the task and inspired others to do the same. Her story was popularised in Eleanor Coer’s book Sadako and the Thousand Paper Cranes. Cycling was chosen as the mode of delivery because it is physically challenging, requires commitment and determination, and is a sustainable form of transport. Jason Underwood, the supervising teacher for the ride,

said: ‘We’ve been training after school every week, working on fitness and bicycle handling skills. Few of the students have cycled very much, so this is a significant challenge for them.’ The ride, which is known as the ‘Pedal to Peace’, has involved the wider community through fund-raising efforts and donations. More significantly, the school received a donation of three bicycles from a local resident. The 1000 Paper Crane Club, which is run by the students of Hiroshima International School, has been working hard to prepare the cranes for the Nagasaki Peace Memorial Hall. The students used social media to help (continued on page 38)

The students at Hiroshima International School would love to hear from people interested in what they are doing. You can `Like’ and `Share’ their story on Facebook at: https:// For more information, please contact Jason Underwood (

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International College Elementary Students Join Forces By Reem Haddad IC Newsletter Writer/Editor, International College, Lebanon


arole Moujaes couldn’t help her curiosity. Some students huddled in the corner during recess caught her attention. This was her first teaching year at IC, and the English teacher made it her duty to investigate all activities including little huddles during recess. To her surprise, the students were trying to make bracelets from paperclips. “Then we can sell them and give the money to the poor,”

they explained excitedly. Moujaes couldn’t recall any class project requirement. “Are you just doing this on your own?” The children nodded. “In that case,” she continued. “I can help you.” After some research, Moujaes and the students decided that handmade bookmarks are much more likely to sell, especially with the book fair around the corner. They threw themselves

into the task. Before long the entire three sections of CE2 (Grade 3 French section) had joined forces to produce the bookmarks. Over the next three weeks, every recess was dedicated to cutting and drawing the bookmarks. The students would immediately run to the quiet corner of the playground and begin working. “The entire school got involved,” recalled Moujaes. “Everyone was so enthusiastic.” Four hundred bookmarks later, the students were ready to sell. But here’s their dilemma: What should they do with the money earned? To which cause should the money be donated? Meanwhile, as part of Reading Week, teacher librarian Nayla Abu Fadil was working with Grade 3 students. They were brainstorming ideas for an action they can take involving books. Finally, they hit upon an idea: Why not record themselves reading some books, and then present the book and its CD to sick children in hospitals? “There are many children (continued on page 31)

October 2015 NewsLinks

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People & Places

Refugee Relief—International School of Belgrade in Action Compiled by Divna Stakic International School of Belgrade


ver 200,000 refugees and migrants have passed from Greece and Macedonia through Serbia since the beginning of the year. This endless flow of humanity is still going, and thousands of men, women, and children keep coming to Serbia on a daily basis. Their arduous journey toward a better life in Western Europe takes them to and through Belgrade, and after a brief break, they move on toward new borders, getting closer to their final destination. With the cold fall days moving in, many of the migrants and refugees, who are already exhausted and

not used to inclement Belgrade weather, have to depend on solidarity shown by the locals who bring them warm clothes, food, and anything else they might need. Moreover, there is a huge number of families with small children and babies who are not used to severe living conditions. This truly sad picture of refugees in Serbia has had a strong impact on our school community. The International School of Belgrade (ISB) students, teachers, and parents were determined to help. In mid-September a joint planning meeting was held with representatives of

all three student councils; the Creativity, Action, Service (CAS) coordinator; the sponsor of another student service group; members of the PTSA; and school administration to coordinate ideas and efforts across the school community. All students began collecting donations and organizing the refugee relief effort. The Upper School students partnered with Refugee Relief Serbia, an organization that has a huge distribution center in downtown Belgrade. Many ISB students and teachers volunteered to come to the center and help distribute food, water, and supplies to the refugees.

The students were praised for their commitment, perseverance, and maturity during the time they spent at the center. In addition, an assembly was organized at the Lower School to update all students on the migrant situation in Belgrade as well as SIA’s (Students in Action, which is the Lower School student council) efforts to collect donations. The PTSA contributed to the drive by researching and informing students what the refugee collection center needed at this time of the year, as the needs change on a regular (continued on page 39)

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NewsLinks October 2015

People & Places

IST Elementary Students Take Action: Recycling and the Student Action Council By Rehana Jasani SAC Coordinator and Grade 2 Teacher, International School of Tanganyika, Tanzania


t the International School of Tanganyika (IST), our Primary Years Programme (PYP) is designed to inspire students through methodical stages of service and community engagement. These include connection of self to community, exposure to different perspectives, and the beginning stages of action. To accomplish this, the school integrates service, action, and community engagement inside as well as outside of the Program of Inquiry. One such initiative is the establishment of the Student Action Council (SAC). SAC consists of volunteers from each class (Grades 3, 4, and 5) who meet on a weekly basis and talk about the various ways that they can take action. SAC’s main objective is to empower learners to take on leadership roles and to have a platform for learners to make a meaningful contribution to the wider community. During our research, learners realized that Dar-esSalaam produced 3,000 tons of waste daily and only 40 percent of it goes to the dumpsites (source: http:// This issue was deliberated by SAC, and the group brainstormed a few recycling options. In collaboration with a local recycling company, SAC set up a recycling program at IST to collect used paper, plastic bottles, cans, glass bottles, and cardboard. SAC members have

taken on the responsibility of collecting bins containing recyclable items from the classrooms and sorting the items. SAC members work on educating the school community through presentations in their classrooms and at assemblies. Imaan, a Grade 4 student, observed, “IST now knows that recycling is important. I like the way we had workshops to raise awareness during environment week. Our challenge is to continue to remind each other to recycle all the time.” As a result of this initiative, all cardboard and white paper goes to a local manufacturer that turns it into toilet paper rolls and brown envelopes. Plastic bottles are given to local traders who process them into flakes that are used to make plastic bottles, chairs, and even shirts or jackets. Cans and glass go to another local company that reuses them by melting and crushing them. Yasmin, a student in Grade 3, notes, “I think IST has done a good job. Our recycle bins are now fuller than our trash bins.” The IST community appreciates the work of the SAC members, who in turn, take great pride in their active participation in service; time to reflect; and use of skills, strategies, and knowledge in improving real-life situations. As Arushi, a Grade 4 student, summarized so well, “We have done a brilliant job and need to inspire other communities around us too.” c

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Asociación Escuelas Lincoln’s


ast year, the American International School of Buenos Aires, Asociación Escuelas Lincoln, joined hundreds of schools around the world and started a TEDEd Club, a club that prepares students to develop ideas worth spreading into TED-like talks. After months of preparation, students delivered their talks at the first annual TEDxAsociaciónEscuelasLincoln Event to an audience of 100 guests. These talks were professionally filmed and are uploaded on TEDx’s YouTube Channel. Students like Analia Wu (@wuanalia) delivered talks that now have over 1400 views. Caio Brighenti’s (@CaioBrighenti) talk on Climate Change is now part of the HS Bio Curriculum. He even was offered a workshop at our annual Lincoln Educator’s Conference in September 2015 for a chance to present at AASSA Educators’ Conference 2016 in Lima, Peru. In just one year, not only were these students’ talks spreading like wildfire, but so was the power of this club. This year, we grew from 18 to 50 students from all three divisions, elementary, middle, and high school. On Wednesday, November 25, TEDEd Clubs will host a TEDEd Clubs Event where students from all three clubs will deliver their talks in an informal setting across the campus. The best of these talks will then be eligible for our second annual TEDxAsociaciónEscuelasLincoln Event in March 5, 2016. Meet the Lead Organizers, Club Facilitators, and Storytellers of Lincoln’s 2015–2016 TEDEd Clubs below. If your school is interested in starting a TEDEd Club of TEDx Event, please don’t hesitate to e-mail c Follow us on social media: Facebook: TEDxAELincoln Twitter: @TEDxAELincoln & #TEDxAELincoln


osefino Rivera (@josefinor), TEDEd Clubs Lead Organizer Josefino was born in the Philippines and grew up in California. He holds his BA in English from UC Santa Barbara and his MA in Education from Stanford University. He’s lived in Rome, Italy; Bonn, Germany; and Buenos Aires, Argentina. His TED journey began as a speaker coach in Bonn s successful TEDxYouth@ BIS Event. After moving to Argentina, he founded a TEDEd Club and organized the TEDxAsociaciónEscuelasLincoln Event. Now he is working closely with TEDEd as a TEDEd Innovative Educator. Favorite Talks: The Danger of a Single Story by Chimimanda Ngozi Adichie and The Danger of Silence by Clint Smith. c


eoff Peate (@Geoff Peate), TEDEd Clubs Lead Co-Organizer Geoff has enjoyed over 18 years of international education, including experiences in India, Denmark, Canada and Argentina. He has pursued graduate work in both the US and Canada, and is currently a doctoral candidate in New Hampshire, an adopted home. TED presents an exciting and effective global forum for people to learn about themselves and others. Favorite Talk: My philosophy for a happy life by Sam Berns. c

Keep in Touch As always, NewsLinks welcomes your contributions! Email withany articles, photos, or announcements you would like to share. Also, be sure to like ISS on Facebook (InternationalSchoolsServices) and follow us on Twitter @ISSLearn and @ISSRecruit

October 2015 NewsLinks

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People & Places

TEDEd Clubs, 2015–2016


arah Waldron (@miss waldron12), HS TEDEd Club Facilitator Sarah was born in Houston, Texas but grew up all over the world. As an adult, her international journey has continued. The Netherlands, Canada, Qatar, India, Thailand and Argentina are all countries that she has called “home” at some point in her life. She became a TED-Ed Facilitator for many of the same reasons she became a teacher. She believes that TEDEd inspires young people to work to their potential as innovators, creators, thinkers and leaders. Watching students realize and gain the confidence to share their passions with a wider audience is truly inspiring.


hristine Calderon (@miss calderon416), MS TEDEd Club Facilitator Christine was born in Manila, Philippines. She is from Toronto, Canada. She lived in Panama City, Panama; Dubai, United Arab Emirates and Buenos Aires, Argentina. She’s convinced that within all students are superheroes able to make positive change—they just need a hand in helping put on their proverbial cape so they can tell their story. Favorite Talks: A Radical Experiment in Empathy by Sam Richards and The Best Stats You’ve Ever Seen by Hans Rosling. c

Favorite Talks: The Danger of a Single Story by Chimimanda Ngozi Adichie and If I Should Have a Daughter by Sarah Kay. c


au-Jau Ku (@yaujauku), Social Media Storyteller. Ku was born in Wheat Ridge, Colorado. He lived in Puerto La Cruz, Venezuela and now, Buenos Aires, Argentina. He loves being able to capture a story through a photo or video. He’s excited to share his students’ brilliant ideas doing just this through the power of Social Media.

Favorite Talk: Every kid needs a champion by Rita Pierson. c


atthew Wiest (@ wiest_ matthew), ES TEDEd Club Co-Facilitator Matthew is a Third Culture Kid (TCK), an American citizen, born in Ouagadougou, Burkina Faso (although it was called Upper Volta at the time, in West Africa). After living in Nairobi, Jakarta, and Rabat he attended Northwestern University in Illinois and New York University in New York City. For 10 years he lived in NYC and taught for 5 in the NYC Public School System in Brooklyn, New York. Now he is in Buenos Aires, Argentina with his wife and son. He decided to become a TED-Ed Facilitator because he liked working with kids to help them pursue their passions. He looks forward to grappling with the process of developing these ideas and then to help the students (and myself ) effectively communicate them. No small task! c


att Kroot(@ matt kroot), ES TEDEd Club Co-Facilitator Matt grew up in rural Ontario near Ottawa; attended University in Wales, UK; taught Grade 5 for three years in Cambridge Bay Nunavut, Grade 4 and Elementary Technology Specialist for 3 years at Cayman International School; and now Grade 5 Teacher at Lincoln. He loves the way TED talks invite people to examine ideas through a new lens, foster discussion, and challenge people to question and possibly reshape their own opinions and understandings. The passion that TED presenters bring to the stage is the same passion he strives to ignite in each of his students Favorite Talk: Every kid needs a champion by Rita Pierson. c


ndrea Rodrigues, TEDEd Club Facilitador en Español y Português Andrea was born in São Paulo, Brazil. As an adolescent, she moved to Buenos Aires, where she learned Spanish, a language that she considers her second first language. She also lived in in Boca Raton, Florida. Understanding that knowing languages is understanding cultures, she became a TEDEd Facilitator to give the opportunity to students to present their passions in other languages than English. Favorite Talk: How Painting Can Transform Communities by Haas Han. c


eronica Bradham (@ VBradham), Website Storyteller Veronica was born in Marietta, GA and has lived in South Bend, IN; New Orleans, LA; and now Buenos Aires, Argentina At every turn students have the ability to surprise teachers with their innovation and personal interest beyond the scope of the classroom. TEDEd’s forum of open discussion of ideas allows for teachers to peer through a small window of what those ideas are and from there, help them flourish. This, coupled with the opportunity to work with other professionals at Lincoln with similar desires to foster student innovation, is the reason she became a Storyteller. Favorite Talks: The Price of Shame by Monica Lewinsky, Beatbox Brilliance by Tom Thun, and Grand Slam Poetry by Harry Baker. c

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People & Places

Raffles American School Students Study Forces That Interact on Objects


affles American School Grade 7 students studied the various forces that interact on objects. To apply their understanding of forces and develop their engineering understandings, students were challenged to put their learning to a test. Students learned how to describe force vectors in scaled vector diagrams and more complex kinematics. They also learned how to add different forces acting on an object in order to determine the resultant vector of that object in the real world. Students made predictions about and described resultant vectors as mathematical functions which were tested for accuracy. Students also learned about the six classical machines of antiquity which introduced them to their culminating project, using applied engineering skills to design and construct a large Rube Goldberg Machine. They utilized the simple machines, as well as magnets, to transfer energy across 19 meters distance, changing form 24 times, and sharpening a pencil at its finish. c

October 2015 NewsLinks

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People & Places

TAIMUN Supports Nothing But Nets By Mark Helman Model United Nations (MUN)—Director, American School in Taichung, Taiwan


his year the Thirteenth Annual Session of the Taiwan Model United Nations (TAIMUN) Conference partnered with the United Nations Foundation’s Nothing But Nets (NBN) Campaign. The TAIMUN conference is hosted by the American School in Taichung (AST) from April 15 to April 17, 2015. Over 400 students and teachers from all over Taiwan and cities throughout East Asia were informed about the complexities related to malaria in Sub-Saharan Africa as well as how to reduce and combat it.

The event’s opening and closing ceremonies featured performances by the AST bell choir, AST student performing artists, and a Taiwanese indigenous choral performance by Taichung’s FaZhi Elementary School. The keynote address was delivered by NBN Senior Campaign Associate Daniel Skallman. His speech was supported by a message to delegates from WNBA champion Ruth Riley, which enhanced the audience’s understanding of malaria. During the event, students debated malaria-related issues to develop

frameworks for resolution. Aside from the intriguing debates, participants engaged in an appetizing and exciting TAIMUN dinner and dance. Lastly, TAIMUN participants raised NTD 33,000 (USD 1,152) in funds for the NBN campaign to purchase nets in Cameroon. c

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Creating Authentic and Meaningful Learning Experiences in Madagascar from Scratch By Scott Brown MS/HS Math and Science Teacher, Ambatovy International School, Madagascar


hen a school is only four years old, a great amount of hard work and determination is needed to develop learning experiences that are set in best practices. From the ground up, teachers and administrators in young schools have the incredible opportunity and challenge to develop culturally responsive curricula and internal assessments, make decisions that are informed by data, and establish a common framework for evaluation. Even the day-to-day routines, which are taken for granted by teachers in mature schools, need to be considered, developed, and implemented for the first

time. Undoubtedly, these ingredients are essential for a school, especially one that is undergoing the accreditation process. Yet equally as important is the need to provide students with authentic learning experiences. These meaningful experiences need to occur both within and outside the walls of the school. Often these experiences are in the form of field trips and for this, Madagascar offers an abundant environment. Establishing field trips for the first time is never an easy task, but adding in the fact that these experiences take place in one of the most remote locations on the planet inserts an extra layer of

challenge into a teacher’s day. Yes, when it comes to developing field trips here in Toamasina, Madagascar, we really are starting from scratch. The logistics needed for even simple things, like using the restroom, take on a whole new dimension when you are traveling in the developing world. Locations need to be thoroughly vetted for safety, security, and of course, curricular alignment. Scouting trips are replete with great challenge whether it is the multiple language barrier, poor travel conditions, lack of cell or wi-fi coverage, or dealing with a well-developed bureaucracy. While the challenges to implement these authentic learning experiences are great, the task is even more daunting when these

experiences have never been attempted in the school before. However, the obstacles of working weekends and hours of preparation pale in comparison to the amazing opportunities that are present in one of the most ecologically unique places on the planet. Who could really justify learning about biodiversity and ecosystems from a textbook when you can travel a few hours down the road to experience these directly? Global issues such as sustainability occur naturally as students see firsthand the effects of deforestation and “slash and burn” farming on the sidewinding route to Mantaida National Park. Aside (continued on page 28)

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SCIS-Pudong: A “New” Campus Experience By Daniel Jubert Head of School, Shanghai Community International School – Pudong Campus, China


hanghai Community International School–Pudong has an exciting new look this year. We’ve successfully unified our previously separated Upper and Lower School campuses in to one brand new, state-of-the-art campus serving students Nursery through 12th grade. We are thrilled with our new look as each division—Early Childhood, Lower School, Middle School, and High School—has their own separate floors, classrooms, and unique social areas. The entire SCIS-Pudong indoor environment is 100% air purified. Major highlights include access to these unparalleled facilities: •  650 seat auditorium •  500 square meter black box theatre •  Two gymnasiums •  Six lane swimming pool •  Full sized football pitch •  Sprint track •  Two outdoor playground areas

•  Huge indoor, three-story play area •  Contemporary art gallery •  Fitness center •  Rock climbing gym •  World-class science labs •  Dance studio These areas are now available to all of our students, and the effects are profound. We went around this past week to get a few students’ perspectives on what they like about the new campus: — Gillian (G11): “It’s cool to see the little kids again, the campus has a more youthful feel. I also like that high school has our own floor.” — Emily (G11): “The campus is united again, but each section still has their own areas.” — Marie (G10): “The new science labs allow opportunity for more experiments and working with classmates.” — Thalia (G8): “I like that my sister now goes here as well!”

— Maria (G8): “The middle school lounge is a fun place to hang out, we have our own space.” — Sebastiano (G8): “We are all one, all one family!” — Dylan (G7): “I like how you can see the little kids around, so you can remember what you were like as a kid.” — Katy (G4): “Swimming! Now we only have to walk downstairs and we are at the pool.” — Alyssa (G4): “I love the new playground! The slide is really fun.” — Ali (G4): “I like the new classrooms, the wood floors, and more space for doing activities.” We couldn’t agree more! The strong community feeling that SCIS-Pudong has always enjoyed is only strengthened by our move to one campus. Last month we celebrated the start of the new school year and the unification of our campuses with a fantastic Welcome Back BBQ. Our

school community was out in full force along with over 40 food and service vendors from throughout Shanghai. The community feedback on our new facilities was very positive and with waterslides, BBQ, and great friends; there’s no better way to kick off a new school year! Adding on to the excitement of our new campus was news of some recent academic achievements. Over the summer we learned that our graduating IB students were our highest performing yet, with students achieving a 92% total pass rate and scoring above world averages. We continue to hear from our 2015 graduating class, who are just beginning their freshman year of university. Their achievements included 62 university acceptances across 6 different countries and numerous scholarship offers. Our unique combination of (continued on page 29)

Our 'Golden Dragons', families and staff members who have been with us for 8 or more years, help celebrate the opening of the newly unified SCIS Pudong campus.

Students enjoy the brand new indoor and outdoor play spaces at Shanghai Community International School–Pudong.

October 2015 NewsLinks

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People & Places

Building a Performing Arts Dream By Cecil Mack Technology Integration & Drama Teacher, International School of Dongguan, China


s a teacher, you never really have a lot of input into the design of your classroom, often inheriting the space from an unseen previous teacher. Looking at your room, you guess that all the scratches on the walls probably have some history attached and that the worn out furniture with wobbly legs should have been retired years ago. This wasn’t the case when it was decided to turn an empty space into a theater at the International School of Dongguan. This was not a solo effort by any means; if it wasn’t for an Administration that trusted my proposal, a Board which wanted a space that would work best for student learning and dozens of individuals who endlessly toiled, the theater would not have been as great as imagined. This project was a very symbolic union of the founding years with the future generations of the school. Our school was no longer under construction: every room was now an active learning space. The motto of our

school is to “inspire, succeed and dream” and the name of our theater reflects the core ethos of our motto. On September 23, 2015 the ISD community celebrated the grand opening of our “Dream” blackbox theater. It was a grand event with a ribbon cutting, musical performances, and video presentations. Our students operated much of the lighting board, running backstage, ushering and hosting parents for the evening. It was surreal to see the formerly empty concrete room become a place of smiles and excitement. With the theater now up and running, it is interesting to see all the uses for the blackbox theater. Our drama classroom, separated from the theater by a glass wall, doubles as a lobby during performances. Already our theater has hosted a Holocaust memorial photo gallery, a book adaption for elementary students, PSA presentations, trainings, meetings, music concerts and this winter will host a night of one act plays. c

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Creating Authentic and Meaningful Learning Experiences in Madagascar from Scratch (continued from page 24)

from the curricular imperatives, there is also the affective gain that is felt in a student group that lives in a small school bubble. When things not go as planned (e.g. when the bus has a flat tire in the middle of nowhere), resilience has to be displayed by both teachers and students. However, perhaps the best part of the experience is the scientific engagement yielded from the expeditionary learning of a venture through the forest identifying flora and fauna while discussing the impact of invasive species and habitat management. All this, in

addition to the thrills sensed by all in searching for one of Madagascar’s famous lemurs in their own natural habitat. The elation felt by the entire group when we encounter a brightly camouflaged chameleon or critically endangered species of lemur such as the Indri Indri or the Diademed Sifaka is palpable. At the end of the trip, the hard work and hours of preparation necessary for such opportunities are well worth the memorable and meaningful experiences, which will last with your students (and you!) for a lifetime. c

October 2015 NewsLinks

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Finding a Voice Through Art and Socrates By Amy Ashline Nansha College Preparatory Academy, China

“Education is the kindling of a flame, not the filling of a vessel.” —Socrates


or most English Acquisition Learners (EAL) it can be a daunting task to engage in a discussion that demands active participation. Few students will boldly step forward and give it their all, sometimes forgetting to pause or even breathe, while others silently try to blend into the background allowing those that coast the middle to lend a thought or two before giving the reigns back to the teacher. It can be a frustrating scenario for everyone in the classroom; however, with purposeful, mindful dialogue students are able to find their individual voice through the power of metacognitive discussion, as they learn to think for themselves. At Nansha College Preparatory Academy, students are learning the power of their voice through the practice of student-led Socratic Seminars. As an EAL co-teacher, I teach alongside art teacher and professional artist, Jon Poblador,

in a high school Art History class that explores the cultural, societal, and historical features of works of art through the tandem dynamic of critical thinking and discussion. It is a regular occurrence in the classroom, and students know what is expected of them long before their Socratic Seminar commences. They respectfully acknowledge that they are the leaders of their seminar, embracing their role and responsibility for it is an opportunity to not only learn and listen to one another, but it is also their time to be heard. Through active participation, students are led to explore and reflect upon all angles of the essential question. Distinguishing viewpoints are encouraged and respected as students discuss the essential questions in the context of the artists and artworks in conjunction with their individual belief systems, culture and real world experiences. The current topic is art and religion. We guide and encourage our students through reading, writing and speaking tasks urging them to consider all facets of the theme:

art influences religion, whereas religion influences art. By considering both notions, students are able to develop their own analyses and interpretations in order to successfully articulate their perspectives. Socratic Seminars are a productive struggle that lead to the development of stronger language proficiency. Creating a safe environment for our students allows them to gain an individual level of comfort to speak their mind openly and freely. Initially with homogeneous grouping, students were able to learn to navigate a second language through a discussion that encourages them to express and defend opposing viewpoints. Language proficiency thrives as students speak and apply vocabulary in the unknown, natural flow of a discussion. They think on their feet as they gather information by listening to their peers in order to ask questions and expand ideas. It was a journey to reach a level of independent student success within a Socratic Seminar. Student expectations

were reviewed and practiced consistently accompanied with meaningful teacher feedback, peer feedback, and selfreflection. The most important caveat being that once everyone is in the safe, physical space of the Socratic Seminar; each student is expected to actively participate before the seminar concludes for the day. Students are motivated to share varying perspectives and ideas, ask thoughtful questions, give reflective answers, and expand their thinking beyond the context of the classroom. Knowledge is held in mindfulesteem as students learn to navigate the ebb and flow of a

purposeful discussion of ideas. With patience, perseverance and meaningful, intentional co-planning along with scaffolds and differentiation tools, our students found their voice through art and Socrates. The dynamic language of art accompanied by the versatility of metacognitive discussion within the open, respectful forum of a Socratic Seminar, encourages students to find their individual voice. It is a thoughtful journey that requires all participants to strive for their personal best as they learn not only to speak their thoughts, but to listen and respect the diverse voices that influence their world. c

SCIS-Pudong: A “New” Campus Experience (continued from page 26)

internationalism, strong academics, varied activities and arts, warm atmosphere, and personalized approach is what has always made us special, and what continues to propel

us to the forefront of education in Shanghai. We look forward to a year where old traditions continue and new traditions begin, in what is sure to be a banner year at SCIS-Pudong! c

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People & Places

Sustainability and Community Service at Dalian American International School (continued from page 14)

are now providing these exciting activities to all the students in our school and to our local community soon. Some of the students involved in the Compass training also attended a weeklong internship at THIRST (a nongovernmental organization in Beijing) earlier in the summer. These students were trained to be leaders in efforts to inform the public about the urgent need for water conservation. Their opportunity to affect our community

Naia Shows the Teachers That Systems Thinking Requires Team Work

came two weeks into the current school year on August 19, when they teamed up with other students from the Environmental Applied Studies class to make a presentation to 108 local Chinese students through a partnership with the Intel Corporation. These 108 students

visited DAIS as part of the Intel Summer Leadership Camp. During this camp, the students built model water filters and learned about the need for water conservation in their community. THIRST ( focuses on raising awareness of the need to conserve water as a vital resource. DAIS has partnered with THIRST to make their professional outreach program accessible to students in our region of China and to other international schools that wish to become more involved in communitybased projects and global issues. Students from the Environmental Applied Studies class partnered with an aquaculture entrepreneur to clean a local beach. More than 100 DAIS students volunteered to spend a Saturday picking up Styrofoam, old fish hooks, bottles, and a variety of coastal trash. This was our fifth annual student-organized beach cleanup. The focus this year was on data collection, data analysis, and the development of an environmental ethos in our secondary students. The group leaders are busy analyzing the types of trash and source of pollution on this stretch of Chinese beach with the goal of making recommendations on possible actions that might reduce our environmental impact and increase sustainability along our local coast for

DAIS Winter Swim Team 2014 Promotes Water Conservation (and has fun)

aquaculture and recreation to local fishermen and aquaculture workers. Besides these big events, DAIS students manage our school recycling program, a white board marker refill program, an energy saving program, a lunchroom waste recycling program, and an eco-web page. DAIS students are investigating ways to involve our community in our Earth Day celebrations that now incorporate our annual science fair. DAIS students are busy organizing our participation in the Jinshitan Winter Swim Event and Chinese International

Swim Competition, in which twenty students and staff will raise money and then jump into the freezing cold Yellow Sea in an effort to raise awareness of water conservation. We will be partnering with the Jinshitan Chamber of Commerce and THIRST to bring our message to the thousands of people who come from all over to participate in winter swimming. A major focus of the DAIS Sustainability Center is to record and disseminate our successes to other (continued on page 38)

October 2015 NewsLinks

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People & Places

International College Elementary Students Join Forces

(continued from page 16)

who are too tired to read for themselves,” said Abu Fadil. “And yet they would love to hear stories or for someone to read to them.” The upcoming book fair was the perfect chance to choose the needed books. English, French, Arabic, and even Armenian books were lovingly chosen. But how do they pay for them? It was during a faculty meeting that the solution suddenly dawned on both Moujaes and Abu Fadil: join forces.

The CE2 class will simply buy the books for Grade 3. All this time, the solution was right under their very noses. It was perfect. The bookmarks went on sale. The small ones sold for $0.60 while the big ones went for $1.30. Willing customers included preschool and elementary school students and teachers. The school went into a frenzy of buying and selling. In less than a week, the bookmarks were sold out. The children managed

to raise $340, which was enough to buy the needed books with a little leftover. The remainder will go toward helping the Nepalese in the aftermath of the devastating earthquake. Students were thrilled. “I waited for most of the bookmarks to be sold; then I bought two for myself,” said Noura Azar, 8, who took part in drawing and cutting the bookmarks. “I liked making them, I liked selling them, and I liked buying them.” Unfortunately for Rudolphe Khoury, 9, also from CE2, after delivering his sales

pitch to students, he forgot to bring money to buy a bookmark himself. “I’m the only one without a bookmark,” he said, looking very sorry for himself. “It’s such a pity.” Now the next excitement: recording the books. It’s been, to say the least, a hectic few weeks at IC. “I was really happy to see all these students thinking and caring about others,” said Moujaes. “It’s been a great experience to show how two classes can join forces for one cause. I’m so proud of them all.” c

We are… •  Passionate about each and every student we teach •  Lifelong learners •  Collegial team players

Riffa Views International School (RVIS) is an International Schools Services (ISS) managed school located in a prestigious gated golf community in Bahrain. The school offers a standards-based curriculum in Nursery through Grade 12. Our faculty is student centered, collegial and dynamic. We are searching for enthusiastic educators to join our team. Facilities: Our campus features state-of-the-art facilities and technology including a two-story library, four science labs, swimming pool, six tennis courts and full sized soccer pitches. Benefits: RVIS offers a highly competitive tax free salary and benefit package including outstanding furnished housing in a gated golf community, utilities, medical/ dental insurance, retirement, annual home leave transportation, dependent tuition, plus support for professional development. Qualifications: Minimum two years of full-time teaching experience, BA or higher, current teaching certificate, and willingness to participate in after-school activities.

•  Eager to discover new technologies that transform student learning •  Excited about working in a multicultural community

Are you? If so… See what our teachers have to say about working at RVIS Interviews conducted through Skype and ISS recruitment fairs Send cover letter and resume:

Riffa Views International School PO Box 3050, Manama Kingdom of Bahrain Tel: +973 1656 5002 Fax: +973 1791 0392 humanresources@

October 2015 NewsLinks

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es, it’s true… we have a beautiful island, and we have beautiful buildings, but most importantly, we have devoted our lives to bringing out the beauty in every child. With more than 500 students (PK-12), Cayman International School (CIS) is dedicated to core values of Character, Knowledge and Service, and these beliefs are engrained in our school culture. Students in the CIS community are engaged in an exceptional educational experience that prepares them to be 21st century learners, encourages creativity, promotes problem-solving and instills integrity. With more than 25 nationalities represented in the student population, children at CIS have the advantage of learning in a collaborative and active environment that brings together a wealth of diverse perspectives. CIS is an IB World School, inspiring children to be active contributing members in a global society, and empowering students to be advocates for positive social change. The meaningful relationships between teachers and students are a vital element that CIS students say they appreciate about their educational experience. Teachers cherish the collegial and friendly relationships they have with each other, and highly value the collaborative culture of the faculty. Teachers openly share their high levels of expertise and are dedicated to life-long learning and continuous improvement. Utilizing American and IB curricula, and accredited by Middle States Association, CIS is a community of educators focused on the extraordinary care and purposeful growth of each child.

Riffa Views International School

Nansha College Preparatory Academy

Kingdom of Bahrain •

Guangzhou, China •


he intention behind RVIS has always been to create the exceptional. The founding members of the Board of Trustees have and continue to view RVIS as a beacon of excellence for the educational sector in Bahrain. As such, Bahrain’s time honored values and traditions are blended with the best curricular practices from around the world. Additionally, every student learns the Arabic language in a manner appropriate to their heritage and background. Our college preparatory program actively engages every student in academics, athletics and the fine arts. The latest in educational technology is at the fingertips of all students, at all times, in all classrooms. After school hours, our world class athletic facilities lend themselves to an extensive array of co-curricular activities. RVIS is a fun learning environment where children love going to school every day. A world-class faculty provides individual, warm and caring attention to each and every child, each and every day. Adults and children of the world meet in an atmosphere of mutual respect and tolerance. Character development and service to others is carefully fostered in every student.


he Nansha College Preparatory Academy (NCPA) is the first comprehensive US style secondary boarding school for Chinese nationals in Southern China. It combines the very best elements of Chinese and Western education with the most innovative education practices of the 21st Century. Our goal is to prepare our students to be successful and skilled negotiators, collaborators, planners, and achievers in college and in their lives beyond. Learning is at the heart of everything we do at NCPA. Our philosophy of learning includes social, emotional, physical and character education as well as a rigorous academic program. We believe this holistic approach to education is essential to the development of independent and successful young adults. Our English immersion program underpins every aspect of our practice. We are looking for dedicated educators who are knowledgeable and enthusiastic about what they teach, and absolutely committed to student learning. We are also searching for colleagues who are not only skilled teachers, but also expert learners who actively review evidence of student learning to inform their practice. The ideal NCPA candidate would strive to develop close relationships with their students to best support their learning.

RVIS is exceptional!

Dalian American International School Dalian, China •


alian American International School hires highly skilled educators with a passion for teaching. Teachers at DAIS are child-centered and students frequently comment that their teachers are the reason they love school. The school has adopted the most up-to-date U.S. standards and gives teachers ongoing support in using the best instructional and assessment practices. These ingredients ensure that DAIS provides challenging, collaborative, and responsive experiences for all learners—students and teachers alike. Since its founding in 2006, DAIS has grown to include students from over 25 nationalities. An exciting new high school division, the Huamei Academy, has served Chinese national students on the same campus as the international division at DAIS since 2010. All students are afforded the very best in academic and co-curricular programming in a resource rich learning environment. In addition to the on-site opportunities for professional growth, teachers appreciate the annual allowance for attending conferences, seminars, and college courses. DAIS is fully accredited by the Council of International Schools, Western Association of Schools and Colleges, and National Center for School Curriculum and Textbook Development. DAIS also provides a full range of services from the College Board including advanced placement courses and SAT assessments.

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Raffles American School

Pasir Ridge Inter-Cultural School School

Iskandar, Malaysia •

Kalimantan, Indonesia


affles American School is the latest ISS managed school. Located just outside Singapore in the new educational and economic zone of Iskandar, Malaysia, RAS serves international and local students Pre-K-12. Our learning community empowers students to reach their academic and life potential through a learning outcome approach. Our faculty embeds problem solving, thinking, communication, organization, research, and interpersonal growth in rigorous academic and co-curricular programs. Students are given the opportunity to practice, receive feedback, and master these skills daily. We continue to look for caring role models who believe in, and wish to contribute to, the multiple paths to learning at RAS.


asir Ridge Inter-Cultural School (PRIS)—”Small in Size, Big in Learning” PRIS is a school community, that offers an intimate, engaging, technology rich learning environment. Pasir Ridge boasts small class sizes, a current curriculum, an ethnically diverse student population and an extremely supportive parent community. PRIS teachers also enjoy the benefit of working in a school supported by the experience, resources and integrity of ISS.

We asked our teachers what they liked about working in an ISS school. Here’s what they said:

Yangon International School

International School of Dongguan

Yangon, Myanmar •

Dongguan, China •


he Yangon International School was established in 2004 and has been a long term ISS managed school. The mission promotes a well-rounded educational program of academics, activities, and athletics. The YIS school program is based on academic excellence, social responsibility, cultural sensitivity, and personal fulfillment. The school has grades Pre-K–12 and has grown to approximately 500 students. The school facilities include a main campus with well-resourced classrooms. YIS has a swimming pool and the only air conditioned gym in Myanmar. YIS includes a branch campus for grades Pre-K–3 at an exclusive golf resort and gated community. Due to growth, the school has plans for further campus development. The majority of the teaching staff consists of American certified teachers. Other nationalities include Canada, Australia, and Myanmar. Teachers are highly qualified and offer a wide range of experiences. YIS offers a US standards based curriculum with Advanced Placement courses available at the high school level. The school uses Atlas Rubicon to align and document courses. YIS is fully accredited with Western Association of Schools and Colleges (WASC). Myanmar is emerging as a country with many opportunities for foreign business. As a result, more companies and families will be relocating to this exciting destination. Myanmar is becoming a main tourist attraction as it has preserved its culture and heritage. Yangon is a charming place to live and the foreign population is growing. You are welcome to explore the opportunity of joining the YIS family. Check out the website at to take a closer look at the YIS program.


he International School of Dongguan is one of the most recently developed schools managed by ISS in southern China. The school provides a collaborative professional environment for pioneering educators who are passionate about creating an innovative 21st century program. ISD has established a strong supportive culture of learners and distributed leaders who strive for excellence by applying a continual improvement model. ISD is a candidate school for the IB Diploma Program and is seeking accreditation from the Western Association of Schools and Colleges. Each ISD educator has a profound impact on the lives of his/ her students and the school community. We are seeking qualified and experienced teachers interested in being part of a dynamic setting with substantial opportunities for making their mark.

Inspire, Succeed, Dream . . . it’s what we do!

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or 60 years ISS has met the educational needs of expatriate and local communities around the world by developing and managing outstanding schools. When you become a member of the ISS family of schools you have the security of knowing that you are working with a highly professional organization at the forefront of international education. While each of our schools reflects the unique culture and environment of its host country all share a commitment to professionalism, continuous school improvement, ongoing professional development and high ethical standards. ISS recognizes that our most important asset is our teachers and we are dedicated to finding the best international educators in the world. If you are a collegial, highly dedicated professional committed to student learning, we would love to talk to you about furthering your career with ISS.

Independent Schools Riau

International School of Aruba

Sumatra, Indonesia •

Oranjestad, Aruba •



eachers at ISR are at the heart of a small bustling community where families live, work and play together.In our community parents and teachers partner to empower students to live meaningful lives and to make a positive difference in tomorrow’s world. Team up with an active professional learning community where children are at the center of what we do! If you like the idea of teaching in a dynamic jungle setting (think apes, monkeys & exotic birds), this is the opportunity for you!

he International School of Aruba enables all students to achieve their academic and personal best encouraging leadership, character and community. Founded in 1929, and purchased by ISS in 2004, the International School of Aruba (ISA) has a rich history on this unique and beautiful Caribbean island. The only school in Aruba accredited by both AdvancEd and the Dutch department of education, ISA hosts students from 35 countries in pre-school through grade 12. An American standardsbased curriculum enables a whole child approach through a balance of academics, arts and athletics embedded in 21st century learning practices. Teachers are empowered through a distributive leadership model in a true Professional Learning Community that encourages growth for all stakeholders as we work together to provide a superior learning environment for students. An ISS school, ISA is guided by best practice Learning Principles leading students to be confident learners in a supportive setting. Housed in a new purpose-built campus, the school facilities are fully air conditioned and wired for connectivity. A new world languages and arts complex, as well as a new soccer field and beach volleyball and tennis courts, have enabled a recent expansion of programs generating considerable enthusiasm among the local community and staff. Teachers are encouraged to develop a healthy balanced life-style engaging in water activities and enjoying the natural beauty that sets this island apart. The 2013 AdvancEd accreditation visit commended ISA both for developing self-directed independent learners and for the supportive and respectful school environment. A small unique school, ISA is a gem in a tropical setting. Please refer to our website at for further information.

If you are a collegial, highly dedicated professional committed to student learning with an optimistic, upbeat disposition, we would love to talk to you about furthering your career with ISS.

Vision International School

Dostyk American International School Atyrau, Kazakhstan •


ostyk American International School is a small, vibrant, Pre-K to 8 school in western Kazakhstan. We operate within the larger supportive, ethical and dynamic organization known as ISS. We offer a challenging American curriculum. Our teachers are professional, positive, and flexible team players who work hard to provide an enriching and nurturing environment. We are looking for creative teachers interested in leveraging technology to enhance student learning and developing problem solving skills. Our students come from all over the world with a strong desire to learn in fun and innovative ways. Our facility is modern, resource filled and complete with technology. Contact us for more information at

Al Wakra, Qatar •


ision International School is the most recent ISS developed school. Located just outside Doha, Qatar in the growing and revitalized area close to the new Hamad International airport, VIS serves local and an increasingly international student body in grades Pre-K to grade 8 currently and will add a high school grade starting next year until we complete Pre-K through Grade 12. In keeping with Qatar’s goals for development of the country’s educational, scientific, and technological programs, VIS is positioned to be a leading school in the region. Our communities of learners collaboratively navigate to create exciting and challenging school experiences for students and adults. Our faculty delights in the challenges involved in creating an exciting school. We seek those who want to participate in taking this development to the next level and beyond. We seek creative problem solvers, energetic innovators, caring role models, and inspired learners.

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International School of Beihai Beihai, Guangxi Province, China


t the International School of Beihai, the world is our classroom. ISB is an ISS-managed school serving the families of Stora Enso and its business partners in Beihai. ISB is currently growing our preK through 12th grade programs to meet the needs of this developing expatriate community. The International School of Beihai is building a team of talented and creative educators who thrive in new, challenging environments. Our teachers guide inquiry-based, student-driven learning, and nurture our students to achieve their personal best. At ISB, we inspire our students to explore and embrace their international experience as they develop academic skills and a global perspective. ISB is a place of learning and growth that invites your professional creativity and innovation.

Ambatovy International School

Shekou International School

Toamasina, Madagascar •


orking on the east coast of Madagascar at a small company-sponsored school that just celebrated its second birthday is a bit like steering a pirogue on a briskly flowing (Class III) river. This river of development can be unpredictable and travels at a daunting pace. As settlers, incoming teachers will replace tents with solidly built structures, straighten and pave dusty tracks, and push forward the early foundational work that was begun by mappers, explorers, and pioneers. Teachers in young and small schools such as AIS need to steer their pirogues with agility in response to the environment that swirls around them, avoiding boulders along the way, and steadily shooting for the ‘V’ in each set of rapids. If you are an adventurous educator, with outstanding resilience, strong situational skills, flexible adaptive thinking, an upbeat attitude, unwavering stamina, and a strong commitment to guiding a young and small school full of eager students, AIS is hoping to hear from you. As the ring-tailed lemur sings in the movie— ‘we’ve got to move it, move it….’ Come join us where dedicated educators make a real difference in the futures of their students and in the developmental journey of a new school! And where students and teachers alike: Act to support others, Insist on their best, and Stretch their boundaries!

Shenzhen, China •


hekou International School prepares students to be principled, innovative contributors in a transforming world. Established in 1988, SIS offers a rigorous academic program to its nearly 800 students in a close-knit and caring community. Key features of SIS programs are a focus on standards-based learning and reporting, cutting edge eLearning, literacy (employing the Columbia Teacher’s College model), and strong learning experiences for EAL students. At our three beautiful campuses and within our state-of-the-art facilities, we meet the diverse needs of learners from nursery through high school. A rich and comprehensive mix of academics, athletics, and activities, delivered by a world-class faculty, ensure maximum learning for students. Living in Shenzhen provides SIS community members with the comforts of an affordable Western life-style coupled with convenient access to the wonderfully diverse experiences of China and East Asia. SIS is fully accredited by the Western Association of Schools and Colleges (WASC) , the IB World Organization, and the Center for School Curriculum and Textbook Development (NCCT) (Chinese government). We invite you to explore our website and review our programs at the Early Childhood Learning Center, Elementary School, Middle School, High School, and the Section Française, to learn why SIS has been a leader in international education in for more than twenty-five years.

International School Pointe Noire Pointe-Noire, Congo •


ow in our fifth year of operation, we are continuing to provide great education for our small learning community. Our students are encouraged to take a central role in their learning by our experienced and resourceful teachers. The teachers are part of the compassionate approach to learning that we have created here in Congo. Students are nurtured by our teachers to explore discussions, projects, plays and presentations, which are all part of our regular classroom experiences. The school is certainly not ‘typical’, but rather it is a very unique learning environment where our families become part of the ISPN learning community. We work hard to nurture a compassionate environment where the children, parents and teachers have high levels of trust and mutual respect. Our children benefit from our faculty’s high levels of experience and ability to find innovative solutions to our unique situation. We strongly recommend that you visit our great website for more information including our contact details: WWW.ISPNPREK6.COM


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Sustainability and Community Service at the Dalian American International School

(continued from page 15)

(continued from page 30)

schools and communities interested in sustainability and community development projects. DAIS students are developing manuals so that others can repeat our successes. These manuals are available on our website at http:// Our project manuals are available in both English and Mandarin. We encourage other schools to use these resources and to

Students from Hiroshima International School Cycle from Hiroshima to Nagasaki

contact us for support. We currently do outreach to schools in Northeast China and are looking for ways to collaborate with other schools. If you have a project that you would like to share on our website, please contact us. To learn more about DAIS sustainability projects visit our website or contact Dr. Baldwin at Michael. c

achieve their goal of promoting peace and ventured into new fund-raising methods with a successful crowdfunding campaign on Indiegogo. Community has been essential to the activity’s success with support from local residents and other school clubs, most notably the 1000 Paper Crane Club. Every year the club folds, collects, and displays paper cranes at Hiroshima Peace Park’s Children’s

Memorial and conducts guided tours of the park in multiple languages for visiting school students. The principal of Hiroshima International School stated, ‘There is so much about this initiative that epitomises what international education is about: connecting with our local community, taking on challenges and promoting greater understanding between communities. This is an activity these students will never forget. c

Qatar Academy Al Khor (QAK) is a private, non-profit, co-educational school founded in 2008 by the Qatar Foundation for Education, Science and Community. QAK serves Qatari students, offering them an American style curriculum in addition to meeting the requirements of the Qatar National Curriculum. There is a strong commitment to ensuring student success in a caring and supportive environment. QAK is accredited by the Middle States Association of Colleges and Schools (MSA) and is an IB World School offering the MYP and DP.

QAK will be represented at the ISS Fair in Bangkok

Director: Aisha Al Megbali

Employment inquiries may be sent to: Sandra Joy, Academic Affairs Coordinator Email:

October 2015 NewsLinks

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Refugee Relief—International School of Belgrade in Action (continued from page 17)

basis. The Upper School teachers and CAS students joined the assembly to share their experiences of volunteering at the distribution center so that younger students could gain a better understanding of what happens to the collected items once they leave ISB. Demonstrating their commitment, groups of ISB students continue to help at the center after school and on Sundays. Members of the PTSA also continue to volunteer at the center. Younger students have worked together with their

older peers to sort the donations while Upper School students and teachers help at the distribution points. The refugee relief effort organized by ISB will continue for as long as our help is needed. The whole community is participating by collecting food, warm clothes, waterproof jackets,

hygiene products, backpacks, traveling bags, blankets, and anything else the refugees may need. Our youngest students were most inventive. They decided to add small gifts, treats,

handmade cards, and notes to the items they collected before sending them to the refugee center. They have already learned an important lesson: the little things can mean so much. c

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The American School of Kuwait The American School of Kuwait seeks enthusiastic, dedicated, and passionate educators who will play an integral role in fostering excellence and a sense of community within a student-centered learning environment. The American School of Kuwait enrolls close to 2000 students in a large PreK-12 tri-campus facility complete with 135 classrooms, first-class library/media centers, recreational areas, including an indoor pool, a fitness center, gymnasiums, and a large multipurpose auditorium. Our commitment is to provide a rigorous education, while promoting high standards in an English language preparatory school. We prepare our multi-national student population for success in the best American and world-wide universities. The American School of Kuwait offers a generous salary and benefits package, including furnished two or three bedroom apartments. The American School of Kuwait is anticipating vacancies in a number of areas for the 2016–2017 school year. Certified applicants with two years teaching experience, willing to sign a two year contract, please send a resume, a current photo, letters of recommendation, credentials, and two current references to: Rebecca Ness, Superintendent The American School of Kuwait P.O. Box 6735 Hawalli, Kuwait 32042 Tel: (965) 2265 5172 Fax: (965) 2265 0438 E-mail:

To learn about ASK, we welcome you to visit our home page: and/or contact us by e-mail:

October 2015 NewsLinks

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Kaohsiung American School Opened its doors to a beautiful, curricula-based, LEED certified, new school in April of 2015, and now has a facility as wonderful as the students and staff. The new gym, cafeteria, and athletic fields will be completed in October of 2016. KAS has quickly become one of the finest schools in Asia. We are looking for teachers that work hard, are willing to be part of a team, care about their students, and enjoy their profession. Candidates are expected to have a minimum of 2 years of teaching experience, certification, be flexible, willing to participate in school activities, and have a passion for teaching. Salary/Benefits: $36,000 to $46,400 (tax-free) and an excellent benefit package. Qualifications: 2 yrs teaching experience, certification, flexibility, willingness to participate in school activities, and have passion for teaching.

Enter to Learn - Leave to Serve The American Embassy School, New Delhi, is a K-12 international school serving 1200+ children from 50+ nations with a sincere commitment to making a better world. We are seeking teachers who are dynamic and creative and who hold high standards for themselves and their students. If you wish to become a part of this academically rigorous and caring, student-centered community, please send a letter of application, resume and two current references to

Dr. Thomas Farrell, Superintendent of Schools 889 Cuei-Hua Road, Kaohsiung City (81354), Taiwan / Tel: (886) 7 583-0012 Fax: (886) 7 582-4536 E-mail: Website:

For information regarding possible openings for the 2016-17 School Year and about AES, visit our website:

Balanced Individuals, Independent Learners, and Global Citizens.

Application Requirements: Candidates with at least two years’ experience in teaching American curriculum in an American or an International School preferred.

Accredited by the Western Association of Schools and Colleges (Cal.-U.S.A.)

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“The American International School of Brazzaville is committed to developing student intellect, character and a sense of community in a challenging and diverse environment.” Brazzaville, located in the West-Central African nation of the Republic of Congo, is a growing capitol city adjacent to the Congo river. Established to meet the educational needs of the international and local community, AISB offers an enriched American curriculum to students in Pre-K to grade 9. The school will continue to add a grade yearly with the goal of having our first graduating class in June, 2019. Learn more about us on our website at AISB is seeking qualified, student centered and creative educators to join our team. We offer a competitive salary & benefit package and an opportunity to grow professionally. If you are an optimistic, flexible and resilient “team player” desiring a challenge, contact and provide a letter of interest, resume and reference list. AISB is a great little school community focused on “putting all the pieces together.”

“Come Grow With Us”

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The American International School Kuwait (AIS) is an MSA-accredited and fully authorized IBO World School offering the DP since 1995 and the PYP and MYP since 2007. Pre-K through Grade 12 students represent over forty nations and benefit from a rigorous and college preparatory curriculum. We are proud of our graduates who have attended universities worldwide making a difference in our global community. At AIS, we are mission-driven and focus heavily on offering students opportunities to appreciate balance and academic rigor, while growing through service and action. We encourage you to join our talented AIS team, committed educators who nurture studentpotential and who are supported by strong professional development and a growth mindset.

American International School Kuwait P.O. Box 3267, Salmiya 22033 Kuwait Fax: 011 965 2225 5156 Tel: 011 965 1 843 247 Email: David Botbyl,

Contact Us With attention to detail and dedication to quality, ISS has helped hundreds of schools across the globe reach their full potential. We have helped over 20,000 teachers find their next career assignment. In turn, we’ve given thousands of students the opportunity to become first-class, well-rounded world citizens.

To discuss how we might help you, please email us at For more information about ISS, visit our website: We have several advertising options available, in our quarterly newspaper NewsLinks, and in our annual ISS Directory of International Schools. To discuss advertising or for questions regarding NewsLinks or the Directory, please contact NewsLinks Editor, Janine Fechter (

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