International School of Stuttgart e.V. Community Report 2017/18

Community Report 2017-18

2017/18 was a year where we introduced a new Board of Trustees team, leadership and our Driving Learning Forward (DLF) initiative to address inclusionary feedback for the future. In the end, our efforts and the voice of the community affirmed that we are interested in empowering our future rather than simply responding to the questions of the day. Essential priorities included best practice teaching, food and nutrition, health, modern state-of-the art programming and maker spaces to prepare for a digital world and character development. In order to plan for such priorities, the Board of Trustees met in April of 2018 and developed a vision that is encompassing and aspirational. We want to be a great school and we want to be a beacon. We want to help our constituents and the global community itself to come to a greater understanding of what education can and must become.

Timothy Kelley Stefan Zerbe School Director President, Board of Trustees

“We don’t know how the future will change learning yet, but I like that the school is looking at it.”

Parental Comment, DLF 2018

OUR COLLECTIVE POTENTIAL Our mission and vision speaks of learning and the necessity to create an aligned program that addresses the individuality of our students and their different abilities to develop skills and understandings, particularly in numeracy, language and creativity. Now we must begin to look at our strategic leadership and tie that into a sustainable financial vision…a vision that “unleashes our collective potential.” (International School of Prague). We must recognize that with positive academic metrics, competitive holistic programming and developing linguistic programming, STEAM and leadership initiatives, we have an opportunity to step back and consider moving beyond reacting to change and anticipate and embrace it instead.

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ONE SCHOOL TWO CAMPUSES: OUR COMMUNITY Students

Staff

Greek

3

2

8

Hungarian

3

1

Indian

69

1

Indonesian

3

Nationality

Students

Staff

American

160

42

Australian

4

Belgian

2

Bosnian

Nationality

2

Nationality

Students

Staff

South African

8

1

Spanish

14

1

Swedish

6

Syrian

1

Brazilian

6

1

Irish

1

7

Taiwanese

1

British

18

24

Italian

11

2

Turkish

4

1

Japanese

99

2

Vietnamese

1

28

1

Bulgarian Canadian

10

10

Korean

Chinese

20

1

Malaysian

1

Mexican

12 3

Croatian

1

Cypriot

1

Pakistani

Czech

5

Filipino

Danish

4

1

Polish

8

Dutch

6

1

Portuguese

6

Ethiopian

1

Romanian

3

Finish

1

Russian

3

French

10

2

Saudi Arabian

6

1

Serbian

49

Singapore

Gambian German

185

1

2

1

1

2 2

IN S PIRE . CHALLENGE . S U PPORT. 3

DRIVING LEARNING FORWARD

eleven values

십일

After completing our latest Strategic Plan in 2017, the school celebrated our highest IB scores in history, excellent college acceptance, record breaking enrolment and many other positive metrics that fully attest to our leading education for internationally minded families. Coupled with a need to review our facilities and address changing expectations for 21st century schools and learning in general, the School Director and Board of Trustees has embarked on an ambitious review of what makes an ISS education special while at the same time opening dialogues concerning how the future will change education and how best we can prepare for said changes.

“Like this Driving Learning Forward process, we need to learn how to listen, share, create, transform and then learn again.”

Student Comment, DLF 2018

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Independence Self-advocacy, Togetherness in Diversity, Individualism in Internationalism, Expert and the Generalist Context 21st Century Skills, Social and Emotional Understanding, Real Life (relevance) Approaches to Learning-Ideas Feedback to Students & Parents, Student Agency, Parents as Partners, Student work/life balance, Transition in and out of ISS, Ways of differentiation, Student workload Community Local expertise-parental, local companies, Embedding multiculturalism & German culture, Using technology, Reducing culture clustersmixing up groups

PHASE 1 WHAT WE VALUE FOR THE FUTURE OF EDUCATION Capturing the ideas, passions and collective reflection of the ISS Community took the entire fall of 2017. We began with a series of community meetings that included gathering with Student Councils, Faculty meetings and Leadership meetings. In addition, the entire community was given a series of questions in a survey to identify what we value most about education now and for the future. We amassed nearly one hundred pages of feedback that was carefully collated and organized into nine values by a representative steering committee and subsequently, the school leadership teams.

Skills Math skills, Basic literacy skills, STEAM skills, Synthesizing/sorting knowledge, Adaptability, Critical thinking Collaboration Relationship building between the sides of the triangle (students, parents, teachers), Group learning Communication Interlingual, Language acquisition, Multilingual, Reporting and Assessment: communicating for learning, Setting clear expectations Balance Readiness for learning: Fresh healthy food, Social skills, Study skills, Mental health, Chill

WHEN ASKED “HOW WILL THE FUTURE CHANGE LEARNING?�

Character Compassion, Respect, Growth Mindset, Confidence, Tolerance, Open-minded, Humility, and Accountability

44%

referred to the impact of technology

24%

mentioned the necessity of individualized or personalized learning

20%

spoke about the importance of life balance or recognizing human attributes

18%

emphasized global perspective & sustainability of the planet/environment

15%

noted the rising importance of presentation & communication

12%

felt that experiential, relevant connection with the world outside of academics was essential

10%

discussed the rising importance of creativity & collaboration

IN S PIRE . CHALLENGE . S U PPORT. 5

one hundred

pages of feedback

PHASE 2 HOW CAN WE IMPLEMENT OUR VALUES? Through an additional round of an internal and anonymous survey, feedback posters, a twitter feed and email opportunities, ISS collected specific actions or ideas to help realize the above values. As before, a representational committee of students, staff, parents and leaders met to process the feedback for the full compendium. The summary of all this processing led to a compilation of patterns in the feedback for each of the above values and a compilation of actions. Then the school leadership team met and discussed the values and the actions and aligned them under three areas of emphasis: Learning by Design, Driving Learning Forward and Learning Matters.

Learning by Design

Driving Learning Forward

Learning Matters

INNOVATION

COMMUNITY

CONTEXT (RELEVANCE)

Science, Technology, Engineering, Arts, Maths Problem Solving Presentation Literacies

The Triangle Respect Intercultural Awareness Safety Sense of Belonging

Experiential Learning Making Connections Global Perspective Sustainable (Human Impact) Intercultural

CREATIVITY

COMMUNICATION

COMPETENCIES (LEARNING TO LEARN)

Design Reflective Thinking Embracing Mistakes

Languages Transparency Personal/Cultural Expression

Differentiation Inquiry and Research Critical Thinking Synthesis Interdisciplinary

INDEPENDENCE (AGENCY)

COLLABORATION

SKILLS

Goal Setting Academic Learning Social/Emotional Learning Self Management

Relationships between the Triangle Teaching, Facilitating, Coaching Role Modelling Social Skills

Language Acquisition Dual Language/Home & Family Language, Writing, Engineering, Technology, Coding, Math

CHARACTER

BALANCE

Perseverance Ethics Adaptability Service Open-minded Happy

Mindfulness Physical/Mental Health Nutrition Environment (Facilities)

3themes 6

“Rather ask questions than give answers.”

DLF Steering Committee Member, 2017

PHASE 3 DEVELOPING THE VISION During this same period, the Board of Trustees (BoT) researched leading international schools in Asia, Europe and North America. Some schools were visited, others were represented by video conferences with their leaders. The BoT reflected on their research during a retreat with external educational leaders and reviewed all the Driving Learning Forward feedback in order to develop the following vision statement and to prepare for our school’s future.

The school wishes to thank the Degerloch Campus Parent Advisory Council and their two leaders, the leader of the Sindelfingen Campus Parent Council, the student leaders, the staff representatives and of course, all those who took the time to participate in this inclusionary activity that will go a long way to informing our strategic leaders as to the next steps in our school’s evolution.

VISION STATEMENT OUR ASPIRATION Our Vision is to place learning at the core of all that we do.

Learning at the International School of Stuttgart combines an individual’s predispositions and experiences with the acquisition of skills, knowledge and understanding, to nurture and develop character and intellect.

For 35 years, ISS has provided world class education for globally mobile international and internationally minded families. We have supported student learning and we have supported the increasingly diverse needs of those companies and individual families who support the economic vision of Stuttgart.

Now we wish to be a beacon of learning for humanity.

We want to deliver dreams for a future filled with opportunity not only for the students in our school, but for learners throughout Baden-Würtemberg and the world. The school would like to build an exemplary

learning environment that reflects the innovative, engineering spirit of our host city through STEAM. • We want to build partnerships that promote achievement beyond potential in measurable, recognizable ways.

• We want to reframe the role of the classroom and the teacher to engage and embrace challenge and success for each individual.

• We want a community that collectively imagines not only how we can learn, but why.

• We want our students to understand that learning matters.

• We want our students to learn by design.

Keeping our tuition competitive and yet accessible to local families, we seek support for our vision of the future to build cutting edge programming and an exemplary learning environment. We want the broader ISS community and all those who support it to drive learning forward in ways that will inspire and realize dreams.

IN S PIRE . CHALLENGE . S U PPORT. 7

IB MIDDLE YEARS PROGRAMME

fortythree points

The ISS Class of 2018: 52 full IB MYP students achieved a pass rate of 94%, with an average score of 43 points which is above the world average of 32 points. Although many students attained personal successes in this programme, one student obtained an impressive 55 points across all eight subjects.

In both of the of the externally validated results, that of Personal Project (PP) (a precursor to the Extended Essay in the Diploma Programme) and of the Interdisciplinary Learning on-screen assessment, reports indicate that our students continue to perform better than their world-wide counterparts. The average score this year was 5.35. This is 24% above the world average of 4.03. This is the fifth year in a row our students average score has been an average of 12% higher than world averages.

四十三 “I would love to see us working with Stuttgart as an employer more.There are so many resources here.”

DLF Steering Committee 2018

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steam SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATH (STEAM) Recognizing our city’s unique leadership role in engineering, STEAM at ISS also encourages interaction and integration with the successful international companies here in Stuttgart that exemplify the STEAM philosophy and practice. Lastly, STEAM, in alignment with our International Baccalaureate Program encourages interdisciplinary opportunities to provide context and relevance to STEAM learning.

ISS STUDENTS VISIT TRUMPF In April, a group of Grade 11 students had the opportunity to visit the company Trumpf in Ditzingen. This was made possible by the organisation Volunty, which provides opportunities like this to students who give service to the community, such as our DP students do in their CAS program. The founder of Volunty is an ISS Alumnus.

The students had the opportunity to meet with Dr. Leibinger, vice chairman of the managing board and CTO, and also enjoyed a tour of the facility to see the technology up close. One ISS student remarked that “we learned a lot about the company and their business, helping me understand how what we learn in theory in Business class applies in a real-life industry. We also got to see the laser technology in action and how the sheet metal is precisely cut… the office building looked like nothing we had ever seen before - with art and lights and comfy chairs…it seemed to be an amazing place to work!”

ISS has begun investing in programs and environments that support computational thinking, efficient collaboration, sophisticated communication and innovative/creative design thinking for all our constituencies. We want to realize a vision of ISS learning that provides local and global opportunities for real life context and relevance.

2017/18 was a very successful year of implementing and recognizing the full extent of what we are already doing to support this key area of identity and differentiation for ISS. In fact, both our MINT and DIGITALE SCHULE applications submitted in 2018 have been recognized as exemplary to the degree where the authorities are asking our staff to guide future German school applications.

IB DIPLOMA YEARS PROGRAMME

96%

passing rate (world average of 79%)

55% 32

awarded a bilingual IB Diploma

average points (world average of 30)

AVERAGE SCORE RESULTS 2018 ISS

10%

WORLD

English Language & Literature 5.68 5.1 German Language & Literature

5%

8%

9%

7%

5.44 5.2

Language Acquisition

5.99 5.50 Individuals & Societies 5.26 4.81 Experimental Sciences 4.57 4.25 Mathematics 4.42

1%

19%

4.40 5.49

Arts

4.47

IN S PIRE . CHALLENGE . S U PPORT. 9

In the fall of 2017, ISS was recognized by the German authorities as a MINT-freundliche Schule (STEM friendly school with a score in the highest band of evaluation “sehr gut bis exzellent”). Accomplishments thus far include: • Hiring a world recognized Design teacher who will lead our curriculum and implementation review of a new program that aligns with our STEAM goals.

• Development of computer science opportunities such as the creation of adventure games using HTML and CSS (Grade 6), FLL robotics programming (Grade 7), using Javascript during an animation unit with the assistance of Unity and Blender software (Grade 8) and many of the middle school students enjoy clubs such as FFL Robotics, Robotics Club and Maker Club.

• Aligning and implementing learning objectives defined for the use of digital media based both on the ISTE standards (International Society for Media and Education) and on the standards of the IB programmes.

• Math instruction initiatives and expanded time in both our Lower Schools.

• Greater emphasis of natural design through our Waldpedagogik program.

• Coordinated our school’s first participation in MIT’s Global Teaching Labs initiative, leading to our hosting of Brian Zhong in Degerloch with his Chemistry/Biomaterials/Polymer Science specialisms, and Jacky Ziang in Sindelfingen with his 3D-Printing/Medical Applications/Electrical Engineering specialisms.

• Continued development of the Erasmus EuroPlay Initiative.

• Development of the Inventors’ Club and a re-branded STEAM Science Club as an Inventors’ Club.

• Developed participation in the JugendForscht/SchülerExperimentieren prestigious national competition.

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TEACHING LEARNING COMMUNITIES TO FOCUS GROUPS The International School of Stuttgart spent time working with collaborative teams of teachers from all parts of the school to transform various learning communities to strategic focus groups based on staff and leadership selected priorities. We then aligned these priorities to fit within accreditation expectations.

leadership initiative DISTRIBUTED LEADERSHIP INITIATIVE If there was one thing that has positively affected the quality of our education it would be our initiative to restructure and promote shared leadership and collaborative, whole school teams. We have moved away from subject silo leadership to a more focused, project or task-oriented approach to support the notion that every member of staff can be a leader. The key was to evolve from simply changing a structure to building a culture where we create “learning leaders” that focus on: • • • •

Learning impact Understanding change Having a can-do attitude Building powers of empathy and respect I N S P I R E . C H A L L E N G E . S U P P O R T . 11

This initiative has captured the imagination of schools all over the world. We receive inquiries on our new structure on a weekly basis and have been invited to present our new leadership initiative in numerous conferences. We have also become a pilot school for the ECIS Leadership Certification program and our BRIEF solution-based thinking training has changed the way our team structures communicate and collaborate.

In addition to the empowerment of staff, and increased leadership opportunities, there has been far greater collaboration on curricular design, common standards and expectations between both campuses. There is a greater sense of inclusion and sharing of ideas. Four times, this year, the School Director met with all of the school leaders to conduct a “Leadership Workshop” that focused not on specific subject or coordination responsibilities, but on leadership skills in general.

Comments from these leaders note the following achievements: • Members of departments feel valued/are stepping up/motivated to take on extra responsibilities.

• Communication with teachers is streamlined.

• Our EAL initiatives are effective. Teachers, assistants and interns have had the opportunity to take part in the TESMC (Teaching ESL Students in the Mainstream Course). It provides teachers, working across the curriculum, with successful classroom strategies for improving the learning achievements of all their students, with a focus on their ESL students. Our first cohort graduated in June 2018 with 12 staff members receiving their certificate.

• We expanded digital learning workshops and use of variety of digital tools.

• Student voice program successfully established a healthy review on “respect.”

• Curriculum math review has been cohesive not just horizontally but vertically. We also promoted math as a language and weekly check-ins.

• The Academic Council has evolved from representing different divisions to looking beyond ISS and following a uniform process.

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“Taking scientific courses in the IB definitely prepared me academically for medical school. However, the IB also and perhaps even more importantly, taught me how to study in a disciplined, productive and effective way.

Now when I have multiple projects or exams in one week I rarely struggle with time management because I was able to acquire and polish this skill during the IB.” Esther Massler, Class of 2016

future leaders COLLEGE RESULTS

The graduating class of 2018 have gone on to study a wide range of subjects including: Liberal Arts, International Relations & Politics, Anthropology, Computer Science/Engineering, Chemistry, Chemical, Math and Physics, Engineering, International Business, Politics & Sociology, Liberal Arts & Sciences, Leisure & Event Management, Business Administration, Media & Communications, Primary Education, Communication Science, Mechanical Engineering, Accounting & Finance, Clinical Psychology and English Literature.

Students matriculated at the following universities in the Autumn of 2018: American University of Paris, Cologne Business School, Ecole Pierre & Marie Curie, Hanze Uni of Applied Science, Hult, IE University, Leiden University, NHL Stenden, Nyrenrode University, Reutlingen University, Royal Holloway University, RV Bangalore, Stuttgart University, University College Utrecht, University of Amsterdam, University of Bath, University of Leeds, University of St. Andrews, University of Sussex, University of Twente, University of Utrecht and Warwick University.

In addition to the above, ISS has had an impressive college list in recent years, with graduates going on to study at leading colleges and universities world-wide, including: Columbia University, Cornell University, Dartmouth College, Georgia Institute of Technology, John Hopkins University, College of William and Mary, Tufts University, University of Virginia, Wellesley College, University, St. Gallen University, Stuttgart University, Technical University of Munich, University of Science and Technology and Karlsruher Institut für Technologie (KIT).

I N S P I R E . C H A L L E N G E . S U P P O R T . 13

友情

voices & volunteers “Parents need to support the school for what it is, not make it what they know.”

Parental Comment, DLF 2017

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PARENT VOICES & VOLUNTEERING 2017/18 was the year where ISS redesigned and re-purposed some of our voluntary organizations on our Degerloch Campus. We were inspired by the practice of our Parent Teacher Group and Parent Council on our Sindelfingen campus. We also wanted to focus our parental groups on more specific tasks, as exemplified by our leadership restructure in the school. The idea was to move away from “ownership” and like most forward thinking organizations and corporations in the world. We also wanted our parental volunteers to focus on developing and supporting “friend raising” more than fund raising. For example, the goal of the PTA in Degerloch, is to no longer raise money for a ‘signature’ gift, but instead create opportunities for the community to have fun and get to know one another. The Degerloch Booster Club also decided to focus its role on being a part of our athletic tournaments remaining one of the most respected parental teams in GISST for their superlative support.

ISS Degerloch also implemented our Degerloch Parent Advisory Council (PAC), a group of parents who represent a series of grade groups, K-2, 3-5, 6-8 and 9-12 to meet with the School Director on a quarterly basis to discuss initiatives and to share information and concerns in a constructive manner. Both the Degerloch PAC and the Sindelfingen Parent Council proved to be instrumental in organizing a series of events to support our “Driving Learning Forward” initiative and all the organizations provided wonderful opportunities for our community to be together including the Multicultural Night in Degerloch, the Career Days in Sindelfingen and the MASH party in Stuttgart.

Please do follow their activities on your community portal!

I N S P I R E . C H A L L E N G E . S U P P O R T . 15

ALIGNING ASPIRATIONS WITH STANDARDS 2017/18 was the year where our school reviewed which external agencies and protocols would best accredit our strategic and quality goals. Accreditation is an important authorization that not only validates our ISS Diploma for North American university acceptance, it also provides an external set of standards that allows us to pursue best practice education.

Traditionally schools like ours have had two program accreditation; the New England Association of Schools and colleges and the Council of International Schools. For years these two organizations have synchronized their visits and standards such that it was easy to complete both protocols together and in alignment with the International Baccalaureate. Two years ago, however, both authorities changed their protocols and systems such that it was feared that neither organization would be able to synchronize a visit anymore. ISS and the Association of German International Schools have taken a leading position in resolving this situation and our new approach of aligning our Driving Learning Forward strategic initiatives with the new protocols has been selected as a world-wide exemplar for other international schools. In coming years we will: • • • •

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Utilize the Learning Principles of the ACE (NEASC) accreditation for the entire community, aligning our learning vision with the language and practice of the transformational ACE approach.

Align focus groups and committees with the ACE framework and work with volunteers on an annual basis to review where we stand as a school on the ACE continuum of learning principles.

Work with our Parental organizations to align our satisfaction surveys with accreditation surveys.

Utilize the CIS framework for foundational and safety standards.

accreditation

“I think of the future of learning as those images of the synapses in our brain, or one of those interactive maps that show flight patterns.We are going to be very digitally connected, changing constantly, and if not careful, rather fractured.

Learning will have to be about navigational skills.We will all learn to navigate how we get information and how we use it. Learning will be about analysis and critical thinking.�

STAFF COMMENT, DLF 2018

I N S P I R E . C H A L L E N G E . S U P P O R T . 17

campus

SINDELFINGEN HIGHLIGHTS Our Sindelfingen Campus welcomed a new Assistant Primary Years Principal and the introduction of new leadership posts. It is the first time Sindelfingen had consistent whole school leadership throughout a number of leadership teams.

This was a year that also saw the most students the campus has ever had. Other highlights include: • Service and Action and Approaches to Learning ideas presented and discussed by world recognized 18

leader Catheryn Berger-Kaye • Seeking parental expertise through Parents as Partners (clarifying expectations for Service as Action projects – providing models, particularly for the new PAC parent group in Degerloch) • Successfully re-introducing Peer Mediation in alignment with CARE and a Student Voice initiative • Developing further STEAM initiatives and continuing leadership with Erasmus projects • Preparing MYP Sindelfingen Authorization and integrating MYP students with whole school electronic assessment

highlights DESIGNING PLAYGROUNDS TO FURTHER MATHEMATIC AL UNDERSTANDING 2017/18 was the first year of ERASMUS EuroPlay STEAM playground project focusing on international collaboration and design thinking and planning with partner schools in Poland, Italy and the UK. Students were tasked with looking at data that they had collected from their schools and using it to begin designing their playground spaces. They worked with ISS design specialist teachers to refine their design goals and draw up initial plans.

These plans were then taken to the local Playground architecture and design studio, Kukuk, where the students spent the day learning alongside professionals and doing some hands on model building of their own.

“Teaching is an art, not a science.”

DLF Staff Member Comment 2018

DEGERLOCH LOWER SCHOOL HIGHLIGHTS 2017/18 was a year characterized by evolving leadership roles and an emphasis on math instruction, particularly in our fourth and fifth grades. Our MAP testing pilot has also proven successful and we have already seen successful data indications of our efforts to develop numeracy skills. Our implementation of an expanded EAL program, along with the establishment of the GAKKEN program has supported our increasing numbers of Japanese students.

Other highlights include: • Further application of learning data outcomes using ACER/Fountas and Pinnell/Oxford Reading and placement assessments for more personalized learning and planning.

• Initial preparation and communication of the new Primary Years Program to start in the fall of 2018.

• Application of BRIEF thinking protocols in all areas of school life, including counselling appraisal (of new and second year teachers), Goal Setting as well as Strategic Planning.

• Significant and sustained positive impact of PYP trained teachers in the ARTS- Art and Music.

I N S P I R E . C H A L L E N G E . S U P P O R T . 19

DEGERLOCH UPPER SCHOOL HIGHLIGHTS The consolidation leadership with clearly defined supporting roles in the Upper School leadership team has led to better communication, greater accountability and more efficient systems and processes.

There is no question that the new leadership structure had its greatest impact on the Degerloch Upper School with a now very unified and effective team of program and pastoral leaders supporting the Upper School Principal. Educational goals this year focused on our adjustment to the new daily schedule and the inculcation of an excellent cadre of new teachers. Students continue to be involved in holistic pursuits and we cannot overlook the significantly successful implementation of the MYP E Assessment.

Other highlights include: • More time for inquiry and more time for delivery of DP HL subjects.

• The development of DP and MYP CORE/Advisory programmes have introduced 4 themes across the school year with the advisory unit concepts being mapped out with sequenced activities and resources for HR teachers/ advisors.

• Service As Action was something that needed development as such we organized a "Service Fair" at the beginning of the year. A whole-day event for grades 6-10 with individually planned sessions to help students become more familiar with the learning outcomes, global contexts and S&A requirements for the year.

• A successful delivery of the first eAssessments session in the Middle Years Programme (MYP).

Students participated in the MYP eAssessments for Mathematics and Language and LiteratureEnglish/German, Individuals and Societies and Sciences and for Interdisciplinary Learning. There was extensive preparations of students in the use of eAssessment platform.

• We continue to consolidate our partnership with Laterna Study Skills with revision/exam skills workshops with over 60% of cohort participating.

• We have continued to consolidate our Oxford Study Course program by organising two weekend revision workshops for Grade 12. 42 students participated in 6 different subjects on offer.

• We have grown our ISS speaker series by having seven different external speakers for Advisory and after-school workshops on different themes from current affairs/academic issues.

• We have expanded our College Fair to 60+ universities and increased visitor attendance.

• We have achieved membership of the BridgeU Customer Advisory Board • The profile of school further raised evidenced by invitation to speak at annual International ACAC conference and selection for invite-only tour of the Netherlands universities

“We need to use the languages the students speak.”

DFL STAFF COMMENT 2018

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muniss

MODEL UNITED NATIONS AT ISS (MUNISS) MUNISS 2018 was a great success. There were approximately 550 participants from over 30 schools around the world involved in three days of intense committee sessions at ISS. Held in our newly refurbished Gym with new flooring, our students moved every table and chair we possess in the school to accommodate the active debates. Delegates debated many different topics from labor rights and chemical attacks to the militarization of the seas.

It was impressive to see a MUNISS leadership team run a conference of this size and quality. From organizing housing accommodations, gourmet catering, communications with many nationalities around the world, MUNISS snapchat filters and producing magazines and professionallyled ceremonies and parties, the 11th annual MUNISS conference was a wonderful representation of our school and the commitment of our students.

ISS IB LEADERSHIP Our goal of promoting ISS to the world-side IB Community is evidenced by ISS faculty being asked to present in IB Global Conference in Vienna. The presentation will highlight the success of the IDU on Contemporary Dance that was organized between PHE and Arts departments. We have also hosted visiting leadership team from Danube International School and Schule Schloss Salem on school visit with other IB coordinators. We offered our first DP training cluster workshop for 22 teachers from across Southern Germany with IB trainer for new Lang B course from September 2018 and an ID DP Coordinators round table with representatives from six different schools with leadership, counselling, CAS, EE and admissions involved.

I N S P I R E . C H A L L E N G E . S U P P O R T . 21

performing arts

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Upper School Drama continued to shine in the year 2017/18. Opening with the sensational musical adaptation of the Who’s Tommy, the show presented a new high for technical and visual integration with superb dance, singing and musical talent.

The Spring production of Antigone also revealed the power of ensemble acting and a genuinely creative adaptation of the Greek classic.

Students in the Degerloch Lower School participated in a wide range of performances including celebrations of St. Martin, St. Nikolaus and Fasching, unit of inquiry productions about sharing the planet, the African fable Why Mosquitoes Buzz in Your Ear and the Grade 5 showcase of their memories and time in the PYP through dance, song, rap and comedy sketches.

In Sindelfingen, 26 students (and five teachers) many of whom were first time actors, produced the play HOODIE that featured 17 vignettes from middle school life such as troubles with the cool cheerleader, worrying what to wear for school, confusing about changes to young voices and bodies, and troubles with parents.

sports GISST Championship: Track & Field Varsity Girls GISST 2nd place: Tennis Varsity Boys GISST 2nd place: Varsity Girls Basketball GISST 2nd place: U14 Girls Basketball GISST 2nd place: Swimming Varsity Girls GISST 3rd place: Volleyball Varsity Girls GISST 3rd place: Swimming U14 Girls GISST 3rd place: Swimming Varsity Boys

2 x Sportsmanship award (Varsity Boys Basketball & Tennis Varsity Girls) The ISS swim team received 9 Gold medals, 16 Silver medals, and 10 Bronze medal at the tournament in Frankfurt. One student set two new GISST records at the swim tournament and won 4 gold medals in 4 competitions.

I N S P I R E . C H A L L E N G E . S U P P O R T . 23

Our mission is to inspire, challenge and actively support our students and each other to become positive participants in a changing world.

We believe in the importance of: Innovation: Emphasizing creative problem-solving and confident adaptation to change.

Respect: Fostering empathy and integrity to nurture a caring responsibility within a diverse cultural community.

International School of Stuttgart e.V. Sigmaringer Str. 257 70597 Stuttgart Germany Tel +49 (0)711 76 96 000 iss@issev.de www.issev.de

Engagement: Challenging and inspiring understanding through active curiosity and individual involvement in learning.

Relevance: Accessing and discerning real life connections between intellectual experience and the changing world.

The ISS experience inspires its learners to develop a sense of pride and commitment to making a difference. A transparent and reflective partnership between students, teachers and family is fundamental to our mission.

@SchoolStuttgart www.linkedin.com/company/international-school-of-stuttgart/