Taipei American School THE WINDOW | Fall 2018

TAIPEI AMERICAN SCHOOL THE WINDOW FALL 2018

MISSION

Taipei American School is an innovative 21st century learning community. Our mission is to inspire each student to be a confident, creative, caring, and moral individual prepared to adapt and succeed anywhere in a rapidly changing world. We provide an American-based education with a global perspective that results in a love of learning, academic excellence, a balanced life, and service to others.

VISION

VALUES

Taipei American School offers opportunities for students to reach their full potential to become caring, competent, knowledgeable young people who are dedicated to making a positive difference anywhere in the world.

COMMUNICATION

Effective communication is essential to a trusting, informed community. Thus, in a continuing effort to expand authentic communication, Dr. Hennessy joined LINE, a popular messaging service used by our school community. To friend her, please scan the QR code.

Through this channel, the goal is to strengthen communication on matters relevant to the school. Ask questions and share your thoughts, and Dr. Hennessy will do her best to respond. She is the only one who will see your comments, so you can be candid and open. Please make sure to identify yourself in your initial message and adhere to the school values.

Grit, Determination, a nD r esilience: critical to success

By Dr. Sharon D. Hennessy, Head of School

NINETY-FIVE YEARS AGO, an epic speech by Nobel Prize winning United States President Theodore Roosevelt attracted great attention, and of all that I have read throughout my long career none has been as inspiring to me, personally. Let me share it with you and I hope you will enjoy it, whether this be the first or fiftieth time you have felt its power. President Roosevelt said:

“It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust, and sweat and blood; who strives valiantly; who errs; who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.”

Graduates of the class of 2018, members of the Board, parents, grandparents, family, faculty, and friends – it is an honor to stand before you today and speak at Taipei American School’s sixty-eighth commencement exercises. My remarks today are meant to urge you to “Dare greatly,” for the world is counting on you and your generation to address multiple societal problems. Graduates, you have beside you, in back of you, and in front of you your families, your friends, your mentors, your supporters – all the people who have guided you along this

almost completed, wondrous journey called high school. We need your grit, your determination, resilience, and your strong moral code. It is time for you to contemplate whether you will be the critic who watches on as others try to make this world a better place, pointing out the missteps and stumbles, or be the man or woman in the ring actually doing what it takes to succeed anywhere in this rapidly changing world while making that world a better, safer, and more welcoming place to be. You are the future, and you are well prepared to succeed, indeed to excel. But the times they are a changing, and we need even more from you.

There is so much at stake, high stakes, in the world today. Perhaps there always has been and it just looks or feels a bit more challenging. We want you to be happy, and the Dalai Lama points out that “happiness is not something ready made. It comes from your own actions.” We need your actions to be consistent with the values you have learned right here in this School and in your homes. While everyone here today wishes you roses and blue skies, the situations that await you, most positive but some inevitably unforeseen, unavoidable, and negative, will demand your adherence to the TAS values you have learned and followed while under our care. But one more attribute set will be absolutely essential to your success and happiness, and that is grit, resilience, and determination. And Robert Kennedy, a man who showed true grit and grace through tragedy and loss said, ”Only those who dare to fail greatly, can ever achieve greatly.” You too have the capacity to achieve greatly, and we who watch from the grandstands –your faculty, family and friends – wait with equal parts admiration and anticipation to see what you have in store for this world of ours.

Your parents and faculty have spent the past 18 years preparing you for what lies ahead, helping you to greet challenges with grit and determination. Sometimes it was a coach on the athletic field. Perhaps a vocal or instrumental teacher, or a demanding teacher from another course. Perhaps it was a parent or grandparent. As your next stage unfolds, the chapters of your stories will undoubtedly include great dilemmas as well as great successes. Please let me be clear: I have no doubt that you will find a great measure of success in the coming years, and they shall mark the high points of your studies, your personal lives, and eventually your careers. However, a word of caution- I also have no doubt that these many triumphs will not come without also experiencing a requisite amount of failure. Your resiliency, your grit, your determination will be the attributes that carry you across the troubled waters, whatever the storm may be that causes those rough and dangerous waves.

Graduation addresses often call upon the speaker to offer sage advice about shortcuts to, or a formula for success. While I am sure that you are all prepared for and will find success in your own ways, I cannot tell you the key to success, but I agree one-hundred

percent with popular British musician and songwriter – a true poet for our times – Ed Sheeran that “the key to failure is trying to please everyone.” Most of you will leave our beautiful island for other lands, places where the people are perhaps not so welcoming, the expectations not clear, the temptations ubiquitous. Racial tensions, drug dependency, a lack of respect for diversity, and a prevailing wind that blows a meanness of spirit, An “us against them mentality”–some of this is bound to touch you and try to infect your spirit. Many of you will soon need to speak up and speak out as you have been well prepared to do. Martin Luther King wrote that “our lives begin to end the day we become silent about things that matter.” Drugs are a curse; racism is despicable; discrimination is wrong, and yet you will be with people, some who seem like good people, who embrace and practice these and more. There are NOT two sides to every belief, one right and one wrong. Some are just plain wrong. People may be entitled to their opinions, though many of those opinions are inherently nefarious, but they are not entitled to their own facts. You will be in new settings, longing for the closeness and camaraderie you have experienced here under the guidance of the best faculty anyone can hope for, from earliest grades to your senior year. You will want to be successful in forming relationships, making friends, recreating the climate you have come to expect. If you do so by trying to please

everyone around you, winning an empty popularity contest by sacrificing your moral code for the trophy of belonging no matter what the price, if you try to please everyone, you will fail. Right is right even if no one is doing it; wrong is wrong even if everyone is doing it – this is usually attributed to St. Augustine.

You are all graduating from Taipei American School, and as I said earlier your experience with disappointment varies. Some of you have had brushes with this unfortunate emotion, some of you have been leveled by loss, but I believe it is safe to say that most of you have not. And that is ok, but do understand it will come. These disappointments will be greater than the odd low grade here or there. The disappointment will manifest itself in a greater manner. Look around, not all of us gathered here today are inexperienced in disappointment. Some have stared at the beast with a range of emotions: anger, sadness, rage, denial, or bitterness. They heard the call of despair but found the determination, the perseverance and the grit to push on, to carry forward, and maintain their journey through the headwinds. They overcame and found their success for having done so. We need you to accept responsibility for shaping the future, your future, our future. Do not be the perennial critic who finds fault with the ideas of others but offers none in their place. Get in the ring!: “Success is not final, failure is not fatal; it is the courage to continue that counts.” (Winston Churchill)

This thing called “grit” is the stubborn refusal to quit, no matter how bloodied, dusty or dirty you may become. And we need your grit to raise you up to focus not on who is responsible for the errors of the past, but what can be done to create a better future. We need you to be, as Roosevelt said long ago, one “who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never

be with those cold and timid souls who neither know victory nor defeat.”

Congratulations class of 2018, and may all the great achievements you seek in life be yours, and may you carry within you the grit, determination and resilience that will surely at some point be needed to make your hopes and dreams a reality. You can take on this heavy mantel, for you who graduate today have experienced a program second to few taught by a faculty second to none, and the School’s Values— kindness, respect, responsibility, honesty and courage—coupled with the grit and determination you must continue to develop—are exactly what our world, our country, our cities, and our societies long for today.

I would like all faculty members, from KA through our Upper School to stand and be thanked for their role in preparing you. And now, would the parents all stand to be recognized and thanked. And now, would the great grandparents? Please stand. And, are there any great grandparents in the audience? And now, Class of 2018, JIA YOU!

性。我們希望你們 快樂，達賴喇嘛指

- 你們的教師、家人和朋友 - 等待著以同 等份的讚美和期待，看看你們為這個世界儲存了什麼。 你們的父母和教師在過去18年中為你們迎接未來挑戰做了準 備，幫助你們以勇氣和決心迎接挑戰。有時候是運動場上的教 練。也或許是一位聲樂或樂器教師，或另一個課程要求嚴苛的 教師。也許是父母或祖父母。隨著你們下一個階段的展開，你 們故事的章節無疑將包含巨大的困境以及龐大的成功。請讓 我說清楚一點：我毫不懷疑，在未來幾年你們會很成功，成功 將標記出你們學習的高峰，你們個人的生活，及最終你們的事 業。然而，謹慎的說法 - 我也毫不懷疑，如果沒有經歷必要的 失敗，這些勝利也不會成為現實。無論風暴如何引發粗暴且危 險的浪潮，你們的韌性、勇氣和決心，將成為能穿過混亂水域 的因素。 畢業典禮經常要演講者就捷徑或成功模式提出忠告。雖然我確

pri O ri T

Boar D of Directors priorities

By Joseph Hwang, Chair of Governance Committee, TAS Board of Directors

The Taipei American School Board of Directors welcomes back the TAS community as we begin another exciting year. Just as our students, faculty, staff, and administrators anxiously await the first day of classes, we too approach the new school year as an opportunity to advance our goal of continuous improvement as we further the 2016-2021 Strategic Plan and constantly seek to improve our effectiveness for the good of the School and its students.

Each of our Board members take seriously and remain guided by three primary roles:

• Ensuring the integrity of the mission as it relates to past, current, and future stakeholders.

• Ensuring the financial health and oversight of the School, including fundraising, setting tuition, taking on debit, building facilities, etc.

• Hiring, nurturing, evaluating, and supporting the Head of School.

Our decision-making works to raise the TAS reputation and standing internationally while meeting all our short- and long-term fiduciary responsibilities. We as a Board work diligently to make sure that our School’s mission serves as a guidepost for all major decisions and school operations. The Board of Directors continues to receive twice yearly training to keep with best board governance and practices in line with the highest non-profit board standards in the world. Our Board recently participated in two days of training and meetings at the end of September with renowned governance consultant Mr. John Littleford. Mr. Littleford is the founder of Littleford & Associates, an international management consulting firm, specializing in advice for independent and international schools, colleges, and non-profit organizations. He has experience in training and guiding school governing bodies at the leading independent schools in the United States and the world, including several other IASAS schools. Prior to his career in governance consulting, Mr. Littleford served as Head of School for 18 years, a teacher for 25 years, and a board member and chair of schools and nonprofit agencies.

Over the course of our recent training session with Mr. Littleford, the Board of Directors:

• Worked with the administration team to assess execution of the School’s current strategic plan

• Held orientation for new board members as well as governing training for all board members

• Worked on strengthening Board and Head of School evaluations

• Worked on strengthening Board governance

• Worked on formulating the Board’s key tasks for this school year

After a close review of the School’s mission and our current five-year Strategic Plan, we have set our annual priorities, or “Board Whales” as they are called, for the 2018-2019 school year. We are glad to share them with you, our fellow TAS community members:

1. Monitor the execution of the 2016-2021 Strategic Plan

2. Monitor ongoing leadership development and transition of Upper School and Middle School principals

Wasc r e-accreDitation 2018

By Dr. Sharon D. Hennessy, Head of School

The Western Association of Schools and Colleges is one of several US Department of Education regional and national accrediting agencies; it is the agency assigned to evaluate and determine accreditation worthiness of most of the schools in Asia, including TAS. The accreditation process is complex, detailed, and intense, and the single fact we all recognize is that colleges and universities in the United States expect applicants to come from “accredited schools” with very few exceptions (homeschooling for example). For every TAS student aspiring to postsecondary education, maintaining the accreditation of TAS is critically important.

From April 8 to April 12, 2018, a distinguished group of educators assigned by WASC to constitute the Visiting Committee examined every aspect of our educational program as well as issues of governance, finance, climate, and enrollment. Many parents participated in the exhaustive self-study, which took place over 18 months, joining in focus groups with faculty, administrators, and Board members to explore critical areas. The self-study provides a school with the opportunity to examine itself, ask the hard questions, and debate the responses to them in meaningful settings. Our self-study was made available to all of you in March on the TAS website and it represents a wealth of information and a daunting amount of hard work.

The responsibility for the organization, self-reflection, focus group meetings, and the written agreed-upon conclusions fell on the shoulders of Deputy Head of School Dr. Catriona Moran, who was ably assisted

by Mr. Peter Kimball. Certainly, many other faculty members and administrators joined with parents and Board members to achieve the comprehensive report referred to as the School’s self-study. However, it was Dr. Moran who took on this massive responsibility, in addition to her regular Deputy Head duties AND acting in my stead for seven months this year as I recovered from significant surgeries. Everyone should be most thankful to her for this critical work; no one could be as appreciative and grateful as me.

We were fortunate to have Co-Chairs of the Visiting Committee who are themselves highly distinguished educators. Dr. Debbie Reed achieved forty years of educational leadership experience in the best of America’s public and private schools before leaving the Head of School position at Polytechnic School in Pasadena, California. Dr. Harlan Lyso was named Superintendent of the Year by the Association of International School Heads before he left his assignment as Head of the Seoul Foreign School, where he spent twenty years. These two educational giants were fortunate to be joined by a member committee that included Chad Bates, Director of Technology at the International School of Bangkok; Duncan Fitzgerald, Elementary School Principal at the American International School of Guangzhou; Betsy Lewis-Moreno, Humanities Teacher at Hong Kong International School; Paul O’Neill, Curriculum Director at The American School in Japan; Jamie Steckart, Head of School at the Think Global School; and Cindy Watters, Executive Director of Support Services at Singapore American School.

Although I was away from TAS, I was in communication with both Co-Chairs from the beginning of the process through the final report. Combining the

expertise of an American independent school authority with that of a renowned international school Head assured a thorough review against the highest of standards. Dr. Moran, who has served on a multitude of committees and chaired several herself, and been through three complete self-study cycles during her time at TAS, closed the final WASC meeting by sharing with faculty that she believed this current 2018 WASC Report for TAS was quite simply the “best she has ever seen.” She was thrilled with the recognition given the school. In my years chairing accreditation committees for the New England Association of Schools and Colleges, and having been through nearly a dozen reviews of my own schools in my forty-year career, I believe Dr. Moran was spot on.

This rigorous examination of every part of school life resulted in a committee report that should allow every teacher, every staff member, every parent, student, and friend of TAS to feel very proud of where our school is today. The report is a tribute to a community that sets the bar high, holds everyone accountable for results, provides critical assessments when appropriate, and demonstrates gratitude and generosity when deserved. The full report is available to all of you in the parent portal. You should be delighted to see the accolades given your TAS Board of Directors as “an exemplary, high-functioning governing body that focuses on strategic issues, policy development, and strong financial stewardship while delegating the management of the school to the professional staff,” as all high functioning governing boards do.

The Visiting Committee commended the faculty and staff for its professionalism and care and noted, “a strong sense of community permeates all levels of the school as evidenced by the commitment and care for students, active and engaged parents who contribute both resources and time, and students who value and respect their school and interactions with adults.” As experienced educational leaders, the team recognized that the success of our development program has impacted learning for every student and has “raised significant funds, increasing student opportunities, strengthening the school’s financial position, and enabling the development of innovative programs…”

The final report includes these commendations as well as several others. They found the following areas of strength and areas where we will follow up:

Schoolwide Areas of Strength

1. The School has engaged with the parents and community at large in a way that is extraordinary in the international school world, creating an Advancement and Development Program which has raised significant funds, increasing student opportunities, strengthening the School’s financial position, and enabling the development of innovative programs, especially the planning and development of the Tech Cube.

2. The School has demonstrated an intentional and sustained focus on wellness for the entire community. The implementation of Responsive Classroom in the Lower School, continued focus on homeroom and advisory in the Middle and Upper School, as well as schoolwide administrative and teacher leadership have had a significant positive impact on the School and community culture.

3. A strong sense of community permeates all levels of the School as evidenced by the commitment and care for students, active and engaged parents who contribute both resources and time, and students who value and respect their school and interactions with adults.

4. The School has shown a commitment to ensure that students interested in performing and visual arts, MUN, forensics, and STEAM develop their skills and talents in specialized facilities as well as the ability to attend and achieve excellence in competitions and events around the world.

5. TAS benefits from the dedication and commitment of the faculty and staff as evidenced in the attention to their curriculum and professionalism in an obvious effort to ensure high levels of learning for all students.

6. TAS provides significant financial support and access to a diverse range of professional development opportunities contributing to the strength of faculty’s professional experience.

7. As an extremely well-resourced school, students and teachers have access to excellent instructional materials, technology, and learning resources.

8. The TAS Board is an exemplary, high-functioning governing body that focuses on strategic issues, policy development, and strong financial stewardship while delegating the management of the school to the professional staff.

Schoolwide Critical Areas for Follow-Up

1. The Board and leadership team build upon and monitor the School’s comprehensive wellness and character education programs, intentionally and meaningfully integrating these programs further into the life of the School.

2. Each division uses the launch of the Tech Cube and the Essential Capacities as an opportunity to design and redesign programs to promote student learning that embodies creativity, design thinking, and innovation within the curriculum.

3. The Admissions Office in collaboration with the Administrative team evaluate enrollment data as well as the admission processes and procedures to allow for more timely decisions and to conduct a detailed analysis of resource allocation to optimize outreach, marketing, and decision making.

4. The Schoolwide Leadership Team clarify and communicate learning leadership roles and responsibilities in order to facilitate the further development of a standards-based, documented, vertically aligned KA - 12 curriculum.

5. As a high performing school, TAS (the School Board, Leadership, and Faculty) ensure there is congruence and alignment of the mission, programs, and practices across the school.

6. The Leadership Team with divisional and departmental leadership review and assess systems to evaluate and develop faculty and staff while monitoring the effectiveness of professional development initiatives.

Like Dr. Moran, I, too, am thrilled with the report because it recognizes the hard work that has been done by all members of the community to bring TAS to the level of excellence that has been so duly noted by these external experts. That said, a former Visiting Committee Chair once warned that “stasis is the enemy of progress” and resting on laurels “no matter how richly deserved they are,” is a temptation that must be resisted. Good enough never is. We will never stop and we will never settle. We should all be pleased that it is so clear that “student achievement has become the highest priority at TAS and all systems…have been aligned to focus on our students and enable each and every one of them to achieve to their highest potential.” That statement was written in 2012.

Today, note the focus on character education and wellness in addition to exceptional academics as critical areas on which we are all hard at work. For now, we can all enjoy a moment of pleasure and pride, confident that the children of TAS are being offered a program second to few taught by a faculty second to none. And tomorrow we begin anew our shared commitment to making Taipei American School the very best that it can be for each student we are privileged to count among our student body. We begin anew our efforts to communicate with those who still have questions, need information, have misinformation, or simply do not feel included in the “strong sense of community (that) permeates all levels of the school” that our external experts saw so clearly. There is always room for improvement, work to be done, and questions to be answered. But for today, please take some time and share with me the joy of knowing that our school and your children are seen by our accreditors as truly outstanding.

Deborah Reed博士在離開加州帕薩迪 納理工學校總校長職位之前，已在美國最佳公、私立學校取 得了四十年的教育領導經驗。Harlan Lyso博士在離開工作了 二十年的首爾外國學校總校長一職之前，被國際學校校長協 會選為年度總校長。這兩位教育巨擘很幸運地有一群委員會 成員參與，其中包括曼谷國際學校科技總監Chad Bates；廣 州美國國際學校小學校長Duncan Fitzgerald；香港國際學校 人文教師Betsy Lewis-Moreno；日本美國學校課程總監Paul O'Neill；Think Global School總校長Jamie Steckart；新加坡 美國學校支援服務執行總監Cindy Watters。 儘管我不在TAS校內，但是從過程開始到最終的報告，我都與

report includes these commendations as well as several others. They found the following areas of strength and areas where we will follow up:

受益於他們的奉獻和承諾。

一種必須被抵制的誘惑。永遠不夠好。我們永遠不會停頓，我 們永遠不會靜止。我們都應該高興的是，很明顯地“學生成就 已經成為TAS的最高優先，而所有系統都已經一致地聚焦於我 們的學生，並讓他們中的每一個人都能達成其最大的潛能。” 此聲言撰寫於2012年。 今天，除了傑出的學業是關鍵領域外，我們還努力將注意力放 在品格教育和健康方面。現在，我們都可以享受快樂和自豪的 一刻，相信TAS的孩子們將受教於由首屈一指的教師所教的課 程。而且明天我們重新開始我們的共同承諾，即為了我們有幸 納入本校學生團體的每位學生，讓台北美國學校成為最頂尖的 學校。我們重新開始努力與那些仍然有問題、需要資訊、有錯

Dodge, michael (mike)

Michael Dodge will join the operations management side of the School, reporting to Mr. Kraut, Chief Operating Officer, to assist in several areas. Michael graduated from the University of Connecticut with a degree in history.

His varied work experience has spanned management positions in gasoline pricing, acquisitions, building maintenance, and facilities management, providing a strong financial background and intense work ethic. He also has a strong background in personal security and safety; he holds a Certificate in Safety, Personal Protection, and Home Protection from the State of Connecticut.

Michael has an equally intense and dedicated commitment to service that has been part of his life since high school. He has a deep interest in culinary arts and holds a certificate from the State of Connecticut Department of Health Food Awareness Safety Training, which he used as a volunteer offering catering services to non-profit organizations raising money

scholarships, volunteer fire departments, and other worthy causes over the past fifteen years. He is very interested in cooking, nutrition, and food safety.

loW er scHool

Boepple, morgan

ls Gr. 5 teacher 五年級教師

Morgan has taught third and fourth grades for fifteen years, in both public and private schools, and is eager to transition into fifth grade. His teaching career began in his native San Jose, California before transitioning to Taipei American School, and then, most recently, to Santa Monica, California. Excited to return to Taipei and TAS, Morgan especially enjoys guiding his students through the reading and writing process and inspiring his students to be empathetic, well-balanced citizens of the world.

Apart from teaching, Morgan enjoys a variety of activities, including drawing, playing and collecting music, exercising, playing board games, and practicing yoga. Upon returning to Taipei, he looks forward to improving his Mandarin skills and learning to cook more Taiwanese food.

Denise has worked in education for eleven years both as a classroom teacher and as a literacy coach. Through these roles she has had the opportunity to work with students from kindergarten to sixth grade as well as their teachers. Her greatest joy is seeing students explore and fall in love with new genres, new series, and new characters. While she enjoys working with teachers, it was the love of sharing reading and writing with students that prompted her return to the classroom. She has developed her knowledge of best practices in literacy by attending several summer institutes at Columbia University’s Reading and Writing Project.

After earning her undergraduate degree Denise lived and worked in New Berlin, Wisconsin, a suburb outside of Milwaukee, teaching third and fourth grades. Upon completion of her Masters in Literacy, she accepted a position as the literacy coach in the same district. From there she traveled to Bucaramanga, Colombia where she taught first grade for three years.

Denise enjoys both the simple things in life as well as more extreme adventures. While she enjoys a relaxing morning sipping coffee and reading a book she will also try anything once. This is evidenced by her experiences skydiving, parapenting, rappelling down waterfalls, and eating whatever specialty is considered the local cuisine. She enjoys traveling, running, and hanging out with friends. When visiting home, she loves to spend time with her sisters and four nephews.

Bord, Denise ls Gr. 4 teacher 四年級教師

Director of facilities 設施主任

在獲得學士學位後，Denise在威斯康辛州密爾沃基郊外的新柏林生 活及教授三年級和四年級學生。取得她的識字教學碩士學位後，她接 受了同一地區的識字教練職位。從那裡，她前往哥倫比亞的布卡拉曼 加，擔任三年的一年級教師。

Denise既享受生活中的簡單事物，也享受極限冒險。雖然她喜歡早 晨輕鬆地喝咖啡和讀書，但她也會什麼活動都試一下。從她的跳傘、

Educational Background 學歷:

MA: Education, Cardinal Stritch University

BS: University of Wisconsin-Green Bay

Brodie, Kristian

ls Gr. 3 teacher 三年級教師

Kristian has worked and lived abroad for 18 years. He has taught a range of ages, working with students in kindergarten up to high school through various teaching and coaching positions. Kristian thoroughly enjoys teaching lower school and joins TAS in Grade 3. He previously worked in Taiwan before moving on to southern China, Indonesia, and Beijing. He has been in Beijing for the past four years where he taught Grade 2 and has been the team leader in his grade.

Kristian is very passionate about his profession and truly loves teaching. He believes strongly in making connections with each of his students and helping them become the best that they can be. When teachers and students forge significant secure connections then students will feel safe, comfortable, become risk-takers, and reach their ultimate academic goals.

Kristian is originally from Kingston, Ontario, Canada. He developed his love of the outdoors in Canada where he grew up camping, hiking, canoeing and playing various sports, such as track and field, basketball, and soccer. These days Kristian enjoys swimming during the week to stay fit. He and his family continue to thrive outside and enjoy camping in Canada in the summers and spending many vacations at a beach, snorkeling and exploring. When not outside, Kristian is an avid reader and loves cooking. Kristian is joined by his wife Lisa and their 7-year-old daughter Ashley.

與喜歡烹飪。Kristian將與他的妻子Lisa和7歲的女兒Ashley將會與他 同行。

Educational Background 學歷:

MEd: The College of New Jersey BA: The University of Western Ontario

copel, Donna

ls eal teacher LS EAL 教師

Donna has worked in education for ten years as a classroom teacher, EAL teacher, and a literacy coach. Literacy is her passion and she takes every opportunity to attend Reading and Writing Workshop professional development at Columbia University Teachers College in New York City. She led the English Language Arts K-12 curriculum review at her last school as well as spearheaded a yearly Reading Week in the Elementary School. For the last four years, she has assisted with the elementary school musicals, where she worked with costumes, props, and sets. Originally from the suburbs of Philadelphia, Pennsylvania, Donna has lived and worked in Dubai, United Arab Emirates for the last ten years. She loves to travel, read, cook, and is currently working to improve her photography skills, particularly when photographing the food that she cooks.

Donna is accompanied by her husband, Matt, who works in events, building sets and stages.

Donna從事教育工作十年，曾擔任課堂教師、EAL老師和識字教練。 識字是她的熱情，她利用一切機會參加紐約哥倫比亞大學師範學院的

K-12英語課 程評鑑，並在小學舉辦了一年一度的閱讀週。過去的四年裡，她一直 在協助小學音樂劇，她負責服裝、道具和布景。

Donna來自賓州費城郊區，過去十年一直在阿拉伯聯合酋長國的杜拜 生活和工作。她喜歡旅行、閱讀、烹飪，目前正在努力提高她的攝影 技巧，特別是拍攝她烹飪的食物。

Donna由擔任活動、布景和舞台製作的丈夫Matt陪同。

Educational Background 學歷: MS: Teaching, Learning, & Curriculum, Drexel University BA: University of Richmond

friedman, mandy ls librarian 小學圖書館管理員

Mandy has worked as an international school librarian for the past nine years. She began her career as a K-12 librarian, working with students to create a community of readers and inquirers. She has worked to integrate the library into school curricula, whether it is PYP transdisciplinary units or the Reading Writing Project. Starting as a K-12 librarian, she has narrowed her focus to work primarily with elementary students. Her passion for design, particularly interior spaces, has fueled the redesign of two school libraries to better meet the needs of the students and community, increasing library circulation, and changing the way the library was used by all patrons. Currently, she is

doing research on the family and media and how new media are cognitively impacting children.

Mandy is a New Yorker at heart, but has worked in a variety of international schools around the globe, including schools in Thailand, Ecuador, the United Arab Emirates, and Vietnam. She has also been a Peace Corps volunteer in Ukraine where she worked at a university teaching pedagogy to future English teachers. Growing up, Mandy was a competitive swimmer, and although she doesn’t compete anymore, she enjoys coaching swimmers.

Her interests include cooking (and eating), yoga, watching black and white movies, and listening to podcasts (while cooking and eating).

6 歲時Tulsi宣稱她長大後要成為一名教師。這使她從在紐約市到哥倫比 亞波哥大的各種環境中教書。她是母語為英語和西班牙語的人，去年 開始學習法語。Tulsi喜歡旅遊、閱讀、烹飪和攝影。她也是一名活躍 的跑步者並且練瑜伽。

Educational Background 學歷:

Advanced Certificate Bilingual Education, Hunter College

MA: Literacy Education, Teachers College, Columbia University

BS: Syracuse University

Mukri, Erin

ls Gr. 4 teacher 四年級教師

Erin Mukri has twelve years teaching experience working with upper elementary students and joins TAS as a Grade 4 teacher. At her recent position at the American School Beirut, she enjoyed teaching all subjects but developed a passion for math and helping students develop a conceptual understanding. She has attended numerous international AERO conferences with the purpose of developing resources to assist other international teachers in their math instruction.

Griffiths, Tulsi

ls Gr. 5 teacher 五年級教師

Tulsi has worked in special, general, and bilingual education serving diverse populations of students in the upper elementary grades. She is particularly fond of cultivating a love of writing and building independence amongst students. Some of her past projects and professional interests include training colleagues as Google Educators, teaching a bilingual education graduate course at a local university in Colombia, supporting team members with technology integration as a technology mentor, and mentoring graduate students from Columbia University in workshop practices.

Originally from Lima, Peru she had a bilingual and bicultural upbringing that mixed “the best of both worlds” as her grandfather likes to say. She enjoyed her elementary years in Lima and then transitioned to an American teenage experience. Her passion for teaching started at an early age, when 6-year-old Tulsi declared she was going to be a teacher when she grew up. This has led her to teach in various settings from New York City to Bogota, Colombia. A native English and Spanish speaker, she started learning French this past year. Tulsi enjoys traveling, reading, cooking, and photography. She is also an active runner and practices yoga.

Prior to working in Beirut, Erin also taught in Athens, Greece and in the Washington, DC area. Erin was a competitive swimmer throughout college and has transferred her love of the sport to coaching. She has fifteen years of experience as a coach and has worked with swimmers of various ages at the school and national levels.

Erin is originally from California; however, she is a selfproclaimed “military brat” who grew up all over the US, the Philippines and Japan. Because of this lifestyle, she loves travel and experiencing new cultures. She is an animal lover who enjoys volunteering at local animal shelters and adoption events on weekends. Erin prefers to be outdoors and enjoys hiking, climbing, and just recently became dive certified.

Erin Mukri擁有

Alfredo has been an international educator for over 13 years. Originally from Barcelona, Spain, Alfredo has had the opportunity to teach students of different nationalities and academic backgrounds in the UK, Spain, the Philippines, People’s Republic of China, and Vietnam. He has also taught different levels, from Pre-K to University, as well as in the PYP, MYP, and the International Baccalaureate Diploma Program.

An Apple Distinguished Educator and Google Apps for Education Certified teacher, his interests and abilities lie primarily in the areas of physical computing, multimedia creation, and computer languages. Part of his work as a technology and innovation coach focuses on empowering educators to create the future they want to see in schools, in ways that spark innovation, harness internal capacities, and boost community agency.

Alfredo is accompanied by his wife, Aurora, and their daughter, My My, who is attending the Lower School at TAS. In his free time Alfredo enjoys spending time with his wife designing hi-tech costumes for their daughter. These costumes involve microcontrollers, 3D printing, sensors, and some degree of impracticality. Alfredo is also working to finish his engineering degree.

Coaching credentials, Joanna worked as an independent contractor and consultant in both public and private schools in Greater Portland.

When not at school working, Joanna enjoys kickboxing, yoga, studying Mandarin, long distance trekking, and travel. She also has a working knowledge of French. With community service as an important personal value, she also volunteers with Selma’s Healing Home for Orphans doing respite childcare.

Joanna has two daughters, Caroline and Isabelle. Caroline is a recent college graduate and pursuing the Peace Corps. Isabelle is a freshman at University studying biology.

Joanna在多元文化的佛羅里達州邁阿密市開始了她的教學生涯。就在

Joanna launched her teaching career in the multicultural city of Miami, Florida. It was there that she attended graduate school and discovered her passion for teaching international students. When life circumstances brought her family back home to Maine, Joanna sought out opportunities to work with foreign students as a developmental therapist with Somali and Sudanese refugee children in preschools and daycare centers. After completing her Educational Therapy, TESOL, and

Educational Background 學歷: MS: ED Exceptional Student Education/ESOL, Barry University BA: University of Southern Maine

slatter, evelyn (evie)

LS Counselor 小學輔導老師

Evie began her career in education teaching third grade in a public school in the northwest region of the United States. As the daughter of a "Third Culture Kid," her natural curiosity in other countries and cultures launched her shift into international education. She lived in Seoul, Korea for a decade, working first as a classroom teacher, then a guidance counselor. Her classrooms were impacted by her early studies in social work which served as a foundation for creating a studentcentered, community-based learning environment. The shift into school counseling evolved naturally as Evie’s intercultural studies provided greater insight into the opportunities and challenges facing the globally mobile population. Most recently, she served as an international school elementary guidance counselor in Shanghai, China, where she also enjoyed exploring historic neighborhoods while experiencing the charms of a modern international city.

Interests in art, music, literature, and nature have found new expressions throughout Evie’s traveling and learning journey. Some of Evie’s most challenging and exciting learnings have included designing and landscaping a yard, studying for several years with a Tai Chi master, and earning her private pilot’s license.

Evie的職業生涯始於美國西北地區一所公立學校的三年級。作為“第

mi N i ST ra TO r S f a C ul T y

Educational Background 學歷:

Certificate: International Counseling, Lehigh University

MA: Antioch University

BS: Elementary Education, Idaho State University

Wang, r achel

ls mandarin teacher 小學華語教師

Rachel was born and raised in Taipei, Taiwan. She is a native speaker of Mandarin, and she is also proficient in English. At the age of 23, she spent two years studying in Philadelphia, PA. There, she gained her graduate degree and relevant language teaching experience at three nonprofit organizations. Some of her graduate studies include the Student-Centered Classroom and Corrective Feedback. Little did she know that she would also meet life partner in Philadelphia, her husband, Daniel. Rachel enjoys dancing, traveling, working with children, and spending quality time with her family and friends.

Rachel has worked at TAS for six years in Grades 1 and 2. While working in the mainstream classrooms as a teaching assistant with six different classroom teachers, she gained a variety of approaches to language teaching and classroom management. Later, she served as a substitute teacher for three moms consecutively during their maternity leaves.

Rachel clearly knows her passion, which is to be an Early Childhood and language educator. She is thrilled to be able to achieve her professional goal as a Mandarin Teacher here in the Lower School at Taipei American School.

Chuan, Alice

ms/us mandarin teacher 初中/高中華語教師

Alice is a well-qualified and experienced Mandarin teacher who will work in both the middle and upper school classrooms. Alice has worked at international and local schools in Taiwan since 2004 and has developed a wonderful and strong reputation with her previous supervisors, peers, and students.

As a Mandarin teacher, Alice has taught students from the Middle and Upper School, from beginning Chinese to IBHL Language A.

Outside of the classroom, Alice is an avid traveler who has visited many countries around the world. She likes to swim, play tennis, and is a talented artist who loves to paint. Alice是一位資深且經驗豐富的華語教師，她將任教於初中和高中課

cooper, Weston ms History teacher 歷史教師

Weston returns to the TAS community as a teacher after graduating from the Upper School with the class of 2009. After an initial career in finance, Weston switched paths and made the courageous decision to give up his lucrative job, returning to university to gain his teaching credentials.

As an alum, Weston most recently renewed solid relationships at TAS when he worked for two summers as a teaching assistant for the TAS Summer Academy. Weston worked in the Seattle public school system as an EAL and History teacher prior to joining TAS as a Grade 8 history teacher. Weston’s strong work ethic, fluency in Mandarin and Taiwanese, and willingness to try anything make him a perfect role model for our middle school students. Weston 從2009年的高中部畢業後，回到

Peter

Andrea returned to Taiwan last year after living and working as a dance teacher in Shanghai and the Middle East. While Andrea’s husband Michael started work as a Grade 1 teacher last year, Andrea concentrated on helping their two sons Kai and Caden transition into TAS and life back home in Taipei.

With the decision to offer dance to Grade 6 for the 2018-19 school year, TAS was looking for a qualified and experienced dance teacher for the Middle School that has a history of developing programs and building on the great work that was done last year. Andrea is this person, and we are so lucky that she can easily slot into this new position and bring the enthusiasm, skills, and experience of working with Middle School students to our new program. We are all excited to have Andrea join the Middle School and the Performing Arts Department as the Middle School Dance Teacher.

Peter期待著在TAS的課堂和擔任教練的體育領域中，與他的新同事一 起工作。雖然他會錯過和他的狗Kaya在阿拉斯加享受的雪地活動，但 他很高興能夠探索台灣所提供的所有溫水活動。 當Peter不教學時，他當過高中女子籃球隊教練，贏得阿拉斯加州錦標 賽第二名。Peter喜歡訓練籃球、排球、足球和網球。

Educational Background 學歷: MEd: University of Alaska Southeast MIT: Whitworth University BA: Whitworth University

limmer, Hannah

associate athletics Director 助理體育主任

Hannah worked part-time at TAS during the 2017-2018 school year and we welcomed her full-time as the TAS Associate Athletics Director in April 2018.

Hannah has already proven to be a valuable member of our Athletics team, with her warm presence and willingness to help anyone and everyone greatly impressing the TAS community.

Johnsen, peter ms math/science teacher 初中數學/科學教師

Peter has worked in the Unalakleet Schools, Bering Strait School District, Unalakleet, Alaska, since 2010 as a mathematics, science, and physical education teacher. He quickly established himself as the District expert in mathematics and he forged a strong reputation within his school as a hardworking educator.

This year, Peter will teach mathematics and science in Grade 6, and we look forward to having him bring his experience and expertise to both departments.

Peter is looking forward to working with his new colleagues at TAS in both the classroom and on the sporting field as a coach. While he misses the snowbound activities that he and his dog Kaya enjoyed in Alaska, he is excited to explore all the warm water activities that Taiwan offers.

When Peter was not teaching, he coached the high school women’s basketball team, winning second place in the AllState Alaskan tournament. Peter enjoys coaching basketball, volleyball, soccer, and tennis.

Hannah played NCAA Division 2 softball and won the 2014 national championship at West Texas A&M University where she got her bachelor’s degree, then got her master’s degree from Texas Tech after graduating from West Texas A&M. She loves to watch her alma mater compete in all sports, but dislikes it greatly whenever a Texas Tech team loses. As you would expect from someone who works full time in the Athletics department, Hannah loves sports. Her favorites include baseball, softball, volleyball, basketball, and American football. She also enjoys listening to live music.

Hannah looks forward to working with our TAS studentathletes, watching them improve and succeed both on and off the field.

Dethy, a ndrea ms performing arts /Dance teacher 初中部表演藝術/舞蹈教師

Emily is a dedicated teacher and coach who loves to share her passion for learning with young people. She taught English, philosophy, and TOK in the TAS Upper School from 2014-2016 before taking time off to study Mandarin and computer science. She is also an experienced debate and public speaking coach. Prior to coming to Taiwan, Emily worked in public interest law and nonprofit management, helping support organizations focused on children and education. She is a graduate of Columbia University (where she majored in philosophy) and New York University School of Law.

Educational Background 學歷: BS: University of BC

Roseleip Fossouo, Chrisanne

ms math teacher 初中數學教師

Chrisanne, or Rosey as she is known to her friends, comes back to TAS as a Grade 7 mathematics teacher with a different surname – now Roseleip Fossouo – a husband Romeo, and their beautiful little girl Kelani. In her previous TAS life, Chrisanne built a strong reputation as a teacher who can connect with her students, develop a hardworking yet comfortable classroom, and who fully immerses herself within the TAS community.

She made wonderful contributions to the International School of Manila in the five years she spent there. She continued to coach numerous sports, and always made a positive contribution to the math department in any way she could.

Prophet,

Justin

ms science teacher 初中自然科學教師

It was a bittersweet decision to employ Justin as a Grade 7 science teacher for the 2018-19 school year because he became so invaluable as our go-to person for any emergency last school year. Justin demonstrated his wide array of talents and flexible attitude in the 2017-18 school year where he did everything from teaching swimming in the Lower School, to coaching basketball in the Upper School, to acting as the substitute teacher of choice for the Middle and Upper Schools. His 2017-18 performance was not a surprise, as it fully supported the wonderful comments and recommendations that all of Justin’s previous supervisors said about him from his previous schools in Sao Paolo, Jakarta, Bangkok, and Dalian. Justin has taught both middle school and upper school science, and he is a great team player who will step up and help whenever it is needed. Justin speaks four languages and is concentrating on improving his Mandarin.

Chrisanne is a person who loves to dress up for Spirit Week, push her students in the classroom and on the sports field, and to be a part of the school community.

Chrisanne，或她的朋友們所知道的Rosey，以不同姓氏回到TAS擔任7 年級數學老師 - 現在是Roseleip Fossouo --丈夫Romeo，和他們漂亮 的小女孩Kelani。

cheng Dodge, Grace College

Grace Cheng Dodge returns to TAS as a college counselor. When she left TAS in 2012, she worked in the Harvard Admissions office as Associate Director and then moved to Wellesley College where she was most recently the Director of Admission.

Grace will earn her doctorate in education this summer from Northeastern University. She also holds an MBA and MS in Accounting from Northeastern, a BA in applied mathematics from Harvard, and remains a licensed CPA in the Commonwealth of Massachusetts.

Grace is fluent in Taiwanese and looks forward to showing off the island to her new husband as of this June, Mike Dodge. Almost seen on Season 4 of the US version of the show Masterchef, Grace is a hobbyist pastry chef who also made her own wedding cake.

Educational Background 學歷: BA: STEAM Education Focus, The New College of Florida

frazier,

meagan

us english teacher 高中英語教師

Educational Background 學歷:

EdD: Northeastern University MS & MBA: Northeastern University BA: Harvard University

cloos, James

US Computer Science & Robotics Teacher 高中電子計算科學與機器人設計教師

James, a recent transplant to Taiwan from Florida, is passionate about the rhizomatic interplay between art, design, engineering, and technology. While a student of TAS’s own Matthew Fagen, James discovered his passion for STEAM. At university, he pursued this calling, conducting his thesis research on the benefits of integrating art and design into STEM programs. His practicum component integrated data visualization, 3D design, and sculpture, on the one hand, with engineering, computer science, and robotics, on the other.

Since arriving in Taiwan two years ago, James has led several award-winning teams to strong placements at national and international robotics and engineering competitions. When not building robots or making art, he enjoys spending time outdoors hiking, camping, and river tracing. James has had a lifelong affiliation with the Scout Movement and is looking forward to bringing his experience as an Eagle Scout to Taipei American School’s Scouting program.

Meagan was a 2006 Teach for America corps member in Houston, TX, where she taught Grade 7 Texas History. After her time in Houston, she went back home to Dallas to teach English to Grades 6 – 8 and humanities at a small charter school. Following an urge to develop and expand her leadership capacity, she took two years off from teaching to serve as a dean of instruction, instructional coach, and curriculum developer. During this time, she received her Master of Education degree with a focus on curriculum and instruction. Meagan really missed working in the classroom; so, she moved to teaching high school. Meagan taught Grades 9 and 10 English and served as a department head and exemplar teacher. Her latest post was teaching Grade 7 humanities at an all-boys school in Dallas, Texas. In addition to teaching, Meagan served as the middle school literary magazine advisor and middle school community service coordinator. In her free time, Meagan enjoys reading and spending time with her dog, Watson. She can also be found arranging vacations and events with family and friends.

Meagan是德州休斯頓

From when he was a student at TAS, to graduating from Carleton College with a degree in Cognitive Science, Sanders has been an avid inter-disciplinarian. Not only is he a stage-tested actor and dramaturge, but also, he is an experienced musician and sound engineer, an enthusiast of arts and literary criticism, and a philosopher and cognitive scientist.

Sanders’s breadth of experience and background in the liberal arts heavily informs his pedagogical approach, which he has cultivated through six years of experience as an academic tutor and classroom teacher. For Sanders, the pursuit of knowledge is what binds his academic and artistic interests together, and it has inspired him to return to his alma mater to share his love of learning with the TAS community.

Williams, chase

If people were asked to describe Chase with one word, you would hear two possible answers: passionate and loyal. For the past decade, Chase has lived his passion for the art of forensics and traveled across the United States coaching speech and debate for some of the nation’s most respected programs. When he wasn’t working on political campaigns in Arizona, cheering on his beloved New England Patriots (or perhaps another American football team?), or enjoying a weekend getaway at his favorite Marriott property, Chase was coaching his students to championships at prestigious tournaments like Emory’s Barkley Forum, Sunvitational, Yale Invitational, Glenbrooks, Tournament of Champions, and NSDA National Tournament. For the past four years, Chase has called Hawken School in Cleveland, OH home, and he could be found cheering on the Hawken Hawks at pretty much every athletics event that didn’t conflict with a debate tournament. Chase is very excited to bring his passion for debate to Taipei American School and cannot wait to be the Tigers’ #1 Fan!

不在亞利桑那州開展政治活動，為他心愛的新英格蘭愛國者隊加油（ 或者可能是另一支美國足球隊？），或者在他最喜歡的萬豪酒店享受 週末度假時，Chase就是在訓練他的學生參加有名望的錦標賽。比如

Emory的Barkley論壇、Sunvitational、耶魯邀請賽、Glenbrooks、冠 軍賽和NSDA全國錦標賽。 在過去的四年裡，Chase以俄亥俄州克里夫蘭市的霍肯學校為家， 所有與辯論賽沒有衝突的田徑比賽，他幾乎都在為Hawken Hawks加 油。Chase非常高興能將他對辯論的熱情帶到台北美國學校，他迫不 及待地想成為老虎隊的頭號球迷！ Educational Background 學歷: BA: Political Science, Arizona State University

ma, connie

Connie grew up in Boston, MA. Her experience in education and development started with the UChicago Alumni Association, where she helped to build up the Public Interest Program, placing young alumni in nonprofit fellowships. She continued her work in development and external relations at the Chinese American Service League, fundraising to support Chinese immigrants in the Chicago area. Connie is passionate about the power of alumni networks, and looks forward to bringing her experience to work with the unique community of TAS alumni.

Connie earned her bachelor’s in sociology from the University of Chicago, and her master’s in public policy from Duke University. Throughout her career, she has also worked in STEM education and college access, non-profit

consulting and evaluation, graduate school admissions, and educational social enterprises. As a UChicago alumna, she has interviewed dozens of prospective students worldwide.

Connie has also traveled extensively in Europe and Asia, and enjoys biking, photography, and reading books by the dozen. She speaks Mandarin and English, and has also studied Latin and French.

Alumni and Community Outreach Officer 校友和社區聯外活動

Kyndal Activity Nurse (Part-Time) 化學教師

graduated from the University of Alabama at Birmingham with a Bachelor of Science in Nursing. Prior to working at TAS, Kyndal completed clinical training in areas of pediatrics, general medicine, and acute care. She most recently worked in the Cardiac Intensive Care Unit. She and her husband, Yu-tang, moved to Taiwan in March 2017.

Wang, Grace

Grace worked as a School Nurse at Taipei European School from 2017 to 2018. She holds a Master of Science degree from National Taiwan University and completed a thesis about infant sleep patterns. Between 2011 and 2014, Grace worked at National Taiwan University as a nurse in gynecology, obstetrics, and the neonatal wards. In her free time, she enjoys swimming, diving, hiking, traveling, and playing instruments. Grace於 2017年至 2018

nelson, adam

Interim Deputy Head of School 臨時副總校長

Adam Nelson joined the TAS upper school faculty in 2010 for two years and returned in January of 2014. He started as an upper school English and social studies teacher, and since then, served as chair of the Political Science and Forensics Department. Adam is serving as Interim Deputy Head of School for the 2018-2019 school year.

In the past, Adam served as Director of Programs and Education for the National Speech and Debate Association and chair of the Communication Studies Department at The Harker School. His students have won both state and national championships, including the National Tournament of Champions, and he was honored with both the Distinguished Service Key and Diamond Coach Award by the National Speech and Debate Association.

Kundel, Lindsey

Communications Officer 通訊出版主任

Lindsey joined TAS in 2015. She started her career as a teaching intern and then instructional coach at Breakthrough Atlanta, and then taught as an upper school English teacher at Cannon School, a coed day school in Concord, NC. She graduated magna cum laude with a B.S. degree at Northwestern University’s School of Education and Social Policy in 2011, winning three writing awards from the English department. Lindsey also received an M.A. from the Klingenstein Center at Teachers College Columbia University in 2015. She is currently working on a second master's degree in curriculum and instruction from the University of Virginia. While still teaching Journalism for the award-winning Blue & Gold at TAS, Lindsey has taken on the additional role of Communications Manager this year, creating the School’s official publications. In her free time, Lindsey enjoys reading, running, singing, yoga, and salsa dancing.

Lindsey於 2015年加入

Northwestern University

Yi-wen Kao joined TAS in 2012 as lower school Mandarin teacher and transferred to the Middle School Mandarin department in 2018. She has a master’s degree in language teaching from the University of Edinburgh, UK.

Yi-wen grew up in Taiwan but has also lived in Canada, the UK, and the US. Prior to her time at TAS, Yi-wen was a full-time Mandarin teacher for Indianapolis Public Schools. She taught Kindergarten through Grade 8 at two IB schools which were also national award recipients. In addition to successfully developing and teaching the Chinese courses for the program, Yi-wen also helped develop the Chinese curriculum of the school district and trained local junior Chinese teachers. Prior to that, she taught in the UK and Taipei. Yi-wen considers herself a risk-taking backpacker who has visited 30 countries.

Pasquini, Thomas

Tom joined TAS in 2015 in upper school math and transitions this year to middle school technology. Anyone at TAS in 1996 may remember Tom’s performance at the IASAS Cultural Convention for Drama. His theatre career ended, however, when he pursued his love for experimental physics at Dartmouth, Berkeley, and MIT, where he earned his doctoral degree in atomic physics, studying the quantum properties of the coldest matter in the universe.

Tom’s attention, however, was always divided between research, applications, and teaching; so, it is no surprise that he has been at the forefront of the STEAM movement, pushing to infuse his instruction with rich engineering, programming, and design experiences. Tom came to TAS from Kimball Union Academy, where he served as Director of Design and Innovation, maintained an active makerspace, taught math, physics, and computer science, and coached a variety of award-winning engineering and robotics teams.

除了成 功開發和教授該課程的華語課程外，Yi-Wen還幫忙開發了學區的華語 課程，並培訓了當地的初級華語教師。在此之前，她曾在英國和台北任

Tom於 2015年加入TAS高中數學部門，並於今年轉入初中科技部門。 1996 年TAS 的任何人都可能記得Tom在IASAS戲劇文化節上的表現。 然而，當他在達特茅斯、伯克萊和麻省理工學院追求他對實驗物理學 的熱愛時，他的戲劇生涯就結束了，他在那裡獲得了原子物理學博士學 位，研究了宇宙中最冷物質的量子特性。 然而，湯姆的注意力總是分為研究、應用和教學； 因此，毫不奇怪他一 直站在STEAM運動的最前端，努力把他的教學注入豐富的工程、編寫 程式和設計經驗。 Tom從Kimball Union Academy 來到 TAS，在那裡 他擔任設計和創新總監，維持一個活躍的創客空間，教授數學、物理和 計算機科學，並指導過各種屢獲殊榮的工程和機器人團隊。 Educational Background 學歷: PhD: MIT BA: Dartmouth College

mathews, Dileep

teacher

Dileep joined TAS in 2015 as a Grade 7 science teacher and begins teaching upper school math this year. Dileep was born in Nigeria and then moved to Singapore at the age of ten where he did most of his formal education.

He has experience in teaching in various curriculums, namely the IGCSE (Singapore), the Australian curriculum (Queensland and NSW), and IB. Dileep’s proficiencies include science up to year 10, mathematics up to higher level (IB), physics, and design and technology. He was the Head of the department of mathematics in the Australian International School in Malaysia. In his years of teaching, Dileep has coached both male and female futsal and soccer teams. He is passionate

Juliana cH anG: alumna anD artist

By Connie Ma, Alumni and Community Outreach Officer

Have you ever had to explain to someone how to pronounce your name? Many TAS alumni can sympathize with this experience, but Juliana Chang ‘15 has literally elevated it to an art form in her screenwriting and directing debut Many Names. In this five-minute short film, Juliana explores non-Western names and “the daily labor of deciding how to present yourself” through a handful of humorous scenes from the life of a young woman named Euna Kim. Juliana teamed up with two friends to create Many Names for the AT&T Create-a-thon filmmaking competition in summer 2018, between her junior and senior years at Stanford University. Beating out hundreds of competitors, Juliana’s original screenplay was selected as one of sixty-four scripts to be produced this summer, and ultimately finished third in the nationwide competition.

Many Names expresses Juliana’s fascination with the themes of language and identity, which come from her dual cultural backgrounds, growing up in the San Francisco Bay area and attending middle and high school in Taipei at TAS. Her strongest memories of school are from Student Government as well as Speech and Debate. “I mainly remember all the time I spent in school when I wasn’t technically supposed to be there!” she quips. For current TAS

students and fellow alumni interested in getting into screenwriting, Juliana emphasizes the importance of the collaborative process in creative writing: “Find friends and mentors who are interested in the same thing, so they can read your poem drafts, support your interests, and ask you to enter competitions with them!” Juliana’s next film project will center around the messaging app LINE and how Taiwanese American families use it to stay in touch. Follow Juliana’s career and watch Many Names at www.julianachang.com.

“許多名字”表達了Juliana對語言和身份主題的喜好，這些主 題源於她在舊金山灣區長大，並就讀過台北的 TAS初、高中的 雙重文化背景。她對學校最強烈的回憶來自學生政府以及演 講和辯論。“我主要記得我在學校度過的所有時間，技術性來 說，我當時不應該在那裡！”她打趣道。對於目前有興趣參與 編劇的 TAS學生和校友，Juliana強調了創作中協作過程的重要 性：“找到對同一事物感興趣的朋友和導師，這樣他們就可以閱 讀你的詩歌草稿，支持你的興趣，並要求你和他們一起參加比 賽！“Juliana的下一個電影計劃將圍繞在應用程式LINE 以及美 籍台裔家庭如何使用它來維持聯繫。請於www.julianachang. com關注Juliana的職業生涯，以及觀看“許多名字”。

lum N i Sp OT li G h T

ONS

no summer Brea K for tas facilities

By Lindsey Kundel, Communications Officer

rENO va

When community members enter the building each day for work, school, or play, many of us take for granted the immense amount of work it takes to maintain our facilities to the standard of excellence we have come to expect at Taipei American School. Three unsung heroes – Mr. Larry Kraut, Chief Operating Officer, Mr. Michael Dodge, Director of Facilities, and Mr. Hsiang-Li Chen, Maintenance Manager –were hard at work all summer in order to do just that: renovate and maintain the infrastructure of our school in order to maximize the student learning environment while under our care.

“Friday, June 1 was the last day of school. On June 2, we started. By the end of the day, all furniture had been removed, all of the walls had been protected. It came on like a typhoon,” says Mr. Kraut.

According to Mr. Kraut and Mr. Dodge, there were two main goals for the extensive renovations that took place this summer: projects that would enhance school safety and projects that would enhance the learning environment.

There was one important item that the School needed to update from a safety and security standpoint: the School’s backup generator. This diesel generator is used by the school only in case of emergency; it is not used frequently, but Mr. Kraut says that when the School needs it, “it has to run every time.”

Although the School’s previous generator was functioning properly, it was last replaced about 30 years ago and best practice is to replace generators on this timeline. Mr. Kraut likened it to replacing an old car that only had three kilometers on the odometer; although it might not make the most sense based solely on the generator’s mileage, in the case of a school emergency, the School cannot take unnecessary risks when it comes to the safety of TAS students.

The second project Mr. Kraut, Mr. Dodge, and Mr. Chen tackled were lower school classroom renovations. This summer, a construction firm hired by the school renovated all of the fourth floor learning spaces. Their plan is to continue to improve the learning environment for students over the next four years until all classrooms are similar to the standards of the newest TAS building, D block, built in 2012. Mr. Kraut and Mr. Dodge explained that their first priority is to improve physical spaces that will enhance and improve learning; after renovating all A, B, and C block classrooms, their team will then tackle offices and supplemental spaces.

There were three main goals for the classroom renovations: to improve the air, light, and sound quality of each room. The previous classrooms featured older air conditioning units that, while functional, did not optimize the flow of cold air in the room.

“The air was cold at your feet, but because hot air rises, when you walked in the room, it felt hotter than it actually was,” Mr. Kraut said. By repositioning the air conditioning units on the ceiling, the classrooms now “feel better” without additional air conditioning units.

Light was also a critical concern during the renovations. The construction team swapped out the older fluorescent lighting for energy-efficient LED light bulbs. Mr. Kraut said that in addition to the clean energy benefits of using LED lights, the school will also enjoy the benefit of the bulbs costing less and lasting longer than fluorescent light bulbs.

The last critical area the renovations addressed was the issue of sound quality in lower school classrooms. “Sound bounces off of concrete” said Mr. Kraut. In Lower School, when so many students are solidifying their grasp of English and other languages, the sound quality in a classroom is crucial to the learning environment. The school added tile in order to improve acoustics in the fourth floor classrooms, and will continue to renovate other classrooms to meet this standard. Tile improved sound quality in two ways. First, it created a sound absorbing surface, instead of the old concrete, which is a reflective surface. Secondly, it insulated the sound of the air handling units. The end result is that classrooms are both quieter and have better sound absorbing dynamics.

The last major summer project tackled by Mr. Kraut and Mr. Dodge’s facilities team were renovations of 21 non-learning (but still critical) spaces: A and B block’s outdated fourth floor bathrooms.

Mr. Kraut and Mr. Dodge’s goals were to renew all tile surfaces, improve lighting, and make all bathrooms more environmentally friendly by installing paperless hand dryers, automatic lights, sinks, toilets, and urinals. The facilities team chose large gray tiles that are more modern and easier for TAS’s maintenance staff to clean and maintain.

“With a larger tile, there is less grout for dirt to get trapped in,” says Kraut. “The bathrooms are cleaned at least once, sometimes twice a day, but moving to this new tile allows for easier washing of the surfaces.” The School wants the tiles to look clean and beautiful for years to come.

Mr. Kraut and Mr. Dodge explained that the biggest difficulty this summer was trying to maintain the quality of the renovations under the two month deadline. “We didn’t just want completion,” says Mr. Dodge. Both Mr. Kraut and Mr. Dodge were on site daily working with and advising the construction crews, taking pictures of flaws, and identifying small errors in the finishing process. “We had a high level of scrutiny,” says Mr. Kraut.

Mr. Dodge says that he wasn’t entirely sure the teams would be done on time. At the end of the summer, the School had over 70 people working 16 hours per day. “Not the same people, of course,” says Mr. Dodge, but working tirelessly in shifts.

In addition to these more extensive projects, the facilities department also worked on other special projects including: renovations to the building that is now the West Campus testing center, building new administration offices, updating the middle school art garden deck, adding new storage space in the theater, relocating the Summer Academy office, replacing pool starting blocks, renovating B block lockers, and helping to renovate an activities storage closet into the upper school student activity center.

Before, during, and after renovations.

電機的里程數，更換可能不是最合理的，但在學校緊急情況 下，在TAS學生的安全方面，學校無法承擔不必要的風險。 Kraut先生和Dodge先生處理的第二個項目是整修小學教室。 今年夏天，學校僱用了一家工程公司來翻新整個4樓的學習 空間。他們的計劃是在未來4年內持續改善學生的學習環境， 直到所有教室都符合TAS於2012年打造的最新建築D棟的標 準。Kraut先生和Dodge先生解釋說，他們的首要任務是改善 能增強和改進學習的實體空間；在翻新所有A、B和C棟教室 後，他們的團隊將處理辦公室和追加的空間。 整修教室有三個主要目標：改善每間教室的空氣、光線和音

先生和Dodge先生解釋道，今年夏天最大的困難，是在 兩個月的期效前努力維持整修的品質。“我們不只是想要完 成，”Dodge先生說。 Kraut先生和Dodge先生每天都在現場 與施工人員一起工作，並提供建議、拍攝缺陷以及在收尾過程 中找出小瑕疵。“我們非常仔細地審核，”Kraut先生說。 Dodge先生說，他並不完全確定團隊能否準時完工。在暑期 結束時，學校有70多人每天工作16小時。“當然不是同一個 人，”Dodge先生說，但是分批孜孜不倦地工作著。

2018-2019 Annual Giving Program Parent Advocates

Annual Giving Chairs

Sandy Chung (US)

Jessica Lee (US)

Fantine Chu (MS)

Linda Sheng (MS)

Vivian Chu (LS)

Christy Lin (LS)

Advocates

Jennifer C. Chang

Shirley Chang

Irene Chen

Judy Chen

Mandy Chen

Callie Cheng

Peggy Cheng

Kimberley Fu

Ann Ku

Mayling Lee

Patricia Lee

Daphne Lin

Nina Lin

Theresa Liu

Rebecca Lung

Fumi Misaki

Erika Peng

Vivian Shen

Sally Shih

Fion Tang

Mareen Tien

Cathy Wang

Melody Wu

Roseline Yang

Ting Ting Yang

Joyce Yu

Congratulations to the Parents of the Class of 2031 for achieving 100% participation in the 2017-2018 Annual Giving Program! Your support sets a great example for all grade levels! Thank you!

ual Givi NG

A NEW PLACE TO LEARN AND PLAY

Help us to reach new levels of learning and growing with a new lower school playground!

A new lower school playground is an investment in the physical, mental, and social well-being of our children. Please help us make the lower school playground a reality by making a gift today.

Make a gift to the TAS Annual Giving Program by October 31 and you will receive a special TAS annual giving luggage tag. Please select Building Excellence to earmark your gift to the Lower School Playground project. Visit the development Office or contact us at development@tas.edu.tw or 2873-9900 ext. 821 or 512 for more information.

straWs no more

By Cynthia Fernandes Gully, LS Kindergarten A Teacher

Each year, we start with a question: Why do you want to join Green Club? Regardless of whether the students are in Grades 3, 4, or 5, their answers usually echo the same sentiment: We love our earth, and want to do something to help our planet.

Through the years, we evolved from seeing our role as a Lower School Green Club being that of collecting recyclables from classrooms and depositing them elsewhere, to wanting to investigate if there was more that we could be doing for our planet, for our community. The children now want to understand how we can affect change regardless of how small it may be.

We decided to continue our research on the impact of the waste we find in our own community. During this project, we discovered that a lot of the waste was stuff that was discarded as soon as it was used. It begged the question, why was it manufactured in the first place if it’s use was so limited?

As we investigated further, we found that one such culprit was right here, in our own community, and most of us were using it without realizing the havoc that this innocuous item was causing in our oceans.

You guessed it, the plastic straw, something we often use and discard mindlessly. As we watched 9-yearold Molly Steer talk at a TEDX event about it and watched footage of a magnificent turtle writhing in pain as a straw was extracted from its nose and found more supporting evidence about its detrimental environmental impact on our planet, we unanimously agreed that we had to do something about this in our community.

TAS Project Straws No More was born. The students were passionate. The empathy they felt for the life in the oceans and our planet was palpable. Our brainstorming sessions led us to ideas about how we wanted to approach this issue in our community.

We formed a few teams based on interests: the media team who did the research and found facts and pictures for display, the communication team who worked with adults on drafting letters to share with administrators and other stakeholders in the community, the PR team who made announcements during earth week, and the project team who worked on making posters and displays. Our target was to complete this project by Earth Day, April 22nd.

The ripple effects of their efforts were felt throughout the TAS community. The grade 4 EAL students in Ms. Souza Edward’s class were inspired to create a bulletin board on the 4th floor to raise awareness around plastic debris. They also created posters and presented their ideas to their classmates. One student, Brooke Lai in Mrs. Fox’s class, created a petition that she set up in the cafeteria. She collected hundreds of signatures proving that the TAS community wanted to make a change. The Upper School Marine Conservation Club contacted us and worked in tandem with us during Earth Week to spread awareness. We met with administrators from every division, as well as with Food and Services and Operations, and shared

loW er scHool Green cluB:

our letter with them, answering any questions they had with courage, conviction, and integrity.

The sense of purpose that the students had felt at the start of the project was enhanced and empowered by the respect and consideration that the administrators showed them, giving them further inspiration and motivation. You can imagine the sense of accomplishment these young environmentalists felt when our lower school principal, Mrs. Simeonidis, announced that they had agreed to their request and there would be no more single use plastic straws in the cafeteria anymore.

These future leaders have seen the power of action, of doing what we can for our planet instead of waiting for the world to change, and of being ambassadors for a greener school and planet. As a new academic year begins, we hope to continue with expanding this entreaty to the community around us and creating more awareness of what one little plastic straw can do, when it’s used by millions every day, and how all you need to do is say a polite but powerful no. Although Taiwan plans to phase out the use of single use plastic items by 2030, that is still more than a decade away. We can affect change right now, right here. TAS is a pioneer in many areas; perhaps this can be one more area worth our efforts, an area that will have ripple effects for our future generations.

議，讓我們了解該如何在社群中解決這個問題。

信，以勇氣、信念和誠實的精神回答了他們的問題。 學生在計劃之始就感受到的目標感，由於行政主管們的尊重 和體恤而得到加強，並且行政主管們更進一步地給他們靈 感和動力。您可以想像到這些年輕環保主義者，在小學校長

Simeonidis夫人宣布同意他們的要求，而且自助餐廳不再使用 塑膠吸管時，所感受到的成就感。

這些未來的領導人已經看到了行動的力量，為地球做了我們可 以做的事情，而不是等待世界做改變，並且成為一個更環保的 學校和地球大使。隨著新的學年開始，我們希望繼續將這種訴 求擴展到我們周圍的社區，並提高對一根小塑膠吸管可以做什 麼的認知，每天當數百萬人使用吸管時，您需要做的就是禮貌

rES p ONS iv E Cla SS r OO m

r esponsi V e classroom comes to tHe miDDle scHool

By Jason Thornberg, MS Counselor

This year at Taipei American School, approximately 70 middle school faculty will complete the middle school Responsive Classroom (RC) training. Middle school Responsive Classroom training is a 4-day, 32-hour training, that focuses on creating a safe, positive, and inclusive community by encouraging student engagement with culturally, individually, and developmentally responsive approaches. The training will be broken up into two different session. The first half of the training will be conducted on November 14-16 and the training will conclude January 7-9.

Responsive Classroom is a research-supported approach to increasing positive relations from student to student and between students to teachers. This increased connection fostered by the RC approach then supports students’ academic self-efficacy and achievement. Like the training the lower school received last year, middle school RC focuses on developmental responsiveness, engaging academics, building positive community, and effective classroom management. One of the key components of the RC approach is common language. Kristen Rowe, MS History teacher, completed the middle school RC training in Mumbai last year. After completing the training, she noted that the training around common language “was both challenging and reinvigorating... The RC approach highlights the importance of the language we use to create the optimal learning environment in our classrooms.”

The middle school RC approach is primarily different in that it is grounded in the unique needs of the adolescent student. One full unit of the training is dedicated to understanding the adolescent brain. This portion of the training will relate directly to the research shared by Dr. Laurence Steinberg last year when he visited TAS for the 2017 Wellness Convention and spoke about adolescent development

and his book Age of Opportunity. In addition to the adolescent brain, the middle school RC approach has several other aspects that distinguish it from its lower school counterpart.

• Advisory / Homeroom - Homeroom is already an essential part of the middle school day for building relationships and wellness. Aspects of the RC approach have been adopted already and this year’s training will deepen the structure and intentionality of homeroom’s design.

• Goal Setting - Students actively participate in goal and rule setting. This involvement fosters student autonomy and buy-in to classroom proceedings.

• Brain Breaks - The middle school RC approach utilizes “Brain Breaks” during class to increase focus, energy, and memory. These breaks are intentionally created and selected and provide short opportunities for peer interaction and purposeful movement in the classroom.

• Active teaching - The training focuses on three phases of active teaching: teach and model, student collaboration and facilitating reflection. This format works to get all students engaged and teaches skills both through modeling and teacher lead student reflection.

• Student Practice - This is the opportunity for students to work with the content they have learned, in the classroom, and allow the teacher to correct any faulty thinking prior to more independent practice away from the classroom

• Small Group Learning - Middle school Responsive Classroom is unique in that it focuses on the use of structured, intentional, teacher facilitated small group learning. This harnesses the students natural desire for peer interaction in a teacher facilitated, goal directed manner.

The overall goal of this year’s middle school Responsive Classroom training for teachers is the promotion of strong academic and social/emotional skills founded in best practice in educating children during these important adolescent years. By training

middle school faculty, students moving from the TAS lower school into the middle school will experience another layer of continuity to their educational experience that will go beyond the wellestablished curricular articulation across grade levels and divisions. The addition of Responsive Classroom layers in the intentional use of social connectedness to increase social/emotional skills while further enhancing the academic skills of all students.

S T u DENT Spa CE

a n eW space for stuDents

By Dr. Daniel Long, US Dean of Students

A vision that began two years ago came to fruition this summer with the construction of a new student space connected to the upper school Dean of Students office. The Dean of Students office is located in the middle of the D Block courtyard area; from this location one can hear the strains of music on the outdoor sound system, watch students and teachers compete in ping pong or spikeball, and hear the hum of clubs selling food items under the walkway or hanging out at the picnic tables.

The idea came about as the Upper School began working on improving positive school culture and community building; creating a place for students to get out from behind their textbooks and laptops, interact with each other in a positive way, develop community, and improve their overall sense of wellbeing. During the past two years, the courtyard became a more active location as students would gather to work on club posters, listen to music, sell club food items, and play games. These activities, however, were often impacted by inclimate weather. Discussions among several teachers in the Upper School and the support of admin led to a proposal for turning an existing storage space into a student space to help design a location that would be a welcoming student space while not being impacted by weather.

Whereas students used to crowd into the small office (formerly known as the Gardener’s Shed) to ask about clubs, turn in passports, or just to hang out and eat

candy, the new Student Space allows for a more relaxed, warm, homey atmosphere where students and teachers can gather, play games, plan club activities, create advertisement posters, watch live IASAS streaming, or just chill. This renovated space is also the improved home of Stu Gov, where student leaders can be found dreaming up new ideas to make the upper school experience more enjoyable for all. During the first few weeks of school, it was quite common for students (and faculty) to come in saying, “Woah, are we allowed to come into this space?”

We have designed this space to be comfortable and high quality...and the expectations are that students will enjoy it as such. The overall interior decorations are largely attributed to the design-eye of the school nurse, Mrs. Long. The setup is like a small living room with an additional art/planning area. It’s a warm, welcoming place. The overall look turned out exactly as imagined, which is fantastic.

Although the capital proposal was accepted in the fall, work did not commence until June. The construction was completed in July, and the office came together in early August in time for the start of the new school year.

This project is the latest addition in a concerted effort to improve the upper school student experience. It was developed due to a vision for an increased sense of community among the upper school students as well as additional space for students to gather. It was provided in coordination by the generous support of the school, parents, and the PTA.

TAS athletics programs are in full swing following a highly successful 2017-2018 academic year in which varsity teams captured five IASAS titles and a school-record-tying 13 overall medals. Come out and support your Tigers at the following competitions taking place at TAS this school year: Nov. 16-17: IASAS Basketball Exchange

Mar. 15-16: Tiger Classic Track & Field Exchange Apr. 11-13: IASAS Track & Field Championships Stay up to date on the performances of our student-athletes by visiting the TAS athletics website (www.tas.edu.tw/ athletics) and following TAS athletics on Instagram (@TAS.tigers) and Facebook (@tigersTAS).

fE a T ur E

a musical leGac Y: Joanna n icHols performinG

a rtist in r esiDence r icH

ar D Gill

By Sara Riggsby, Communications Officer

TAS welcomed Richard Gill as the 20172018 Joanna Nichols Performing Artist in Residence for the fifth and final time in April 2018. Richard Gill, AO, Founding Music Director and Conductor Emeritus of Victorian Opera, is one of Australia’s pre-eminent and most admired conductors specializing in opera, musical theatre, and

vocal and choral training. Richard’s time at TAS was spent teaching classes, participating in the TAShosted IASAS Music Cultural Convention, speaking at the Arts Recognition Ceremony, and leading as Guest Conductor at the culminating concert of the TAS Upper School Arts Festival. His extensive resume covers a spectrum of musical honors, but as for his biggest passion, he says, “I have been teaching for 55 years. I had my first class when I was 16 years old, practice teaching 5th grade in 1958. That was when I fell in love with teaching; I have done lots of other things, I have conducted ballet and symphony, and I love doing all of that, but I find teaching irresistible.”

Richard’s love of music education is evident to everyone around him as he approaches every day with a combination of humility, determination, and enthusiasm. Stephen Abernethy, Performing Arts Department Chair at TAS, believes that, “He enjoys learning for the sake of learning and views teaching as an art.” Andrea Blough, upper school performing arts teacher, reflects, “He is a really special person. Not only is he famous for being a conductor of orchestras and choirs but he is an amazing educator and that’s what made his visits with us so impactful. The root of everything he does is about kids and education and providing a positive experience for them.”

Part of this educational approach necessitates that every student contributes by speaking up in class. Drawing out more reserved students can pose a challenge, but Richard Gill never gives in. “A lot of these students are not used to being called on or to be put on the spot. So, maybe that has been part of my role, to get them used to the idea that it is OK and it’s not about right or wrong answers but about thinking. Here is a question, it may not have a factual answer, but whatever you have to say will be of interest to me, and therefore it might be interesting to

others in the room and we might all learn something from that.”

As Andrea Blough elaborated, “He had an amazing way of developing relationships with each child and these kids have been able to work with him from middle school to high school. He had very high expectations for the students, he would throw very difficult things at them, but because he had those relationships with them, they would rise to every challenge. He really cares and that makes all the difference in the world. He is also really good at drawing out kids who want to stay in the background and spends time nurturing that relationship so they are comfortable speaking out.”

Several students who have worked with Richard Gill over the years eagerly and thoughtfully shared their reflections on his impact to the TAS community. Rachel G. ‘19 muses, “I was astonished at his incredible talent for remembering names. It seems so insignificant at the time, but after a year of so, when he still knows who you are, a small act like that really means a lot and makes you feel empowered, important, inspired to work on your music knowing that someone remembered you for it. Mr. Gill encourages us to pursue music, inspires us to really spend time on it, and he shows us how beneficial it is for our mental health.” Keanne C. ‘19 says, “He has always been a major inspiration for everyone to strive for more. Each time he visits, he pushes every single person to do the best that they can possibly do, and I think it is safe to say that everyone that has had the privilege of working with Mr. Gill, even if it was for one afternoon, has been inspired greatly.”

While he has so much to share with his students, Richard does not believe in giving advice. “I always think it’s arrogant to give kids advice because if it’s good advice they never thank you and if it’s bad advice they blame you.” However, he makes sure that students recognize that talent opens the door, but without hard work that innate talent will go unrealized. Student Melanie A. ‘20 believes, “What Mr. Gill has brought to TAS music and TAS is a sense of complete humility as a performer, having a clear eye on what matters. Not the clothes, not the dazzle of the highest pitches and such. He focused on the whole, on every single person and on making sure there was a bond and intent of the pieces and people. He made it come alive.”

Frances Chen, a member of the Community Choir and a TAS parent shares, “Richard Gill’s charisma and demand for us to be better than what we could ever think of, that was his special touch. And to be able to meet his demands is like knowing one still has potential to be discovered!” While we will miss his incredible presence on our campus in the future, the legacy he leaves remains intact. Richard’s parting words for the TAS community speak volumes about his spirit. “Thank you. Thank you for having me for all this time and for tolerating me. Just a big thank you, really, the thank you is important.”

育，並為他們提供正面積極的經驗。” 這種教育方法的一部分，需要每個學生在課堂上發表意見來做 出貢獻。引出更多內向的學生可能會是一種挑戰，但Richard Gill從不讓步。“很多這些學生不習慣被召喚或當場感受壓 力。所以，也許這已成為我的角色的一部分，讓他們習慣於這 樣的作法，它不是關於正確或錯誤的答案，而是關於思考。一 個問題，它可能沒有實際的答案，但無論你要說什麼都會引起

Melanie A.‘20相 信，“Gill先生把音樂帶來TAS，而作為表演者，TAS是一種完 全謙遜的感覺，清楚地注意到什麼是重要的。不是衣服，不是 炫目的最高音。他專注於整體，關注每一個人，並確保這些作 品與人的關係和意圖。他讓它活過來。” 社區合唱團成員Frances Chen和TAS家長分享，“Richard Gill 的魅力和要求我們比我們能想像到的更好，這是他的特色。 並且能符合他的要求，就像知道此人仍然有被發現的潛力一 樣！”雖然我們將會想念他在我們校園裡不可思議的存在，但 他留下的精神仍將完好無缺。Richard Gill對TAS社群的臨別贈 言充分說明了他的精神。“謝謝大家！謝謝你們讓我逗留這麼 久，並且容忍我。非常感謝，真的，謝謝你是重要的！”

O f ESS i ON al D E v E l O pm ENT

tas Hosts 1st annual cHinese l iterac Y sY

mposium

By Carrie Tenebrini, Grade 6 Teacher

Teachers at TAS are excellent examples of what we want our students to be: lifelong learners and global citizens who contribute positively to their community. In our lower school, homeroom teachers have worked to develop their skill in using the workshop structures for literacy instruction for over ten years. Supported by a literacy coach and coordinator, teams receive ongoing professional development in making sure they provide the best experiences for students to become active readers, articulate speakers, and fluent writers.

But a few years ago, the question arose: If these methods work so well in the English language classroom, would they work in the Mandarin language classroom as well? With this query in mind, Ms. Jacob, with the support of Ms. Hsu, provided training including demonstration teaching and coaching for the lower school Mandarin team in research-based best practice in literacy.

Soon, the lower school Mandarin team, energized by such practical and successful professional development, started implementing workshop teaching strategies in their classrooms. Read-alouds were transformed into exciting opportunities for students to speak with each other about shared experiences. Writing time became a chance for students to practice new grammatical structures with passion and purpose. Students’ vocabulary and fluency with Mandarin grew as they joyfully read and reread texts together.

With such enthusiasm and dedication expressed by the lower school Mandarin department, it seemed like the next logical step was to share with other teachers in the region. And that’s how the first Chinese Literacy Symposium came about.

65 Mandarin language teachers from 18 different schools from across Taiwan, Hong Kong, Singapore and China, all hungry for the kind of professional development TAS has in-house, came to learn from a cohort of regional literacy coaches. Led by TAS’s own Amanda Jacob, several literacy coaches from around the region taught Mandarin teachers instructional strategies based on the workshop approach to literacy. Participants walked away armed not only with new structures and strategies, but a better understanding of why it is essential to provide students with opportunities to engage in authentic tasks, help them work with greater independence, and bring joy into the daily learning activities in the Mandarin language classroom.

Lower school Mandarin teachers were able to showcase their growing knowledge of using these strategies effectively in second language classrooms as they led small group workshops for teachers from other schools.

Because of the success of this first event, participants are eager to come back and continue learning from teachers here at TAS. Therefore, the lower school Mandarin department and Ms. Jacob are already planning the second annual Chinese Literacy Symposium for February of 2019.

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HoW tHe pta Helps foster a

loV e of rea DinG

By Brenda Lin, PTA Communications Liaison

“Once

- Frederick Douglass

The PTA Bookstore underwent a well-deserved and long-overdue makeover this summer. With brand new flooring, which was donated by a parent, and extra shelving, the bookstore now has more space to stock popular and beloved titles for our school community – from young children to teenagers to parents and faculty.

The PTA Bookstore first opened its doors over two decades ago and is run entirely by parent volunteers. For the last two years, it has been managed by PTA Board members Nicole Hudson and Meredith Lee, who also rely on the generosity of time and effort from twenty-some parent volunteers to run the bookstore during the week. Between 30 and 40 volunteers help with decoration and book sales during the two holiday book fairs each year. The bookstore is open on school days from 2 PM - 4 PM and is a place where students love to come browse for books. Last year, the bookstore added a parenting corner, offering books on child development and parenting, and featured speakers who presented at the 2017 Wellness Convention.

According to the US Department of Education, children who are read to and who read independently

on a regular basis have a higher rate of success at school. Reading increases vocabulary, reasoning, organization, and writing skills. But perhaps even more important than supporting academic success, developing a good habit of reading fosters overall well-being. The wellness benefits of reading include increasing empathy, problem solving skills, creativity, and communication skills. That is why, beginning as early as KA, TAS emphasizes the importance of reading as the cornerstone of its curriculum.

The PTA Bookstore is a prime example of how the PTA supports the School’s initiatives and mission and applies it to life outside of the classroom and within the parent community. One of Hudson’s favorite memories is of a boy who bought a dictionary at a book fair and seeing the delight on his face as he flipped through each page, sharing with nearby friends who would listen, all the words that he knew. The managers of the PTA Bookstore work hard to keep their finger on the pulse of what’s popular in the literary world. And as a K-12 school, that can mean an incredibly wide range of titles. It is important for the PTA Bookstore to provide quality books that excite TAS readers – both students and parents alike.

One hundred percent of the revenue from book sales goes toward funding the Visiting Author program. Each year, the librarians and teachers from the three school divisions invite two to three writers to visit the school. The PTA funds these visits, where authors and illustrators spend time with teachers and students, sharing their creative process. Past visitors have

you learn to read, you will forever be free.”

included Tracy K. Smith, Grace Lin, Jessixa Bagley, Marissa Moss, and Lai Ma, just to name a few. These authors always prepare a parent or family evening, as well, to share their thoughts on literacy, writing, and living a creative life. It is invaluable for the parent community to have these intimate experiences with writers who have had a positive impact on their children’s passion for reading and writing.

The PTA is passionate about being the bridge between the school and the parent community and the PTA Bookstore is truly the physical embodiment of that mission. Please stop by the newly renovated bookstore the next time you are on campus, or, better yet, become a bookstore volunteer!

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On Saturday, September 15, Taipei American School hosted the first-ever Counseling Association of Taiwan (CAT) College Fair, which was held on campus in the Joie Gymnasium. In total, the School hosted 127 colleges and universities from 15 countries; over 1,700 people attended the event. Over 50 student volunteers escorted the visiting representatives, manned the registration tables, and welcomed visitors to the event. The TAS jazz musicians, under the direction of Ray Heberer, also played a set during the reception as preparation for their upcoming jazz competition in Frankfurt, Germany. The feedback from college representatives and from the community at large has been overwhelmingly positive. By any measure, the inaugural event was a smashing success!

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TAS students David W. and Alvin L. achieved incredible success by winning individual awards at the local Taiwan Young Physics Tournament (TYPT) and earning selection on the Taiwan national team, then proceeding to the International Young Physicists’ Tournament (IYPT) in Beijing. There, participants present their solutions to scientific problems they have prepared over several months and then discuss their solutions with other teams. To reach this point, hundreds of hours of original, student-led research must be completed. The team won a bronze medal, putting them in the top third of all competitors at IYPT Beijing.

Adrian Nolin, upper school physics teacher, says that what sets TAS students apart from their competition is the depth of their knowledge. Alvin agrees and thinks that what makes TAS the best team in Taiwan is, “the English language skills, the faculty, and the research.” David, the Beijing team captain, described completing the groundwork as, “tiring, but the preparation process was fun.”

The TAS Marine Conservation Club was featured in a CNN blog in June based on their efforts supporting the TAS ban on plastic straws. Students Charlotte C., Emily L., and Caroline C., who run the Marine Conservation Club, spearheaded the campaign. To help the school transition, the trio sold more than 100 stainless steel straws to promote an ecofriendly alternative to plastic straws. A set of three stainless straws and a cleaning brush cost $6.88.

Congratulations to the students, faculty, and staff who raised NT$504,437 supporting Walk for Syria and benefiting CARE International, Small Projects Istanbul, and the International Rescue Committee. All of these organizations work to alleviate the suffering of Syrian refugees and assist with their resettlement efforts, which we are proud to support. Over the past three years, Walk for Syria has raised more than NT$1,000,000 for our international partners to provide relief for Syrian refugees.

Upper School student, Seung Hyun (Coco) L., was recently shortlisted for the 2017 The New York Times Asia-Pacific Writing Competition. Students were asked to explore the topic migration in today’s world. Does migration always lead to better circumstances for the migrants? Or has the proverbial migrant dream died. Coco’s answer, “Migration: an Engine of Innovation,” explores the positive aspects of creativity that result from leaving one’s homeland.

With this exchange of creativity, migrants can develop their own new pathways away from their home nation, that can lead to a different variation of success. Before the spark of their idea and their dedication to show it to the world, no one would have thought for their success to exist. Migration does not only benefit the individual; it also benefits society. The migration of people around the world helps fill in the Social Ingenuity Gap. The Ingenuity Gap, by Thomas Homer Dixon, argues that society along with its problems, is becoming more and more complex. This is true: over the past century, global conflicts became complex through differing perspectives of nationalities and culture. This is where migration interferes.

Migration

migration: an Engine of innovation

Harrison Lee, an average worker from South Korea, works for the biggest company in his home country, Samsung. Every day, his life repeats in a loop: wake up, go to work, sit in front of a computer for at least 10 hours, go home, and wonder when he will get promoted for better pay to raise his family.

A chance to break away from this imprisonment unexpectedly came when his boss gave him the opportunity to work for the company in a completely new environment: Taipei, Taiwan.

3 years. That was all he had. After 3 years, Lee would be sent back to South Korea for the company to analyze whether this new venture in Taiwan was worth the price. But Harrison gathered enough courage to defy this fate. He quit his job at Samsung, arguably one of the most influential companies in South Korea and the larger tech word. Today, 21 years after his migration, Lee is named “the most successful Korean businessman in Taiwan” by Hankyung Economic News.

This is 2017, an era where globalization defines our growingly cosmopolitan society. In the book The World is Flat by Thomas Friedman, the author argues that globalization is what stimulates innovation and helps develop the global market for international benefits. With migration, innovative ideas that may seem mediocre in one nation may save thousands of people somewhere across the world, bringing the two disparate nations together.

It is true that technology removes some of the necessity for migration by efficiently transmitting ideas through the internet. However, technology is a good imparter of data, not wisdom. Ideas are not ingrained into people. Information may cross oceans via cables and satellites, but it does not become knowledge until someone brings it there and teaches it to someone else.

Migrants, living in an environment where they lack certain knowledge, are the ones who break the shield that blocks cultural harmony. By challenging social conventions, they automatically expose people with naïve, isolationist thoughts to the world, helping the world progress through disharmony.

Migration helps individuals’ ideas flourish. Migration brings cultures together. Migration leads to the formation of new perspectives. Through these arguments, there comes one conclusion: in 2017, migration can lead to a better life, and a better world.

10 個小時、回家、與想著什麼時候他會得到晉升，以獲得更高的報酬來 撫養他的家人。

當他的老闆出乎意料地給他擺脫這種監禁的機會，他的公司讓他到一 個全新的環境：台灣台北。

3年。這就是他的全部。3年後，Lee將被送回韓國公司，去分析在台 灣的新企業是否物有所值。但是Harrison鼓起足夠的勇氣去挑戰這種 命運。他辭去了三星的工作，三星可能是韓國最具影響力的公司之 一，也是較大的科技公司。今天，在移民21年後，Lee被韓光經濟新 聞評為“台灣最成功的韓國商人”。 這是2017年，全球化定義了我們日益增長的國際化社會的時代。在托 馬斯 弗里德曼的“世界是平的”一書中，作者認為全球化是刺激創新

“The New York Times Asia-Pacific “Writing Competition 2017

Six TAS students and one alumnus presented their work at the 6th annual Asia-Pacific iGEM Conference in Taichung at the National Chung Hsing University (NCHU) from July 30-August 3, 2018. The conference included 22 teams (20 collegiate and two high school) from Taiwan, China, and Japan.

Seniors Catherine C., Tim H. (co-project heads), Justin W. and Longan S. presented their project entitled “Say No to Glow - Eliminating the Carcinogenic Effects of Alcohol Flushing Syndrome.” They represent part of the 2018 TAS iGEM team that will present their work at the 2018 iGEM World Championship in Boston October 24 -29, 2018.

Juniors Anna C. and Yasmin L. presented with the 2018 National Yang Ming University (NYMU) college iGEM team. Their project is entitled “Hair to Stay - A New Treatment for Male Pattern Baldness.” They have been members of the team for the past six months and will also present for the

team at the world championship in Boston. TAS alumnus Mitchell Wan ‘17 was also spotted at the conference as part of a college team from Fudan University. His team project is entitled “ENABLE: Engineered, Acrossmembrane, Binary Logic in Eukaryotes.” He will also attend the event in Boston.

2018年7月30日至8月3日，6名TAS學生和1名校友在國立中興大學 （NCHU）舉行的第6屆亞太地區iGEM會議上展示了他們的作品。會 議包括來自台灣、中國和日本等22支隊伍（20所大學和2所高中）。 12年級Catherine C.、Tim H.（合作計劃負責人）、Justin W.和 Longan S.介紹了他們題為"Say No to Glow - Eliminating the Carcinogenic Effects of Alcohol Flushing Syndrome."的計劃。他們 代表了

L.參加了2018年國立陽明大學 （NYMU）的iGEM團隊。他們的計劃是名為“頭髮留下來 - 男性禿髮 的新療法”。他們在過去的六個月裡一直是團隊的成員，也將代表團 隊出席波士頓世界錦標賽。 作為復旦大學的團隊一員，TAS校友Mitchell Wan '17也被發現參加了 會議。他的團隊計劃名為"ENABLE:

Eukaryotes"

Congratulations to Tiffany Chang, TAS alumna, and conductor of the New England Repertory Orchestra and Music Director for the North End Music and Performing Arts Center’s Opera Project in Boston MA, who is the 2017-18 winner of The American Prize in Conducting in the community opera division. Tiffany was selected from applications reviewed recently from all across the United States.

The American Prize is a series of new, non-profit, competitions unique in scope and structure, designed to recognize and reward the best performing artists, ensembles and composers in the United States based on submitted recordings. The American Prize has attracted hundreds of qualified contestants from all fifty states since its founding, has awarded more than $50,000 in prizes in all categories since 2010 and is presented annually in many areas of the performing arts.

Dr. Tiffany Chang is a versatile, award-winning conductor based in Boston, MA. Chang serves as Interim Director of Orchestral Studies at Baldwin Wallace Conservatory and Assistant Professor at the Berklee College of Music. She is the conductor of the New England Repertory Orchestra and Music Director for the North End Music and Performing Arts Center’s Opera Project. She also served as Acting Director

of Orchestral Activities at Boston University. Chang has been engaged with OperaHub, the Pro Arte Chamber Orchestra of Boston, ALEA III, Xanthos Ensemble, Brookline Symphony Orchestra, and Parkway Concert Orchestra. She holds a Doctor of Musical Arts degree in orchestral conducting from Boston University and degrees in cello performance, music education, composition, and music theory from Oberlin Conservatory. Chang studied orchestral conducting with David Hoose and Bridget-Michaele Reischl; other mentors include Gustav Meier, JoAnn Falletta, Robert Spano, Gunther Schuller, Larry Rachleff, and Donald Schleicher.

Taipei American School is known for its outstanding academic reputation and rigorous curriculum, but the true heart of the school lies in the strength of the campus community. Part of the upper school experience involves ongoing opportunities to find meaning, happiness, and success both inside and outside of the classroom, and the upper school club fair triumphantly celebrates the diversity of interests and opportunities available to our students. This year’s upper school club fair, held on Tuesday, August 21, featured two courtyards full of student-run clubs vying for new members. The club fair is a festive and high-energy event at the start of each school year, where club members entice new students to their booths with snacks, music, demonstrations, awards, and visually appealing signage. Students recruit with passion and demonstrate their deep dedication to their cause of choice as their goal is to acquire a few new members (and friends) who will be similarly dedicated to carrying on the cause.

Nearly 100 student-run clubs operate on campus, meeting bi-weekly during Flex period with dedicated upper school faculty advisors guiding students as they work toward their goals. All clubs have a unique focus that is not replicated by another group on campus. Around 25% of clubs are interest-

based, while the majority are service-oriented, allowing club members the opportunity to experience meaningful connections through local service. At the annual leadership retreat attended by club presidents and faculty advisors at the start of the school year, students were taught how to align their service goals with the Sustainable Service Goals set by the United Nations Development Programme.

In June, lower school design and technology coach, Ms. Pana Asavavatana, was awarded the Kay L. Bitter Vision Award by the International Society for Technology in Education (ISTE). Each year, ISTE honors individuals who are leading the way in accelerating the use of technology to solve tough problems in education and inspire innovation. Given in memory of Kay L. Bitter, an early childhood educator for more than 20 years, this award recognizes an educator whose work has had a significant positive impact on the use of technology in education with learners in Grades PK-2.

Pana M. Asavavatana always knew she wanted to work

力的標誌來吸引新學生到他們的展位。學生們充滿激情地招募，並表 現出他們對其選擇的深刻奉獻，因為他們的目標是爭取一些致力於推 動同樣理念的新成員（和朋友）。 在校園內有近100個學生經營的社團，在Flex期間每兩週舉行一次會 議，由專門的高中教師顧問來指導學生們實現目標。所有社團都有一 個獨特的焦點，校園裡沒有另一個團體可以複製。大約25％的社團以 興趣為主，而大多數社團以服務為導向，讓社團會員有機會通過服務 本地以體驗有意義的聯繫。在學年開始時由社長和教師顧問參加的年 度領導力會議上，學生們學習如何使他們的服務目標與聯合國開發計 劃署制定的可持續服務目標保持一致。 with young children on their educational journey. When Asavavatana was given iPads for her classroom it sparked a shift in her teaching philosophy to include the way technology connects people as global citizens. Asavavatana focuses on helping students and teachers to not only use technology, but to understand how technology is an intricate part of how we think, learn, and communicate, even at 5 years old. Asavavatana works every day to provide opportunities for our youngest learners to think about, analyze and apply skills that reflect how we live, work and play in our world today to redefine what it means to be literate in the digital age.

pp E r S C h OO l f i E l D Day

In addition to a rigorous academic program, and a focus on academic and personal excellence, TAS students will develop:

*Adapted from the NAIS Essential Capacities for the 21st Century.

Full STEAM ahead: Taipei American School’s state-of-the-art Solomon Wong Tech Cube construction nears completion. We look forward to a new era of KA-12 excellence in science, technology, engineering, arts, and mathematics. 800 Chung Shan N. Road, Section 6, Taipei, Taiwan, ROC 11152