Cyberbullying Ullying Has His- Cyberbullying

Spring 2009 Vol. 36 No. 108

TIInterEDInterEDhe Journalnter of the Associationion for the AdvancemenEDt of IInternationalional Educationion AAIE

IN THIS ISSUE Cyberbullying ullying has his- cyberbullying. Chib- President's Message------2 torically been re- By Barrie Jo Price, Anna C. baro (2007) states that portedB to be the most McFadden and Juanita McMath cyberbullying is one Executive Director's Message------3 common form of vic- of the most preva- Editor's Desk------4 timization in schools with over 5 million lent forms of harassment among Grade 6 students reporting being threatened physi- through Grade 8 students. Superintendent of the Year: Ladd------7 cally, verbally or indirectly every year, with that number on the rise as cyberbullying Though it may begin in elementary schools, Memo to the Board------8 becomes part of a computer-mediated research indicates that Middle School stu- Recruiting & Retaining Staff------11 culture (Harris, Petrie & Willoughby, dents appear to be the most frequent tar- 2002; Willard, 2006; Anderson & Sturm, gets or at least those for whom this activity Treasurer's Report------12 2007). is most reported (Beale & Hall, 2007; Hin- duja & Patchin 2009). This finding, coupled Research is the Key------14 How frequently does cyberbullying occur? with a recent report from the Pew Research Superintendent of the Year Program------17 Tonn (2006) reported on a study in which Center, shows half of all youth (in the U.S.) one third of United States (U.S.) youths online between the ages of 12 and 17 have GovNet------19 surveyed (ages 12-17) reported experienc- a social networking account of some kind ing cyberbullying in the past 12 months, (Facebook, MySpace, etc.). It is possible to AAIE Conference Awards------20 findings consistent with results reported begin to grasp the potential for cyberbully- New Staff Orientation Strategies------22 by Hummell (2007) in which one third ing (Brydolf, 2007) and to understand the of youth ages 12 to 17 and one sixth of need to become proactive in addressing it Cramer, New REO------25 youth ages 6 to 11 reported experiencing Continued on page 32  Lehigh Global Entrepreneurship------26 Clements Scholarship Offered------27 43rd Annual AAIE Conference a Community College as Alternative------27 San Francisco Success Project GO3------28 feature of this year’s meeting was a four- The SEED Program------30 ver 400 delegates and 45 exhibitors filled the meeting rooms of session program for international school Thriving in Crisis: Istanbul Perspective--- 31 SanO Francisco’s Hyatt Regency Hotel principals sponsored by the College Board in the Embarcadero for the Association and presented by Harvey Alvy. NEASC------38 for the Advancement Conference. They Two keynote addresses were made by John MSA Accreditation------39 heard three principal speakers, attended Liu, Director of the Environmental Media 50 ‘breakout’ sessions, saw the premier Project which is based in Beijing, China, WASC Spring Update------40 screening of the 100 People Foundation and by Jean-Francois Rischard, previously film, “100 People: Voices from the City,” Celebrations & Congratulations------43 with the World Bank as Vice President for attended the Association’s annual award Europe and now an author/consultant on ceremony, and took advantage of a full global issues. Mr. Liu’s address was spon- day’s pre-conference activities. A special Continued on page 18  AAIE the president’s message

the global education family of leaders and learners It is an honor to write this welcome Mark, thank you. We aim to build on your vol. 36 no. 108 spring 2009 InterEdInterEd for the spring issue of InterEd, the voice good work. of our global family. For me, like so many A year ago, when I was invited to serve as of you, AAIE is and has been for years a the incoming president of AAIE, one of 2009-2011 AAIE OFFICERS very special organization, both profession- the things that struck me most deeply was President, ally and personally. There is nothing that the enormous responsibility this position Dr. Edward E. Greene (2009-2011) Overseas I look forward to more each year than our President Elect, presented—not just because of the pivotal annual gathering at the end of the recruit- Dr. Beth Pfannl (2009-2011) Overseas role AAIE plays for all of us today—but Treasurer, ment trail. The annual conference comes because of the incredible history of the or- Dr. Ronald Marino (2009-2012) US at a time when enjoying the company of so ganization. many friends, old and new, is akin to find- AAIE EXECUTIVE COMMITTEE In my view, one of the most critical aspects Mr. Frank Anderson (2008-2011) US Elected ing shelter from a storm. The fact that this Dr. Connie Buford A/OS ex-officio gathering takes place amid a stimulating facing me as I move into the presidency of Mr. Jack Delman ACCAS professional conference where colleagues AAIE is the solemn responsibility to honor Dr. Jonathan Lewis US share innovative programs with one an- the work of those who have preceded us in Ms. Mary Virginia Sanchez Tri-Association AAIE’s long and rich history. Both pro- Mr. Mark Ulfers ECIS other and leading voices on the world stage, like this year’s keynote speakers, Jean-Fran- fessionally and personally, like so many of AAIE BOARD OF DIRECTORS cois Rischard and John Liu, shake us out you, I am indebted to so many who have Dr. Charles Barder (2009-2012) Overseas of complacency and force us to redouble served in leadership roles in this organiza- Mr. David Chojnacki NESA tion. People like Dean David Smith, Gil Mr. David Cobb CEESA our commitment to our boldest visions for Dr. Robert DiYanni (2009-2012) US our schools. AAIE’s annual conference is Brown, Gordon Parsons, Dick Krajczar, Mr. Harold Fleetham (2009-2012) Overseas one of the most significant annual events Clark Kirkpatrick, and Cliff Strommen-- Mr. Kevin Glass (2209-2012) US on my calendar. I know many of you share all of whom have given so much to AAIE Ms. Miffie Greer AISA and all of whom provided critical support Mr. Philip T. Joslin AASSA that sentiment. I know, also, that each of Dr. Richard Krajczar EARCOS you shares my deep appreciation for Ex- to me at various times in my career. I can Dr. Jonathan Lewis (2007-2010) US ecutive Director Elsa Lamb and Everett say that without their guidance and support Ms. Pilar Cabeza de Vaca ECIS McGlothlin who worked tirelessly over I would not be the educator or person I am Ms. Reina O’Hale MAIS today and, without them, AAIE would not Mr. John Roberts (2209-2012) Overseas the past twelve months to make this year’s Mr. Gerald Selitzer ASOMEX AAIE Annual Conference one of the best be the organization it is today. It is noth- Dr. Joe Shapiro (2008-2011) US in memory. ing short of humbling to serve as president Ms. Areta Williams (2009-2012) Overseas of the organization that these educational Dr. Pete Woodward (2009-2012) US But, let us not forget that AAIE is far leaders, and so many others like them, have more than a once-a-year event. It is an created over the past 44 years. We must EXECUTIVE DIRECTOR organization committed to international Ms. Elsa Lamb never lose sight of the history of this orga- education in the largest sense of the term, nization and the leaders who provided us AAIE HEADQUARTERS OFFICE working hand in hand with so many oth- with a gift to treasure and honor through Mr. Sam Cohen ers who have committed their professional the decades ahead. lives to the community of international EDITOR As President, it is my most important re- Dr. Gilbert C. Brown schools. From a rich collection of summer institutes, to Headnet, to the newly created sponsibility to provide support to our tal- ASSISTANT EDITOR FOR RESEARCH Board Advisory Panel, to ongoing efforts ented Executive Director, Elsa Lamb, as Dr. Jay Ketterer to increase bridges with the major univer- she addresses the issues, large and small, that tumble into her office each day. Hers ASSISTANT EDITOR FOR TECHNOLOGY sity programs, to AAIE’s partnership with Dr. Barrie Jo Price AISH and others on the teacher recruit- is a lonely job. And yet, in one rapid year, ment task force, to our on-going collabora- Elsa has taken quick and bold steps, all of DESIGN & LAYOUT tion with the Office of Overseas Schools, them necessary to refocus AAIE on a posi- Sarah J. Stoner / Swordfern Wordsmithing Services tive and bright horizon. The AAIE Board 700 Broadway East #301; Seattle, Washington 98102 AAIE plays a vital role in all of our schools Tel: (206) 949-9215 and lives and will continue to do so. and I stand firmly behind her in the im- Email: [email protected] portant and challenging work that is now AAIE’s recent past has been a challenging in her more than capable hands. I ask that PRINTING one, as we all know. I begin the term of all of our membership commit themselves Vital Printing Corporation president with the deepest respect and ap- to the same. 421 South Dixie Hwy; West Palm Beach, Florida 33401 preciation for the work of my predecessor, Tel: (561) 659-2367 Fax: (561) 659-3380 Email: [email protected] Mark Ulfers, for his outstanding leadership. As we all know, leadership requires a com- executive director’s message

mitment to the organization’s mission, Dear AAIE Colleagues, values and beliefs. As I prepared to serve as President of the Association for the Ad- Throughout the U.S. presidential cam- 5. We will identify and develop critical vancement of International Education, I paign, and since our new President’s inau- partnerships to achieve the mission spent some time reviewing the beliefs that guration, “change” appears to have become and objectives of AAIE. drive AAIE and, today, I would like to in- the mantra du jour. Media reports, organi- vite you to join me in a brief reflection on zations, institutions and individuals are all 6. We will expand opportunities to build just what drives our organization. speaking about change. Although much of personal and professional relationships in order to strengthen our dynamic AAIE believes that: the time the talk is more about the need for change that what change will actually global community. 1. Education is key to ensuring a peace- entail, there is a general agreement that po- To get membership participation, six ful, ethical and sustainable future litical, societal, and environmental changes AAIE members have each agreed to 2. Every individual has intrinsic value are needed. This heightened concern about take on one of these, and to form a vir- and deserves respect change is a hopeful sign. Recognizing the tual group that will generate actions items need for change is always the required first for the strategy. In May the group leaders 3. Diversity strengthens community and step towards addressing issues. will join together with the AAIE Execu- enriches lives tive Committee to work on a draft plan. 4. High expectations are necessary to As evidenced by its recent strategic plan- Sherry Schiller has generously agreed to achieve excellence ning efforts, AAIE has also recognized that facilitate the group’s work at this meeting. there are changes that it must undertake if 5. Continuous improvement requires Group leaders would welcome hearing it is to respond effectively to the needs of its taking risks, seizing opportunities and members’ views on these strategies. They membership, and proactively advance inter- making meaningful change can be contacted as follows: national education in today’s ever-changing 6. Sustained commitment and optimism world. As Churchill once observed, “There Strategy 1: David Randall lead to success is nothing wrong with change, if it is in the ([email protected]) 7. Honesty and integrity are fundamental right direction.” AAIE is committed to Strategy 2: Jane Larsson to building and maintaining trusting setting its course ‘in the right direction.’ ([email protected]) relationships Strategy 3: Harlan Lyso How will it do so? By staying true to its be- ([email protected]) 8. We are all responsible for our own ac- liefs, mission and mission parameters, and Strategy 4: Ettie Zilber tions, for the well being of others, and by seeking the AAIE membership’s ideas ([email protected]) for preserving the earth and feedback on action items that will sup- Strategy 5: Lee Fertig port the six strategies that have been iden- ([email protected]) With a history created over four decades tified. These are as follows: by the most remarkable educational leaders Strategy 6: Sherry Miller ([email protected]) anywhere in the world, with the commit- 1. We will develop and implement a fo- ment of a selfless Board of Trustees working cused and comprehensive marketing Clearly, to the extent AAIE members’ voic- together with our Executive Director, (and, plan to increase membership, attract a es are heard, the greater the probability that let us always remember the quiet but tire- new generation of international school the strategic plan that will be developed less support of Keith Miller and his team of leaders, and expand active participa- and implemented will be one that inspires Regional Officers in the Office of Overseas tion in our programs. Schools), all squarely atop a foundation of and supports our dynamic global commu- 2. We will use technology strategically to such powerful beliefs, who can doubt that nity in its efforts to achieve excellence and enhance communication, professional the future of our organization, the future of innovation in education. We look forward development, recruitment, marketing this global family of educational leaders, is to hearing from you. and networking. anything but bright? 3. We will develop innovative, high- All the best, I look forward to working with and for quality programs with an emphasis on each of you in the good years ahead. All leadership development. Elsa Lamb best wishes for a peaceful and successful AAIE Executive Director close of the 2008-2009 school year. 4. We will develop a vibrant array of [email protected] ancillary services (e.g. health and dis- Edward E. Green ability insurance, research and network President opportunities, retirement and financial [email protected] planning) inter ed www.aaie.org 3 EDITOR’S DESK to education in U.S. schools. Indeed, no one seemed to know our name, but finally AASA thinks someone should.)

Something Ottaviano wrote for the AASA article juxtaposed with several recent, and The End Game some not-so-recent, events that have forced the closing of, destroyed or banned from has drawn some fame re- of Munich, Bob Gross, AAIE President operation some of our sister international cently in an issue of The Ed Greene of Amsterdam, Bill Johnston schools. These events have been treated by SchoolAAIE Administrator , the publication of the of Ecuador, Bob Werner of Rio de Janeiro, those of us not involved as “it comes with American Association of School Admin- and David Ottaviano of Bucharest. the territory.” This is all part of the risk of istrators, AASA, which happens to be our working in the turmoil of an insecure inter- (In the InterEd of Spring 2005, I wrote founding organization back in 1964 when national scene. We expect this as our ‘end an editorial lamenting that the November AAIE was born. The School Administrator game,’ the closing of our schools by matters 2004 issue of The Kappan, monthly publi- reaches more than 20,000 readers, mostly totally beyond our control, involving inno- cation—with a circulation to over 100,000 superintendents of U.S. public schools, but cent children and students in a drama that professional educational leaders around the also principals, college professors of school should be played on some other stage, and globe—of the prestigious ‘Professional So- administration, et. al. The March 2009 issue probably is at the same time the school- ciety in Education,’ Phi Delta Kappa, had was themed “Looking Abroad for Answers,” closing events occur. presumably to the questions U.S. public ed- a theme ‘international education.’ Of its 11 ucation is facing today. This editor and Dr. articles, not one was written by an inter- ttaviano, who also headed schools Bob Gross, REO of A/OS, wrote articles national school educator. Even more disap- in Serbia, Italy and Japan, pointed for this issue. Mine is “The Exhilaration pointing, not one mentioned that hundreds to the pressure of the constant of Overseas Leadership” on page 30, and and thousands of international schools ex- testing of school heads’ loyalty to the U.S. isted in almost every country in the world. O Gross’ “An Inside Look at Singapore Math and to democratic ideals. He wrote, “As a with American Eyes” on page 22. He was I repeated my disappointment in another most visible overseas American, you are of- the former head of the American School of editorial in the Spring 2008 issue, decrying tentimes the first point of contact for peo- Singapore for eight years. I was helped in the lack of recognition of our international ple of other nationalities.” He added that my article by former U.S. superintendents, schools, saying, “No one knows my name," when the U.S. is not well-regarded by the assistants superintendents and principals adding that it was about time we were rec- local population, the international school’s Sherry Miller of Guatemala, Mary Seppala ognized for our potential contributions head often confronts problems navigating

UNI Overseas Recruiting Fair XXXIV cÉÄêì~êó=PJTI=OMNM qÜÉ=rkf=oÉÅêìáíáåÖ=c~áê=áë=ÅçåëáëíÉåíäó=ÅçåÇìÅíÉÇ=áå=~å=ÉñíêÉãÉäó=ëÉêîáÅÉJçêáÉåíÉÇ=~åÇ éêçÑÉëëáçå~ä=ã~ååÉêK=qÜ~åâ=óçì=Ñçê=óçìê=ÅçããáíãÉåí=~åÇ=ÇÉÇáÅ~íáçå=íç=ëìééçêíáåÖ=íÜÉ ÉÑÑçêíë=çÑ=áåíÉêå~íáçå~ä==ëÅÜççäëKÒ Why UNI? bñÅÉääÉåí=`~åÇáÇ~íÉëKKK tÜÉíÜÉê=ëÉÉâáåÖ=~=îÉíÉê~å=íÉ~ÅÜÉêI=åÉï=íÉ~ÅÜÉê=çê=~Çãáåáëíê~íçêI=óçì=ïáää=ÑáåÇ=íÜÉã=~í=rkfK `çëíJbÑÑÉÅíáîÉKKK ^ë=~=åçåJéêçÑáí=ëÉêîáÅÉI=rkf=ÇçÉë=klq ÅÜ~êÖÉ=éä~ÅÉãÉåí=ÑÉÉë=íç=ëÅÜççäë=çê=Å~åÇáÇ~íÉëK pÉêîáÅÉKKK tÉ=éêáÇÉ=çìêëÉäîÉë=çå=çìê=éÉêëçå~äáòÉÇI=èì~äáíó=ëÉêîáÅÉ=íç=~ää=ÅçåëíáíìÉåíëK tÉÄJ_~ëÉÇ=póëíÉãKKK ^ë=~=êÉÅêìáíÉêI=óçì=ïáää=ÄÉ=~ÄäÉ=íç=~ÅÅÉëë=^ii rkf=Å~åÇáÇ~íÉ=é~éÉêïçêâ=çåJäáåÉK Overseas Placement Service for Educators NMO=dáäÅÜêáëíI=`ÉÇ~ê=c~ääëI=fçï~I=rp^==RMSNQJMPVM mÜçåÉW==PNVJOTPJOMUP===c~ñW==PNVJOTPJSVVU= íê~ÅÉóKÖçÇçå]ìåáKÉÇì===ïïïKìåáKÉÇìLéä~ÅÉãÉåíLçîÉêëÉ~ë SCHOOL REGISTRATION BEGINS SEPTEMBER 1 AND FILLS QUICKLY EACH YEAR

4 spring 2009 inter ed in such an environment. “It is a test of one’s and their families had to do something oth- which cannot, and the wisdom to discern values and diplomatic skills,” he concluded. er than evacuate. The schools had to be re- one from the other,” as the old adage goes. built. Words of protest, the damning of the Indeed over the years, dislike for things pro- fates and lamentations were of little value. Most of us are guests in a foreign country. gressive, American and/or international has Community action was needed. People had Ottaviano points out that we, as school often been manifested by local politicians, to come together, approve plans and then leaders, are often the point-person, “the the local populace, and by armed groups do something together, or else nothing first point of contact for people of other that wish to change the status quo. In the would have been accomplished. nationalities” who may see injustice in our 43 years that our Association has existed nation’s actions. Unjustly, mistakenly, our we have seen schools closed or destroyed Former AAIE President, the late Floyd words may be taken as those of an official in Libya, Iran, Somalia, Afghanistan, Papua Travis, received recognition and a medal of a nation we barely represent, if at all. Ot- New Guinea, Libe- for his school in Mexico City, taviano begs us to be diplomatic, to heed ria, Ivory Coast, most The American Schools Foun- that we must temper some of our freedoms recently in Syria and Our most discrete and dation, for helping to rebuild to meet the test of someone else’s perceived other places in the several public schools that reality. To raise our voice against injustice, Middle East. We have diplomatic actions will were destroyed by an earth- real or perceived as not that to some, is to seen innocent Russian quake. The American Nica- risk not just our own personal well-being as middle schoolers shot always speak louder raguan School in Managua foreigners in often unaccepting host envi- to death and maimed was rebuilt in the 70s when ronments, but to put at risk the good name when caught in the than our words, and will its buildings collapsed in an- and the very existence of the organizations middle of a fire fight other disastrous quake. That we represent, and whose sanctity it is our between two factions, probably have a longer rebuilding was abetted by a professional and ethical obligation to pro- each dedicated to the world-wide effort of many tect and develop. ends for which it was life span. American and international fighting and in which schools who raised millions es, we individually can write let- each felt justified. We to help a truly ‘fallen’ sister. ters to whomever we so choose, see the closing and destruction of schools We all chipped in our efforts to midwife rale against whatever seems unjust, for girls in parts of South Asia ostensibly the rebirth of ANS. The Lincoln School Yand submit articles to any venue we feel for religious reasons seemingly acceptable in Costa Rica has its name on a plaque of might publish them. Those are freedoms to local government authorities. a public school in Limon that the commu- we always have considered our inalienable nity of Lincoln, a familia Lincoln, helped right as free people. But, as with our other Although many would protest the injustice to rebuild with not only financial support investments, we should do a careful risk- of the involvement of innocent children— through Save the Children Federation but benefit analysis of the outcomes we would and the jeopardy to the orderly progress of by the physical work in construction by its envision from our verbal and written com- their education, the major hope for all of senior students and faculty. We all stepped mitments. We should recognize that our our futures—these ‘man made’ jeopardies forward during the disastrous tsunami of most discrete and diplomatic actions will al- to the desired sanctity of our international two years ago to help those schools that ways speak louder than our words, and will schools pale in the face of the natural disas- were jeopardized. Those who have read probably have a longer life span. We have ters that have struck many of our schools. Three Cups of Teaby Greg Mortensen know forgotten by now what Floyd Travis’ school Earthquake, tsunami, hurricane, fire, etc., that even the streth and commitment of has done, what Lincoln School did, what have created highly complicated problems one dedicated individual is enough to build we all did in Nicaragua, even what we did for international school leadership. The needed schools where none previously ex- just yesterday it seems in Southeast Asia. ‘end game’ of the necessity of a school clos- isted. We need a special “We Remember” col- ing when accepted as nearly permanent, umn, usually saved in this journal for me- such as the closings in Cuba, Iran, Af- oing may be more than saying, morials to our recently deceased members, ghanistan, Iraq, Somalia, Liberia, and other but as Jay Ketterer emphasizes to keep those events before our eyes that countries have a fatalistic concomitant with in this issue in his article on per- have brought credit to us, to our schools, the evacuation from the country of almost Dsonal freedoms, we as school administra- to our associations, for what we did, never all the students, teachers and the parent tors, trustees, teachers and students, do for what we said. The latter is properly de- clientele who were stakeholders in the in- not ‘shed our right to freedom of expres- serving of omission from memory. We may stitutions. The school closed and everyone sion at the schoolhouse gate.’ Indeed, forget our many constructive and beneficial went elsewhere, scattered to the four winds, one day it will take the pen to silence the past actions, but the children and families as it were. many swords that hang Damocles-like who continue to gain from them, however over our heads. All of us must retain our unknowingly, through the opportunities However, with the earthquakes in Mexico, right as thinking, educated individuals to that were provided for their growth, educa- Nicaragua, Costa Rica and elsewhere, and raise our voice against injustice. However, tional development and eventual contribu- the tsunami is Southeast Asia, the surviv- Ottaviano’s words should ring in our ears tion to their nations and our society, bring ing school populations remained in place to temper enthusiasm with realism. “May lasting blessings upon the work we have waiting for their schools to reopen, to re- I have the strength to change that which achieved in ‘the end game.'  build, to start anew. Here school leaders, can be changed, the strength to accept that teachers, boards, administrators, students The Editor’s email: [email protected] inter ed www.aaie.org 5 MAKINGa WORLDof DIFFERENCE in EDUCATION International Schools Services is dedicated to educational excellence forchildren attending American overseas schools.Since 1955, ISS has connected international communities, schools, educators, families, and corporations with a comprehensive range ofeducational services & support.

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6 spring 2009 inter ed Doha’s Ed Ladd AAIE Superintendent of the Year

dwin Ladd, Jr., Director of the American School of Doha, Qatar, was named Superintendent of the rd EYear at the 43 Annual Conference of the 1. Think before you speak, “Don’t shoot 10. You have to get the right people in the Association for the Advancement of In- from the hip!” bus! ternational Education in San Francisco in February. Ladd, a native North Carolin- 2. You don’t know who is talking about 11. Our schools are only as good as the ca- ian and graduate of the University you. pacity of our teachers and the respect of North Carolina, during his five MORE ONLINE and professional and personal support years as head, oversaw the growth 3. We have to take chances that we give them. of his school from 500 students to on people; let your people 2000. He developed a huge build- For Ed Ladd's create new programs. 12. Our hedgehog is learning. ing and program expansion that complete has included a model curriculum 4. It’s not about me; it’s 13. We can’t be afraid of teacher account- empowering students through the speech, visit about us! ability for student learning. Global Issues Network. www.aaie.org 5. Data are good things. 14. Read, read, read!

Ladd, a descendent of a traditional 6. You have to create time 15. Let’s teach for the future and not the Carolina family whose grandfather for collaboration in learning. present. Things we must do: (a) en- worked in a saw mill, was introduced to hance technology; (b) encourage cre- make the traditional acceptance speech by 7. It’s about vision. ative thinking; and (c) teach global cit- long-time colleague and fellow administra- izenship to our students who are best tor, Cathy Funk, a retired principal of an 8. You must be a learner; gather wise able to make a difference in the world. international school. Ladd’s address was friends about you. sponsored by TIE, The International Edu- cator. 9. If you give a little, you get a lot!

In paying tribute to her, and to the many professional colleagues with whom he worked over the years, Ladd ad- Director Ed dressed his re- Ladd of the marks in personal American appreciation for School of Doha, the ‘lessons he Qatar, receives learned from AAIE’s Super- intendent of the them.’ Included Year award from among these were Executive Direc- 13 major points: tor Elsa Lamb as long-time colleague and fellow administrator Cathy Funk, retired principal of an international school, looks on.

inter ed www.aaie.org 7 MEMO TO THE BOARD

spent almost a month away from his duties in Rio traveling the US, visiting these From Whence Cometh My Help? schools, speaking to students, teachers and n today’s economic conditions, a fam- especially school leaders, including trustees, ily man had lost everything. He could By Gilbert C. Brown learning what was to become his job at the no longer support his family and in American School. The Rio school took the despair, he recognized that the only tions of where one turns for help when the risk of an investment of what today would thing he had to offer his wife and children obvious sources are not ‘available’ or ‘use- be a grand sum on an as yet unproven ad- was his ample life insurance policy. Prior ful.’ But we can’t leave this opinion of one’s ministrative leader to make sure he would I be able to provide what the board wanted. to finishing his life, he decided to talk to CEO without a response as to alternative his minister, to beg his understanding, his approaches any board should, must, use to The happy ending is that the risk yielded forgiveness, and ask how to end his pres- convert a distrusting opinion into some- dividends for the world, starting with the ence in this vale of tears without violating thing more acceptable. Rio school where Cole remained until the terms of his policy. The National Association of Independent 1964. But, in keeping that no good deed The minister listened to his tale of woe of Schools (NAIS), renowned world-wide will go unpunished, Cole had been so well having lost his business, all his savings, his international school consultant John Lit- ‘trained,’ that, as ontology recapitulates 401k, and all his other assets, unable to tleford of Littleford Associates, and Rich- phylogeny, Cole was then recruited by make payments on his mortgage, his car, ard Chait, who has written widely on the the United Nations International School his children’s school tuition, etc. But when governance of nonprofit boards, address in New York as school head where he re- he told the minister of his intentions, the themselves to what some term ‘supporting mained for nine years, and then by the minister offered advice. the head of school’ as a prime responsibility prestigious independent Allen Stevenson of the school board of trustees. The word, School, also in New York, where he re- “Have you asked your family about what ‘support’ is often modified to be ‘nurture.’ It mained as headmaster until his retirement, you are planning to do?” he asked. is the duty of the board and of its individ- in the process becoming president of the ual trustees to ‘nurture’ their sole employee, Independent School Heads Association of “No, reverend,” replied the man, “Why their CEO. The word ‘nurture’ is well cho- New York City. should I?” sen since boards are the only true supervi- sors of their CEOs and are responsible for Another nurturing story has to do with “Well,” said the minister sagely, “ask them. Stanford University’s School of Engineer- If they say ‘no,’ there’s your answer. And if their growth on the job and eventual success. If the one being supervised fails in ing. At the time desk top computers were they say ‘yes,’ are these the kind of people coming into their ubiquity in the 1980’s, for whom you would want to kill yourself!” performance, the supervisor should also consider itself to be primarily responsible. the Dean of that famous institution noted the hesitance of his faculty to learn how to This anecdote has meaning for interna- operate the machines that were now in al- tional school trustees. They may ask them- Nurturing means assuring healthy growth most universal usage among students. He selves, “When I need advice, when our toward achieving what the ‘nurturer’ de- found the funds to buy computers to install school and its various programs seem to me sires for the organization. If the CEO has on all professors’ office desks. (Perhaps this to be in trouble, when no one else seems to a weakness unacceptable to the governance was the birth of ‘1:1 computing!’) Staring be concerned as I am, to whom may I turn?” of the organization, or to the achievement of its mission, the board must take steps to them in the face 24/7, some determined to The obvious answer seems to be the head alleviate the recognized need. Here is an master the omnipresent tech monster. As of the school, its Chief Education Officer, example of how one school did this. one prof was taken by its unique advantag- its CEO. es, the word spread uncontrollable virus like When Desmond Cole, a UK national, was among the others, with the evident result. “But what if I don’t trust my CEO? What hired in 1960 by the American School of The Dean, supervisor, supporter and- nur if I think him/her to be a fool, an incompe- Rio de Janeiro, Brazil, the board recruited turer of the faculty, did what was supposed tent? What if I think of him/her as some- him from the local British School because to be done to assure growth and mission one for whom I surely would not commit of his strong administrative skills and rec- achievement. the life of our school, just as that came as ognized successful experience there. But enlightenment to the man in the anecdote?” Cole knew little, if anything, of the phi- If trustees feel they cannot rely upon the losophy or the methodology of American counsel of their CEO, they must begin by Nurturing the Head of School education. Knowing this during the inter- asking themselves, “What have we done, view process, the board sent him, at their individually and as a board, to nurture our I suppose it would be easy to ask, “Why did expense, to visit leading independent and employee? How much of our lack of confi- you ever hire such a person in the first place public schools in the US, schools identified dence in our CEO is our fault?” to be your CEO?” But that begs the ques- by the Rockefeller Brothers Fund. Cole

8 spring 2009 inter ed Separation is Not the First Option ternative, nothing possible removed from Annually school consideration, to bring their employee to boards agree with It is altogether too facile to even think, “If desirable and acceptable performance stan- their heads of schools we have no confidence in our CEO, let’s dards. on a set of achievable get a new one!” Changing leadership at any and measurable year- time, even under the best circumstances, ly goals. Should not one of these annual has very limited advantage to any organi- Whose Job Is It to Establish Per- goals also be the personal and professional zation. The turmoil, possible recrimina- formance Goals? growth of their chief employee, the head of tions among current supporters, the cost It would seem logical that if boards have school? When boards recognize their nur- and time involved in identifying, recruit- retained well-trained professional school turing obligations, they must also develop, ing interviewing and inducting the new administrators, those administrators should as a joint endeavor with their CEOs, both appointee, etc., may not stand the test of a be able to recognize their own weaknesses short–term and long-range plans for the sound cost–benefit analysis. The old expres- and suggest near and long term solutions. CEOs’ development. CEOs must not be sion about the devil you know is apropos. In some cases that is represented by a re- allowed to remain static nor to deteriorate. Yes, times may create a necessity for lead- quest to add a staff member who can do Boards’ obligations include attending to ership change. Financial pressures, new or what the CEO cannot. Indeed, school this necessity. changing markets, aging and obsolescence staffs are replete with support personnel as with the depreciation of any ‘fixed’ asset, who can fulfill a task better than the chief When boards approve a plan for their chief and many other considerations may require administrator, such as curriculum coor- education officers’ annual growth and de- the board seek a different type of leader- dinators, business managers, accountants, velopment, these boards are assuring their ship. maintenance personnel, and specialists in own satisfaction with their CEOs’ per- public relations, human resources, insti- formance, and thus their CEOs’ extended A famous CEO, nicknamed “chain saw Al tutional development, etc. Indeed, boards tenure resulting in subsequent environ- Dunlop,” was hired by companies to reduce can recognize that even the principals and mental and educational stability of their staff. Dunlop would come into a company teachers in the school’s employ are probably institutions, surely a principal function of replacing the former CEO, slash payroll better at their tasks, as they should be, than all boards. (thus the “chain saw”) to levels the board their CEOs if they were required to do the desired by coldly terminating at all levels same job. The competent CEO should be adequate numbers of employees—none of How Do You Do That? able to recognize what achievement of mis- whom he knew nor to whom he had any sion requires in personnel and performance, Individual trustees’ powers to effect change emotional attachment—and then leave the and, most importantly, what the board of or to establish goals are nonexistent until company. The board then hired a ‘healing’ trustees desires. adopted by the board as a whole. As the ad- new CEO who could reunite those remain- age has it, ‘Trustees are only trustees when ing to carry the company forward. Had If such recognition is not forthcoming, and they are in a legally constituted meeting of Dunlop remained he would not have been the board or an individual trustee notes this the board with quorum present.” If a trustee able to achieve what the board desired after shortfall, then it falls to all trustees to “take has a concern, ethically that concern should he had done that for which he specifically arms against the troubles,” before they be- be transmitted to the board chair for inclu- had been hired. come an overwhelming sea and cannot be sion in discussion as an agenda item for a ended. Even when a long-standing and beloved meeting of the board. head of school retires, with all the good The chair has an option to suggest to the wishes of the community, it is not an easy Nurturing is Planning and Ensur- ing Growth and Development colleague trustee to discuss first with the time for the board. Every other concern for school head and return to the chair with the progress of the school and its mission School heads are responsible for the con- findings or modified opinion. Of course, achievement comes to a halt as the board’s tinuous development of their staffs. An- any trustee, just as any parent, has the right attention is riveted on this singularly most nual school budgets contain accounts for to address the school head with observa- important of its many duties, hiring the the activities that will allow school heads tions, problems and suggestions. Trustees head of school. Surely, when a head is logi- to assure that key staff people neither dete- do not forego the rights of any other parent cally released for any (or all!) of those three riorate nor remain static. Heads are respon- simply by the act of being inducted in the dreadfully feared but acceptable reasons— sible to assure that their personnel grow in board. But trustees must be warily diplo- incompetence, insubordination, or immo- their positions to seek and become cogni- matic since heads are fully aware of who rality—the problems faced by the board zant of research and best current practices signs their contracts. Thus heads may be increase exponentially in staff, community in other schools. Thus employees may im- more than solicitous in responding or even and public relations. prove not only their own performance but accepting advice that would be deferred their own self concept and self assurance to No, before the extreme solution is chosen, had it been presented by another parent. make them ever -better employees. the board should seek and review every al- Continued on page 10  inter ed www.aaie.org 9 Memo to the Board, cont’d from pg. 9

Heads of schools are aware that unauthor- In addition, boards provide funds in annual the school head to Headnet. Headnet ized approaches, to them or to members of budgets for staff development, including unites hundreds of school heads around the staff, by trustees may be out of order that of the board itself, and summer courses the world who can respond in real time to or unethical. In this case, heads refer the for the school head. The head can identify any question or concern that is posted on matter to board chairs, who, among other such courses and programs provided by this cyber network. If one is seeking pro- unpleasant tasks that come with their ‘terri- the NAIS, BoardSource, the Academy for grams to develop skills and abilities either tory,’ have the responsibility to orient trust- International School Heads, and most im- of heads of schools or of boards of trustees, ees and control actions that are not specifi- portantly, the Office of Overseas Schools through the head of school one can access cally granted by the board as a whole. (A/OS) of the US Department of State. the experience of hundreds of other school Websites of these organizations contain heads simply by posting a query on the net. Noting a shortcoming that the board, or the information to inform boards of appropri- head, wishes to alleviate, many avenues are ate programs that meet the needs both of A New Resource Designed to open in which to proceed. With the avail- boards and their CEOs. For instance, both Help International School Boards ability of online instruction of the highest the NAIS and A/OS have programs for and Trustees level, the board or the head can identify new school heads, international schools in- well-known university and other provid- cluded. Often organizations have available Two years ago, a group of experienced ers of programs available on the internet grant funds to support some attendees. school heads, some retired, were invited by that would be of interest. Some of these NAIS to adapt its best-selling book, The programs may be connected to achieving One of the principal sources of informa- Trustee Handbook, then in its eighth edition, advanced degrees from degree-granting in- tion, whether it be a full program, course for use by international schools. Thus was stitutions. This may be of increased interest or the answer to how to proceed with the born The International Trustee Handbook, to the head in desire to achieve the degree. head’s development, is the well-used list- available from NAIS. The book has had Of course, the board should provide the fi- serve sponsored by AAIE, its ‘Headnet.’ If wide distribution with international school nancial resources to cover the cost of the you are reading this column, your school, boards. It appears to have been of help as approved course or program the board and your school head, and probably its board is school heads provide copies to all trustees, head desire. a member of AAIE and has access through and then recycle to all new trustees. Continued on page 13 

PROGRAMS FOR INTERNATIONAL EDUCATORS

Licensure/Master’s Degree Programs: Elementary PK–6 or ESOL PK–12 Online Certificate Program in Special Education(15 credits) Certificate in Advanced IB Studies (15 credits, IB authorized)

highlights of programs program information In-state tuition rates for all applicants Lynn Walker Levy, Coordinator Combinations of online course work and intensive FAST TRAIn Programs summer study Center for International education Practical course work taught by experienced mentors [email protected] http://gse.gmu.edu/fasttrain requirements Bachelor’s degree 3.00 GPA in last 60 hours of undergraduate course work Three letters of recommendation Goal statement Official transcript

recruitment fair Council of International Schools, International School Services and George Mason University Recruitment Fair College of When: each June Education and LOCATIOn: George Mason University, Fairfax, Virginia Human COnTACT: www.cois.org Development

10 spring 2009 inter ed in international education even if they don’t get their first choice jobs. We need to invite MESSAGE TO MY COLLEAGUES qualified teaching candidates to try again in the near future if, after initially exploring Recruiting & Retaining Quality Staff international school options, they decide to for International Schools: remain in their current host country positions for another year or two. Only in this Privelege, Responsibility, Opportunity way, by validating all candidates as professionals and by encouraging them to be open to alternative possibilities as both sides seek s I fly back to Europe from the the best fit, will we collectively ensure there United States, I cannot help but By Lee Fertig are ample and highly qualified teachers for reflect a bit about the recent “re- our international schools each and every recruitment season” that most of know in our schools who we hired and why cruitment season. Taking this responsibility us were involved in. Indeed, for some of us, we are so excited about them joining the seriously will allow us to build a success- there may very well be another position or school’s faculty. In this sense, hiring teach- A ers for the coming school year is a privilege, ful long-term relationship with the overall two to fill for the coming school year, a re- applicant pool, transcending simple supply ality that reminds us of the time-consum- something other professionals don’t nec- and demand principles and ensuring that ing and complicated nature of hiring for essarily get to do. Even administrators in we understand the ever-changing nature of international schools these days. But being other school systems who have this as part the profile of prospective and current inter- 30,000 feet above the ground without any of their job description don’t usually have national school teachers. Skype access or scheduled candidate inter- complete autonomy to select the teachers they want, to create “hybrid positions” on views allows me to ponder the task of staff- he privilege and responsibility that the spot when the right candidate presents ing our schools in a more detached manner, characterize the recruitment chal- herself, to learn about and from an incred- one that reminds me how important this lenge also suggest there is a golden ibly diverse population of dedicated teach- role of ours is in regard to quality interna- opportunity in the task as well. All of us tional education in our schools. Hiring and ers who share our sense of adventure and T know that each and every new hire rep- educational purpose. I think we really need retaining dedicated teachers with the spirit resents an opportunity to transform stu- to remind ourselves that it is a privilege to of “best fit” between school and candidate dent learning into something better in engage in this important work. is a privilege, responsibility, and opportunity our schools. Each new person we hire also for all of us. I would like to elaborate a bit bviously, the responsibility that ac- represents an opportunity for professional on each while the recruitment adventure companies this privilege is equally growth, for both the individual and his from this year is still fresh in our minds. immense. Effectively staffing for peers. Even those we speak to and interview but don’t hire offer opportunities for When I suggest that recruiting teachers for our schools is a high-stakes task, one that O future consideration in our current settings our schools is a privilege, many heads of has the potential of making or breaking as well as in schools we might go to in schools might think I have lost my mind or, student learning in our schools. As Mar- the future. Most importantly, recruitment at a minimum, that my judgment was im- zano and many others have illustrated, provides us with data on how well we are paired by the deep freeze of the Iowa win- there is no variable more important to doing in finding the best people for our ter. How can spending hours upon hours on student learning than the quality of teach- schools. For example, I continually update the phone, in interviews, and checking ref- ing in the classroom. As heads of school, a spreadsheet that I use to evaluate my own erences be considered a privilege? How can we have the responsibility to find and hold hiring and retention practices. I track who flying through multiple time zones in just on to the best teachers possible for each of I’ve hired, where I got them from, how long a few short weeks, not remembering which our individual schools. But as I mentioned they stay at my school, whether or not they hotel room we are in or not knowing which in our brief Sunday Solutions session at the have been successful in certain domains of city we are waking up in, be considered recent AAIE Conference in San Francisco, their teaching, and to what extent they have something that “we get to do?” But we need we also have a broader responsibility to col- satisfied the “best fit” criteria I set out. Ob- to remind ourselves that, accompanying the lectively ensure that the pool of qualified viously, this spreadsheet is for my reflection stress and hard work that is inherent in ef- teaching candidates available to interna- only, but it nevertheless acts as a catalyst for fectively staffing our schools for the coming tional schools is aware of the opportunities, my own continued growth in the area of years is also a sense of excitement when we well-trained to address the unique student human resource management. I encourage engage enthusiastic teaching candidates in learning needs in our schools, and enthusi- all of us to use our recruitment process and dialogue about how their philosophies and astic about the field of international educa- an evaluation of its results as an opportuni- experiences could contribute to the education in general. For this reason, it is impera- ty for our professional development as well. tional programs in our schools. We offer tive that we all do what we can to continue to entice the best teachers possible to par- many of them positions in our schools and Privilege, responsibility, and opportunity. ticipate in recruitment venues (fairs, online eventually hire some of them, anticipating The recruitment season is characterized by activities, etc.). As several of us emphasized the positive impact they will make in our them all. We continually encourage our stu- at the AAIE conference, we need to make a schools in student learning, collegial col- dents to reflect upon what they know, how laboration, and overall community build- concerted and collective effort to encourage Continued on page 13  ing. We often cannot wait to let others the right type of teachers to stay interested inter ed www.aaie.org 11 Treasurer’s Report

represent our surplus or cash reserves. They continue to operate with balanced budgets, By Ronald Marino are our fund balances after all obligations barring unforeseen circumstances. were met. ver the past several years we have To review our situation: attempted to be as candid and As the data suggests, AAIE has experi- 1. AAIE is debt free and all outstanding transparent as we could be re- enced both good and bad times. At the legal issues have been resolved garding the fiscal condition of AAIE. The end of 2001, the organization had healthy O reserves of $273,407, which represented 2. New revenue streams have been cre- Board of Trustees believes strongly that our membership should have accurate and 7 months of operating costs. Then, there ated up to date information about our finances. was a dramatic downturn in the economy. 3. New programs and services have been We all know the importance of providing The Association suffered a significant loss developed stakeholders with continuous, valid infor- of its investments, and coupled with spend- mation to control rumors and built confi- ing more than it took in, saw its bottom 4. A number of checks and balances have dence in an organization. This Inter-Ed line shrink to $65,500. The fiscal integrity been put in place, including putting us report is presented in that spirit, and hope- of the organization was further eroded on an accrual basis of accounting. (Ac- fully, it will add to the upbeat atmosphere the next year when some leadership issues crual accounting among other things, that was so evident at our recent San Fran- combined with spending that exceeded in- precludes an organization from en- cisco conference. come found AAIE’s net worth at the end of hancing its bottom line at the end of 2003 to be a negative figure. Had we closed the year by simply not reporting all of No one can dispute the importance of an up shop at the end of 2003, we would have its obligations.) organization’s fiscal condition. A healthy exhausted all of our assets and would have 5. Investment policies were rewritten, bottom line allows it to provide a wide needed to raise nearly $30,000 to have making them much more conserva- range of programs and services that are honored our obligations. The situation tive. Potential earned interest is less, responsive to the needs of its constituents. was bleak at best. Some members believed but we have reduced our risk factor in Conversely, a shortage of funds causes that we would not survive, but the Board investments to near zero. We pleased problems for the organization and indeed and others took up the challenge. Through to report that during the current world to its individual members. Often times, it new leadership, hard work, a great deal of fiscal crisis, AAIE has not lost a single results in an erosion of support and a loss introspection and fiscal restraint, the orga- dollar of its assets. of members, which just adds to the di- nization began its recovery. Every aspect 6. By the end of June 2009, AAIE will lemma. We are happy to report that for the of the organization’s spending was exam- th have had 6 consecutive years of true 5 consecutive year, AAIE has maintained ined. Expenditures were slashed by more balanced budgets, where income ex- a balanced budget, with income exceeding than $225,000, and 2004 saw us return to ceeds expenditures without the use of expenditures in each of those years, and it is the black. In 2005, income began to grow reserves. projected that we will continue that trend and we witnessed a sizable increase in the in 2009 as well. Our condition has im- end of year net assets of the organization. The financial recovery of AAIE was the -re proved to the point that we now feel that That positive trend has continued. Our sult of three (3) factors. we have adequate fiscal resources to carry 2008 dollar balance exceeds what it was in out the activities that make us the “…global 2001, which represents slightly more than 6 1. Excellent leadership—we have had family of leaders and learning.” months of operating expenses…an enviable a Board of Trustees and Executive position by most standards. Committee who have been led capably It is always important to put things in their and in a visionary way by Presidents proper perspective and so a short review of xpenditures in 2002 were nearly Vince Ferrandino, Elsa Lamb, and where we have been should help us appre- $500,000, but dipped dramatically Mark Ulfers. We are confident that ciate where we are now. The chart shown in 2004 to $255,525 when cost cut- new President, Ed Greene, will follow below gives a summary of the audited end ting measures were implemented. As the in their footsteps. of year net assets of the association from E association got on sound financial foot- 2002-2008. These figures should not be ing, expenditures began to grow as pro- 2. Frugal money management and com- confused with cash on hand. The numbers grams and services were expanded. They munity building—Executive Directors reached $599,766 in 2008 and are bud- Dick Krajczar and Everett McLauglin 2002 $ 65,500 2006 $ 207,381 geted at $705,000 for 2009. Income was worked hard to be sure our money was at $278,000 in 2002, rising to $318,000 in spent wisely as they helped reshape 2003 $(-29,141) 2007 $ 294,446 ’03 before dipping to $312,000 the follow- AAIE. Judging from the excellent ing year. Since then, it has risen steadily to conference which she directed, it is 2004 $ 31,744 2008 $ 333,930 $662,250 in 2008 and is pegged conserva- evident that our new Executive Direc- tor, Elsa Lamb, has the necessary lead- 2005 $ 167,958 2009 $ 370,000 tively at $713,000 for 2009. All told, we (projected) are comfortable in the belief that we can ership skills to keep the organization moving forward. cont'd on page 13  12 spring 2009 inter ed 3. The continued support of our- mem Memo to the Board, cont’d from pg. 10 tion “From whence commeth my help?” is bers and friends— your attendance at ‘Right next door!” in the many organiza- this conference and your participation tions and their fine work done to support The group that adapted the handbook was  in our other events and activities has invited by AAIE to study the formation international school boards. been crucial to our success, whether of a new listserve to assist both heads of Dr. Brown is the former head of the Ameri- you be a vendor, exhibitor, sponsor, schools and international board chairs. Jim can School of Rio de Janeiro, Brazil, and of presenter, retiree, university or school Ambrose, Senior Associate with Search the Lincoln School, San Jose, Costa Rica. He representative, or have some other in- Associates and former head of several inter- is the editor of this journal. Email: 2417gil- terest in furthering International Edu- national schools, headed this study group. [email protected] cation. The office of Overseas Schools Thus was born ‘GovNet.’ The full list of (A/OS), who stood tall in its commit- the advisory committee and the workings Recruiting, cont’d from pg. 11 ment to this organization and its pro- of this new venture, available to all AAIE grams over the years and particularly member schools, can be found elsewhere in this fits into the larger context of courses in our time of need, deserves a special this issue in an article by Ambrose. and school programs, and what else they note of gratitude. could do to improve. Let’s model this no- The result is that indeed, via AAIE, A/OS, tion of lifelong learning for our students by The Board appreciates the confidence and NAIS, and AISH and other supportive or- trust that the membership has placed in it reflecting upon recruitment… let us appre- ganizations, help is available and more is on ciate the privilege it affords us, commit to and pledges to continue to work diligently its way. It is there in plentitude if trustees on behalf of “ …global educational family the responsibility it calls for, and fully take will start consulting with their school heads advantage of the opportunities it presents. of leaders and learning.” We look forward and their board chairs who may have the to seeing you in Boston next year.  These are my thoughts from 30,000 feet broader vision that one may think is miss- high in the sky in regard to recruitment. ing. Extreme solutions and the pain ac-  Dr. Marino is Treasurer of AAIE. Email: Yours? companying their implementation can be [email protected] avoided. No trustee need ever feel alone Mr. Fertig is Director, The American School and abandoned. The answer to the - ques of Barcelona. Email: lfertig @a-s-b.com

inter ed www.aaie.org 13 RESEARCH IS THE KEY

or invasion of the rights of others is, of course, not immunized by the constitution- Students and Cyberbullying: al guarantee of freedom of speech” [italics “There Oughta Be A Law!” added] (+512).

have to confess to a certain level of The 14th Amendment and Due surprise that cyberbullying has be- By Jay Ketterer Process come such a great issue for adminis- et’s take a short pause to discuss the trators. Up to this point, I have con- the grounds that it was “harmless.” I prefer th the broader word ‘harassment’ to cover the 14 amendment, passed in 1866 sidered it a sub-category of harassment and designed to grant citizenship entire range of behaviors aimed at humili- and bullying (which it clearly is) and, as such, to freed slaves and protect their civil liber- I ating, intimidating, defaming or dominat- subject to all the administrative restraints Lties. It did this by prohibiting states from ing another student, whether publicly or and disciplinary options that administra- denying or abridging the privileges or im- privately. Though some of these behaviors tors have at their disposal. My error was munities of citizens of the United States, may not be actionable, I do not believe that to underestimate the iterative power of the depriving any person of his life, liberty, any of them are harmless. technology, which raises the insult, injury, or property without due process of law, and permanence of defamation to the level he case of Tinker v. Des Moines or denying to any person within their ju- of almost irreparable harm. Above all, we established that students—and risdiction the equal protection of the laws. must also recognize that in extreme cases, th teachers—have rights in the school The 14 Amendment made those guaran- electronic calumnies can destroy communi- setting. “First Amendment rights, ap- tees, but without any clauses with respect ties as well as individuals. T to civil remedies available if those 14th plied in light of the special characteristics Amendment rights were violated. This In this short article, I intend to provide an of the school environment, are available to omission was repaired by the passage of overview of the fundamental principles of teachers and students. Students don’t shed Public Law 42 USC, §1983 (read: Public United States’ law with respect to harass- the right of free speech or expression at Law, U.S. Code, Section 1983), part of the ment and bullying because it is from that the schoolhouse gate.” ( Justice A. Fortas, Civil Rights Act of 1871. To this day, the foundation that the courts will extend their Majority Opinion, +507). It can hardly remedies for a violation of the 14th Amend- interpretation to cover harassment occur- be argued that either students or teachers ment rest with the reenactments of PL 42 ring through any type of electronic media. shed their constitutional rights to free- USC, § 1983. Let’s consider this effort both a brief on dom of expression merely by their status in rights and a review of the status quo. Ac- school. Educators expressed concern that The right to due process is among the most cording to Frank LoMonte, Executive Di- students would take away the keys to the “settled” of rights extrapolated from the Bill rector of the Virginia-based Student Press building, and as Justice Hugo Black feared, of Rights, the 14th Amendment, and PL Law Center, “We’re in the very first gen- a great deal of litigation came on the heals 42 USC, Sec. 1983. An American citizen, eration of this and there’s nothing ripe for of “Tinker” as student rights were defined and any person under the jurisdiction of the U.S. Supreme Court to hear” (quoted in and clarified. A Fourth Amendment case its courts, has a right to due process when Kravets, ¶3, 2008). established that the standard for a search in the school setting was “reasonable cause” a life, liberty, or property right is involved rather than the criminal criterion of “prob- (and remember: education is a property A New Vocabulary for Student right). In Goldberg v. Kelley (1970) the U.S. Rights able cause” (New Jersey v. T.L.O., 469 U.S. 325 (1985)). Further clarifications of Tin- Supreme court established the importance Certain words key distinct associations in ker established that the school could censor of due process in the administrative setting. our minds. I have found that when I use lewd, libelous or disruptive speech (Bethel Before that, it had existed only in the con- the word “harassment”, my adult students Sch. District No. 403 v. Fraser, 478 U.S. 675 text of criminal law. in the Education Law and Politics class I (1986)[student speech]; Hazelwood School The court has defined due process as con- teach tend to mentally add the word sexual District v Kuhlmeier, 484 U.S. 267 (1988) sisting of two components: substantive due (I actually have a trick question on a mid- [student publications]). The grounds for process and procedural due process. Pro- term exam to help them separate the two these decisions are to be found in dicta in cedural due process refers to the procedural words). In much the same way, at an earlier the Tinker decision. In fact, I suspect that integrity which led to the decision. The time, we would have associated the word this particular remark by Justice Fortas will school district and its functionaries must “bullying” with adolescent male posturing come back as cyber-bullying cases reach comply with a set of procedures which span which is part of the herd behavior that was the appeals courts: “But conduct by the a range from preadvisement to appeal (Cf., at one time acceptable. No right of free student, in class or out of it, which for any Goss v. Lopez, 419 U.S. 565 (1975)). School speech or expression was associated with reason--whether it stems from time, place, policies, actions or administrative remedies the concept, and the parents of perpetra- or type of behavior--materially disrupts must satisfy the requirements of both as- tors frequently defended their children on class work or involves substantial disorder 14 spring 2009 inter ed pects in order to conform to due process under the auspices of Public Law 42 USC, to them. They dis- requirements. In order to comply with sub- §1983. The high court rejected the argu- covered that under stantive due process procedures, the action ment. The holding, therefore: A §1983 Section 230(c) of the taken must be substantively fair, avoiding damages remedy is available for an action (so-called) Commu- actions which may be “shocking to the con- brought to enforce Title IX. nications Decency science of the court.” Act of 1996 that web-site operators and In Gebser v. Lago Vista Independent School message board hosts are immune to prose- Harassment and Civil Rights District, 524 U.S. 274 (1998), the Court cution. You can listen to a podcast report of held that the district may be liable for their efforts to defend their reputations and s it happens, latter day concern employee-to-student sexual harassment clear the record in an interview with Tom with civil rights and sexual harass- only when an official has the authority to Ashbrook of NPR’s On Point (2008). One ment in the workplace have elu- institute corrective measures, has notice of of the experts interviewed by Ashbrook cidated retroactively our understanding of the harassment, and deliberately takes no notes that 80% of victims are women, and A action against the employee’s misconduct. all types of harassment in the public and that there seems to be a group dynamic at private settings. The case of Meritor Sav- In Davis v. Monroe County Board of Edu- work that does not require the abuser to ings Bank v. Vinson, 477 U.S. 57 (1986), cation (1999), the High Court applied the know the chosen victim. In his article, Cy- marked the United States Supreme Court’s same standards to peer sexual harassment ber Law 101, David Lat offers value-free recognition of certain forms of sexual ha- (student-on-student) that deprives the vic- advice to slandered victims and to slander- rassment as a violation of Title VII of the tim of access to the school’s opportunities. ers (identified or not). In the case of Dylan Civil Rights Act of 1964. This case firmly Relying on Gebser, the Davis court ruled: Theno v. Tonganoxie High School (2005), established two types of sexual harassment: “A private Title IX damages action may lie Theno experienced 5 years of sexual innu- against a school board in cases of student- endo and eventually graduated with a GED 1)Quid pro quo (harassment of a type linked on-student harassment, but only where the before a court granted him in excess of to the granting or the denial of a “quid pro funding recipient is deliberately indifferent $250,000 for abuse without effective inter- quo” [this for that] such as an economic to sexual harassment, of which the recipi- vention on the part of the school adminis- benefit, a promotion, etc.); and ent has actual knowledge, and that harass- tration (http://www.morelaw.com/verdicts/ ment is so severe, pervasive, and objectively 2)Non quid pro quo (harassment of a type case.asp?n=Unknown&s=KS&d=30422). offensive that it can be said to deprive the which creates a hostile, unbearable, or of- victims of access to the educational oppor- urrent cases found on the Citizen fensive work environment, or makes it tunities or benefits provided by the school.” Media Law Project (http://www. impossible for the employee to perform). Very clearly, if the administration knows citmedialaw.org/) include the fol- These concepts are both clearly linked to or has reason to know of a case of abuse lowing: our current understanding of property and C or harassment and takes no action, the liberty rights. • United States v. Drew (2008). Califor- Courts have allowed for retributive lawsuits nia, pending. Case resulted in suicide The brief in support of Vinson was writ- brought by plaintiffs for redress under the of teenaged girl in Missouri. (http:// th § ten by the well-known feminists Catherine 14 amendment and PL 42 USC, 1983. www.citmedialaw.org/threats/united- MacKinnon (lawyer) and Andrea Dwor- states-v-drew) kin. It is interesting to note how neatly the o, we have established that students • Blue Mountain School District v J.S. Court’s criteria fit with 1) property rights, have rights in schools and that schools must have compelling rea- (2007). Pennsylvania, pending. Case and 2) liberty rights as enumerated in the th deals with suspension of two 8 grade 14th amendment. The seamless character sons to limit those rights. At the same th S boys who adopted the identity of the of the 14 Amendment, Title IX, and the time, schools are enjoined to protect stu- school principal. After disciplinary ac- Civil Rights Act of 1964 (and subsequent dents from identifiable dangers. Ironically, tion, student J.S. sued for violation of reenactments), settles the notion of a right Justice Fortas’ remark that students don’t free speech rights. Summary judgment to be free of molestation deeply in the shed their rights at the school house door granted to school district; student has mindset of the courts. was directed at their arrival on school property. The problem of cyber-bullying turns appealed to the U.S. Court of Appeals rd In the case of Franklin v. Gwinnett County the question around: what rights and pro- for the 3 Circuit. http://www.citme- Public Schools (1992), a case of proven tections do students have when they leave dialaw.org/threats/blue-mountain- teacher-student harassment, the defen- the safety of the hallowed halls? school-district-v-js) dants argued that no cause of action was • Finkel v. Facebook (2009). New York, Two Yale law students, Brittan Heller and available or intended under Title IX (origi- pending. Teenager Finkel sues 4 former Heide Iravani, are embroiled in law suits nally added in 1972 as a clarification and classmates and Facebook for defama- pursuant to cyber attacks on their char- extension of the intended meaning of Title tory statements. (http://www.citmedi- acters, their sexuality and their personal VII of the Civil Rights Act of 1964). By alaw.org/threats/finkel-v-facebook) “cause of action” is meant redress sought behavior by hundreds of people unknown Continued on page 17  inter ed www.aaie.org 15

About the Research is the Key, children once they came inside. We are Superintendent of continued from page 15  now becoming aware of the fact that these precious children are constantly the Year Program • Pembroke Pines Charter High School exposed to a world outside the physical Nomination and Application Proce- v. Evans (2008). Florida, pending. walls of our schools that has, for all prac- dure tical purposes, invaded the sanctum. As Katherine Evans, represented by the The program is open to all public school admin- I have shown, the Law has not yet ad- ACLU of Florida, is a former stu- istrators in the United States and to overseas equately addressed the danger. School dent at Pembroke Pines Charter High school heads of recognized American and in- directors must recognize that patrolling School. She filed a federal lawsuit ternational schools. Anyone may nominate an the school grounds is not a sufficient act against the school’s principal, alleging international school head for this honor to repre- of anticipatory care. School directors, that he violated her First Amendment sent the overseas schools contingent. One pub- together with their parent and student rights by suspending her for creating lic school superintendent of schools is identified communities, must redefine the school a Facebook group in which she criti- from each of the 50 United States and its recog- environment as the operational space cized one of her teachers. (http://www. nized territories. To nominate an overseas school where young people can play, learn, and citmedialaw.org/threats/pembroke- candidate, those who would nominate should discover without fear. Let us no longer pines-charter-high-school-v-evans) complete and return the nomination form posted speak of schools and walls. The walls This is only a sampling of current, pend- to the AAIE website. The candidate nominated are down.  ing cases. There are many, and there will be must then complete an application form (on- many more. At present, 46 states have an- line at www.aaie.org) and return this to AAIE, Dr.Ketterer is Professor of International st ti-cyberstalking laws (http://www.ncsl.org/ Education and Director, International postmarked by November 1 . Those nominating programs/lis/cip/stalk99.htm). A Google Endowment Foundation, Jacksonville should make sure that their nominees have an search will uncover many sources of sample State University, Alabama. Email: jket- understanding of this procedure. school policies on fair use. Shame on you if [email protected] Selection Process and Criteria you don’t have one. References Each candidate is judged on the following: International School Problems Ashbrook, T. (2008, March 3). Cyber Harassment • Leadership for Learning—creativity in and the Law. NPR [podcast]. Available online successfully meeting the needs of students I have heard many anecdotal horror stories http://www.onpointradio.org/shows/2009/03/ in his or her school system cyber-harassment/ from friends working in the administration • Communication—strength in both per- of international schools. It behooves inter- Kravetts, D. (2008, December 9). Student who sonal and organizational communication national schools to follow—if not exceed— created facebook group critical of teacher sues • Professionalism—constant improvement the standards of U.S. practice in this regard. high school over suspension. Wired Blog Network. Accessed on March 6, 2009. Available online: of administrative knowledge and skills International school heads do not have http://blog.wired.com/27bstroke6/2008/12/us- while providing professional development strongly enforced national laws, generally student-inte.html opportunities and motivation to others on speaking, to support them. However, you the education team Lat, D. (2009, March). Cyber Law 101. Condé do have the strongest leverage in the world, Nast, Portfolio.com. Available online: http:// • Community Involvement—active partici- and that is a tightly-knit community. Early www.portfolio.com/news-markets/national- pation in local community activities and intervention with students and parents will news/portfolio/2009/02/11/Tips-for-Handling- an understanding of regional, national, and save your community a great deal of heart Cyber-Bullying international issues break. Incidentally, you may rest assured that Cases cited: • if your school has a U.S.-based foundation, The Selection Committee particularly one that has legal and financial Bethel Sch. District No. 403 v. Fraser, 478 U.S. 675 (1986) AAIE has been indicated by the American As- “relationships” in support of the school, U.S. sociation of School Administrators (AASA) as citizens who are victims will identify them Davis v. Monroe County Board of Education, 526 the official organization to indicate its ‘super- and sue them if you are negligent. The U.S. U.S. 629 (1999) intendent of the year’ nominee in the national standard of professional performance is Franklin v. Gwinnett County Public Schools, 503 competition to identify the national ‘superin- the most demanding in the world, in the U.S. 60 (1992) tendent of the year. The AAIE Executive com- legal and moral sense: you may not ignore mittee reviews each candidate’s application and a problem in the hope that it will go away! Gebser v. Lago Vista Independent School Dis- supporting materials, and selects the “Ernest trict, 524 U.S. 274 (1998) Mannino AAIE Superintendent of the Year.” Student social behavior is reconfiguring Goss v. Lopez, 419 U.S. 565 (1975) The AAIE/Ernest Mannino Superintendent of around a new and powerful technology. the Year presents the Distinguished Lecture at All educators—especially international Hazelwood School District v Kuhlmeier, 484 U.S. the AAIE annual conference in February and is school directors—must now reconfigure 267 (1988) eligible to participate in the American Associa- and re-imagine the intellectual space and New Jersey v. T.L.O., 469 U.S. 325 (1985) tion of School Administrators (AASA) as the networked playground created by that overseas representative in their National Super- same technology. As I mentioned earlier, Tinker v. Des Moines Independent Community intendent of the Year program.  we built the walls of schools to protect the School District, 393 U.S. 503 (1969)

inter ed www.aaie.org 17 AAIE Conference, cont’d from page 1 problems in their localities as preparation of Association officers. President-elect: for attacking them on a larger scale in Beth Pfannl of Rome’s American Over- adulthood as leaders who can make a dif- seas School; Treasurer: Ron Marino of sored by International Schools Services. ference to bring about the ‘best-case’ sce- Buffalo State University, SUNY; Board of He was presented by Ms. Mary Anne Haas. nario he presented. Trustees: Kevin Glass of Atlanta’s Inter- Ms. Daphne Hobson of Lehigh University, (Ed. Note: The Fall 2009 issue of this jour- national School, John Roberts of Kenya which sponsored Dr. Rischard, introduced nal will be themed on much of Messr. Ri- International School, Harold Fleetham of him. Rischard is author of High Noon: 20 schard’s work through the Global Issues Dubai’s American School, Robert DiYanni Global Problems, 20 Years to Solve that Network and the National Association of the College Board, Pete Woodward of identifies the most urgent global issues of of Independent Schools’ Global Initia- NEASC, Areta Williams of Kenya’s Inter- the decades to come and how to confront tives Program. The editor wishes to thank national School, and Chip Barder of Ha- them. Mr. Liu wrote, produced, and direct- Messr. Rischard, Ed Ladd, Clayton Lewis, noi’s United Nations International School. ed “Jane Goodall – China Diary” for Na- Paul Miller and Linda Sills for their col- tional Geographic among other works he In addition to the academic, research and laboration with this InterEd project.) has done for Earth Report and a Life series best practices presentations, many regional for the BBC. AAIE Superintendent of the Year, Ed association meetings took place during Ladd, of Doha, Qatar, made the third ad- the Conference. Attendees also had time Both speakers addressed the severe prob- dress. Its summary may be found on page for social gathering and networking. The lems facing humanity today, Liu in the eco 7 of this issue. Conference officially opened with its an- system and Rischard on new approaches nual Welcome Reception at the Gordon to global problem solving and the role of The closing session on Sunday morning in- Biersch Brewery Restaurant under the San education in addressing global issues. Liu cluded a “Sunday Morning Solutions” pre- Francisco–Oakland Bridge, sponsored by made a captivating multi-media presenta- sentation by Lee Fertig, school head, and ISS Financial and Insurance Network and tion of how it is possible to reverse the rav- Sue Easton, Assistant Director of Learn- BlackRock. The traditional Final Gala on ages of millennia of poorly conducted agri- ing at the American School of Barcelona, Saturday evening had an Italian theme in culture in China through a well-developed on their school’s Student Enrichment, Ex- sumptuous food, music and color. It was program of education of local farmers. He ploration and Discovery (SEED) program. sponsored by TD Bank NA and Search showed photos of recovered wastelands and The program, involving all the students Associates. dust bowls in central China that were made K-12, creates time for faculty learning- fertile and productive again by the reeduca- centered dialogue while increasing the level The annual exhibitor traditional ‘wine and tion of local farmers working together un- of engagement and student ownership in cheese’ get-together, sponsored by Passport der government supervision to bring about learning. (Included in this edition of the Executive Travel, was held in the exhibit crop productivity without which the area InterEd on page 30 is an article which de- area after the last session on Friday after- would not have supported any kind of life, tails this program.) noon. especially human. Liu’s thesis was that the severe problems of the earth’s ecosphere are This was followed by a summary of progress Refreshment breaks between sessions were fully soluble under current scientific ad- made on ‘Recruitment Matters,’ a problem sponsored by The College of New Jersey, vances and proper educational dissemina- presented to AAIE leadership in New York Houghton Mifflin, Pearson Education, and tion, and soluble in just a matter of a few at the 2008 ‘Sunday Morning Solutions’ Wheelock College. years. session. Earlier, AAIE communications In addition, there was a Women in Educa- consultant Judi Fenton made a presenta- Rischard was not so optimistic in part tion luncheon and a farewell luncheon for tion of a power point that members may retiring Executive Director Miffie Greer of of his presentation. He presented his 20 use in presentations to teacher groups to problems, all of which are soluble, followed the Association of International Schools in create greater awareness of international Africa, sponsored by AISA. by three possible scenarios during the next school careers encouraging US teachers to decade. He indicated that the problems are become candidates for positions in interna- AAIE Executive Director Elsa Lamb said, transnational. The nature of the solutions tional schools. “Speaking for outgoing President Mark is beyond the reach of any single nation Ulfers, incoming President Ed Greene, and or group. Required are world-wide agree- Jim Ambrose made an initial presentation for the entire membership who attended ments to confront the worst-case scenario of ‘GovNet,’ an outgrowth of AAIE’s col- this 43rd Annual Conference, I want to ex- of the three he presented. Rischard ex- laboration with NAIS in the writing of press special thanks to all of these sponsors pressed some positivism referring to the The International Trustee Handbook. The of special events and all of our very sup- manner in which the leading nations of full details of this innovative network can portive exhibitors whose contributions and the world came to rapid agreement about be found in an article by Ambrose on the generosity have added to the success of our the infusion of each government’s financial adjoining page in this issue. meeting here in San Francisco. Our spon- resources to confront the financial liquid- sors and exhibitors are special members of ity problem that befell them in 2008. He The Conference closed with a positive and encouraging financial report by Trea- AAIE’s global family, and their participa- went on to encourage the international ed- tion is much appreciated. Thank you. We ucation leaders present to adopt curricula surer Ronald Marino, details of which are elsewhere in this issue, and the election hope to see you again in Boston at the 44th that would empower students to face these Annual Conference in February, 2010.” 

18 spring 2009 inter ed GovNet: A New Service from AAIE

or school directors, HeadNet has is envisaged, with: been the most useful, practical, By Jim Ambrose successful project ever undertaken • a definition of governance; by AAIE. But, what about school with any questions proposed by the mem- • an explanation of the rules for Gov- boards? Heads are in the uncomfortable bership, primarily dealing with the practi- Net; position of being the chief adviser to the calities of administration: how things get F done, by whom, where. • a listing of links and resources and, group that writes their evaluation and, while they might often say the same thing, • a page with click-through titles for the advice on especially sensitive matters might Participation in year one will be limited to summaries of questions/answers and be better received from an independent, the heads of schools and board chairs, with the proactive messages from the advis- external source. Thus, the idea of GovNet possible expansion in year two to board ers. was born. executive committee members (board officers) or beyond. This will help reinforce the How much more extensive the GovNet page might become will be open to explo- Originally an outgrowth following the concept that governance is a partnership ration in future years. publication of the NAIS International between the board (especially the chair) Trustees Handbook, GovNet was foreseen and head. to be a means of moving Handbook theory Operating Principles for GovNet The direct involvement of board chairs is into practice, to get good information di- Among the operating principles not already rectly into the hands of board chairs and desired so they will get “the message” directly from experts. Board chairs will then touched on above, it should be emphasized members. Ten years ago, the concept of that GovNet advisers are not and will not a listServe for boards drew concerns from be expected to pass on information to their entire board. act in the capacity of judges; while willing school heads over the possibility of poor to comment on procedures, general distinc- information being shared. The solution to tions of roles, best practices, etc., they will avoid this possibility is a monitored listserve, Information Flow and Maintain- ing Confidentiality not become directly involved in settling under the control of a small number of re- disputes. spected and experienced consultants (“ad- All questions from the field will come to visers”, generally former board members a central source (initially, Jim Ambrose, All heads and board chairs are expected and heads) approved by the AAIE Execu- Chair of the GovNet Advisers), to reframe act in a professional manner when using tive Committee. the question as needed to preserve the ano- GovNet and will not use this service to nymity of the source of the question. It will undermine either party. Heads and chairs To avoid conflicts of interest, sitting heads then be forwarded to the panel to respond will be able to independently send in ques- were not considered for the panel. Indi- directly and unfiltered to the entire mem- tions, copying each other with their email viduals with a broad perspective and ex- bership. unless there are compelling reasons to the perience, who understand the differences contrary. Confidentiality and anonymity between independent international schools Advisers will self-select which questions to will be maintained and questions edited to in so many locations, of different sizes and answer and most will not respond to every protect the source of any question. make-ups, were included. question that comes in. Even if only half the panel answers a given question, a good Reference sources will include the NAIS As of March, 2009, the Governance Ad- range of responses should be produced. Trustees Handbook, BoardSource, Rich- visers Panel is composed of Jim Ambrose, ard Chait, John Carver and others as ap- Gil Brown, David Chojnacki, Alan Con- propriate. key, Clark Kirkpatrick, John Lorenz (for- In Addition To Questions, the GovNet Panel Will Be Proactive mer board chair), Ron Marino, Paul Poore, Timeline Paulina Ready (current board chair), John The greatest value from this project may Ritter, Darryle Russell, Gail Schoppert, not be so much in responding to questions, Starting in March, the AAIE webmaster Gail Vendeland (former board chair), and but in being proactive, with each adviser en- will be begin setting up the technical de- Marilyn Wyatt (former board Chair and couraged to send out items considered to tails for GovNet, with the objective of go- consultant.) be of interest to the group, including ‘plant- ing operational by fall, 2009. Announce- ing’ questions for advisers to reply to. ments of how the heads and board chairs The Concept: How will it work? of AAIE member schools may join will be made in the late spring, 2009.  GovNet will parallel HeadNet. Everyone GovNet Page(s) on the AAIE Website to be Established currently a member of HeadNet will be Mr. Ambrose is a Senior Associate with eligible to enroll, along with their board As part of this new project, a new section of Search Associates. He is former head of chairs. There are no changes proposed for the AAIE website will be established, de- schools in Abu Dhabi and Hanoi. Email: HeadNet. HeadNet will continue to deal voted to governance. A main page for this [email protected]

inter ed www.aaie.org 19 AAIE Annual Conference in San Francisco Makes Awards

AAIE members celebrated the achievements of their membership with 25-YEAR MEMBERS rd special awards at the 43 Annual Con- Each year, AAIE recognizes members who ference in San Francisco. This traditional have completed 25 years of continuous award ceremony is much anticipated by membership and service to the Association those who attend. It offers an opportunity and to its membership. This year, the 25 for the membership to recognize the ac- Year Awards were made to: complishments of their colleagues. Among the awards presented were: Alan Conkey, currently Senior Consultant with the Council of International Schools AAIE HALL OF FAME Government Services, formerly with schools in Zagreb, Prague, Quito, and Rot- Dr. William Scotti was honored with his terdam; induction into the Association’s Hall of Fame. Scotti has worked tirelessly over Robert Werner, currently head of school many years for the membership, both while of the American School of Rio de Janeiro, James Gerhard (l.) seas Schools (A/ earlier with schools in Cameroon, Rotter- of the Ruamrudee OS) of the De- dam, Brasilia and Aruba; International partment of State, School, Bangkok, joined AAIE as a William E. Byxbee, Dean Emeritus at San Thailand, receives Diego State University, had also been Dean school-to-school the Ernest Mannino partner from South of Extended Education at SDSU, Assis- Scholarship from Carolina. She later tant Dean at Boston University, an official Dr. Keith Miller, with ABC News and with the University Director, A/OS. was the Assistant of Maryland. It was Byxbee’s generosity Dean at the Col- that allowed AAIE to use SDSU’s facilities lege of Education as its headquarters for many years prior to of the University moves to Wyoming and Florida; and of South Caro- lina. In 1968 she Connie Buford, the Regional Education became Executive Director of the Asso- Officer for East Asia of the Office of Over- ciation of International Schools in Africa. Dr. William Scotti She has served many terms on the a school head and AAIE Board of Trustees where she of A/OS is inducted in his current posi- into AAIE’s Hall of is currently the A/OS representative tion with the De- Fame by AAIE Exec. to the Board’s Executive Committee. Dir. Elsa Lamb. partment of State. Buford was Director of Education for He has worked in Village Camps, a sales representative schools in New for Pearson and coordinated the Prin- Jersey, Maryland cipal Training Center Programs. Like and in Department Ed Ladd, AAIE’s Superintendent of of Defense Educa- the Year, Buford holds degrees from tion Agency schools in Japan and Germany. the University of North Carolina. He also was with an inter national school in Venezuela. Scotti then became head of the ERNEST MANNINO American School of El Salvador in Cen- SCHOLARSHIP tral America. From that position, he was appointed Regional Education Officer of Ernest Mannino was the founder and the Office of Overseas Schools where his first Director of the State Depart- responsibility is the area of the American ment’s Office of Overseas Schools, a republics, including the Caribbean, Central Dr. Connie Buford of A/OS (l.) receives post in which he served for over thirty America and South America, over 40 inter- her 25-Year Award from AAIE Executive years. The scholarship was created in his national schools. He earned his doctorate Director Elsa Lamb. honor to recognize an overseas educator at the University of Maryland. doing graduate work in the field of international education. 20 spring 2009 inter ed The award, in the amount of $2,500, is usu- retirement age for a normal person, she and an alternate, in the event one of the ally presented each year by Dr. Mannino, entered the school yearbook business, and awardees is unable to use the award, Yu who, unfortunately was unable to attend be- for the next twenty-five years she traveled Jin Chung, American School Foundation cause of other commitments. However, this the world representing Walsworth Publish - Mexico City, Association of American year in his absence the award was presented Company. She finally retired in her mid- Schools of Central America, Colombia- by Dr. Keith Miller, current Director of A/ eighties. Caribbean, and Mexico.  OS. It went to James Gerhard, currently the Assistant Principal at Ruamrudee In- Sanders lived her life frugally and mod- ternational School, Bangkok, Thailand. estly. She donated her $200,000 condo to Gerhard was formerly with the American United Way of Sarasota when she moved School of Kuwait and with the Carol Mor- to assisted living. In the last 15 years she has given away at least two million dollars. The United Way building in Sarasota is the Margaret A. Sand- ers Building. There has never been anyone else quite like her.

Directors of regional associations worldwide and their staffs nominated senior student candidates for the four $5,000 Margaret Sanders Scholarships. Each region may send only one application. It is a difficult Alan Conkey of CIS task for the final selection commit- receives his 25-Year tee to select four from among so Award from AAIE Ex- many talented, qualified and deserv- ecutive Director Elsa ing student finalists. Some regions Lamb. received over a dozen applications, the regional screening committees having to face the daunting task to Dean Emeritus Wil- narrow it to one finalist. liam E. Byxbee of San gan School in Diego State University, the Domini- Daryle Russell, committee repre- College of Extended can Republic. sentative, announced the awardees Studies, receives his Gerhard is do- 25-Year Award from and the regional associations they ing graduate AAIE Executive Direc- represent: tor Elsa Lamb. research on ‘Professional Daniela Rothschild, Albert Ein- Development stein Experimental School, Quito, and Creating Association of American Schools P r o f e s s i o n - in South America; al Learning Communities Savina Venkova, American Inter- in International Schools.’ national School, Abuja, Association of International Schools in Africa;

MARGARET SANDERS John Kremnetz, Americana Com- SCHOLARSHIPS munity School of Abu Dhabi, Near Margaret Sanders is now 98 years old, East South Asia Council of Over- seas Schools; living in Sarasota in assisted living. She Bob Werner, Headmaster of Rio de Janeiro’s has had a unique career. In 1942 she was Tra My Le, Saigon South Interna- American School receives his 25-Year Award among the first women to be trained as air from AAIE Executive Director Elsa Lamb. tional School, East Asia Regional traffic controllers as part of the war effort. Council of Overseas Schools; She controlled airplanes for 17 years. At inter ed www.aaie.org 21 • Communication by staff Liaison officer, HR office, PTA, Principals, -de Orientation Strategies for New partment heads and new staff Staff: By and For School Leaders • Send reading lists & staff manual • Forward curriculum, grade level information, summer news events, text- books • Schedule reception and pick up at the he objective of this article is two- by Ettie Zilber fold: to present a unique orien- airport: remember the personal touch tation program which was intro- is important! duced at the American School Chamber of Commerce for info • Develop pre-service training on Cul- of Guatemala, and, in parallel, report to • Develop first rate website & direct tural awareness, quality of life, curricu- readers about strategies employed by heads candidates to it lum T • Ensure contact with Human Resourc- of 25 schools in the TriAssociation area for • Get volunteers within staff to serve as orienting new staff at their schools. “landing pad” (buddies) for newbies es on contract issues and process doc- • Call their mothers to talk about safety umentation and work permit The information that follows resulted from and living in new country (even if they • Ensure welcome by foreign hire man- a “show and tell” among colleagues from are 40) ager and Head of Human Resources approximately 25 schools in the Central • Call references personally by phone • Facilitate communication with cur- American, Colombian and Caribbean re- • Prepare a video and brochures to sell rent teachers of the same subject area gion. Our collective wisdom and practice the idea of coming to this “dangerous” / grade /section has been summarized herein. The follow- country • Ensure prompt answering of numer- ing can be used as a catalyst to introduce • Send a CD with curriculum or access ous questions new ideas or as a comprehensive checklist to Atlas Maps • Send photos of apartments/post on to ensure that nothing is overlooked form • Send Video or CD of School(or on website year to year. I hope it will be a helpful re- website) with books, maps, music • Put new hires in contact with real es- source when recruiting, contracting and re- CD with local music / singer, tourism tate agents taining teachers confronts for all of us. booklets, CD about country, city • Advertise things for sale from teachers • Interview candidates on Skype, inde- exiting The strategies are divided into four stages: pendently in major cities or at fairs • Ensure e-mail contact with other new Stage 1: Recruiting and Contracting; Stage • Send welcome and perusal package teachers 2: After contracting/Before Arrival; Stage • Advertise among teachers in -country • Send information about programs and 3: After Arrival; and Stage 4: Follow-up. and want to change school/city materials • Promote to Peace Corps, other NGOs • Keep webpage updated, especially with Stage 1 Recruiting & Contracting • Advertise positions on several websites photos • Offer opportunities to ask questions • Advertise vacancies widely & on web- • Send e-mails and make phone contact • Conduct presentations about school about school, city, curriculum site • Link up with team leader, grade level, • Conduct multiple interviews and country • Send school manual/information contacts person • Have discussions about how to imple- • Send articles on tourism or other gen- ment our model booklet to teachers once they sign contract eral information that is positive about • Go to recruiting fairs accompanied by the country/city/region an overseas teacher • Send Ministry of Tourism information • Bring information about country and • Help find apartment; ascertain profile • Allow candidates to e-mail with cur- and needs (e.g. pets) rent/past staff ; also with newly hired/ school to job fairs • Send list with telephone contacts/keep • Stay in touch thru email/Skype/tele- veteran staff phone • Send recruitment literature and info in pocket • Prepare video/ DVD with interviews • Contact consulates / embassies about school, community culture, • Give explicit instructions about flight city, salary & package, job descrip- of teachers, kids, admin, • Sign pre contact letter of intention arrangements/travel agent contact tion, housing photos, cost of utilities, • Arrange appointments for visa pro- teacher profile. • Send time-line for recruiting • Send security info to each candidate. curement • Send intro emails prior to fairs • Send addresses and phone # for “bud- • Attend various recruiting fairs to in- • Send out all conditions and expectations in writing -no surprises dies” on staff and other new staff terview maximum candidates possible/ • Inform & explain US mailing address position • Be sincere about what the school is like and look for good matches • Send their contact info to all staff so • Offer personal interviews/ group in- veterans can welcome them. terviews Stage 2 After Contracting / Be- • Send new teacher handbook that in- • Meet and greet for dinner/breakfast fore Arrival cludes practical info about the move. sessions • Send country postcards with welcom- • Contact Secretary of Tourism or • Send welcome letter from Principals • Assign each newbie a buddy ing messages 22 spring 2009 inter ed • Send Director’s/Principals´summer apartment. or allow for telephone calls to their plans and contact info. • Conduct trips around the country and families. • Establish contact between new hires city. • Help with child’s registration at school and grade level leader, Principal and • Invite for dinner at Director’s home • House them in guest house hotels or PR person. • Offer survival language classes pre-arranged apartments on arrival • Advise new hires about which docu- • Schedule new teachers orientation • Meet with Principals, Business Man- ments required to bring. week ager to discuss Faculty handbook, • Link up with “buddy” teacher to get • Assign buddies: colleagues and/or par- Parent/Student handbook, schedules, advise about what to bring, lifestyle ents expectations, etc. • Send e-mail with academic info, books, • Set up time to meet with travel agent, • Arrange for bank account, insurances, curriculum maps, schedule. doctor, bank officer, etc. driver’s license, mail delivery. • Maintain constant communication • Provide a cell phone • Show them their classroom and give (don’t lose anybody on the way) • Provide use of vehicle or transporta- them keys and materials/supplies • Send emergency info (booklet) tion • Help them view apartments and bring • Maintain constant e-mail communi- • Introduce them to school “family” them to school to see their classroom cation with director, principals, col- who provide on-going support • Accompany them for furniture shop- leagues and the Assistant who is doing • Give housing info and procedures ping their legal /visa papers. • Describe common places to shop, eat, • Talk about safety, security, even if dan- • Assign a host family (colleagues) , etc. gerous/distasteful mentors, buddies • Provide school tour • Get them on line (internet, e-mail ac- • Send info about work permits, etc. • Introduce them to policies and proce- count) from Business Manager or HR. dures • Submit all documents for visas, insur- • Send arrival details • Invite for welcome dinners or wine ances & help with bureaucracy-never • Send phone and email contact info to and cheese parties informal or formal alone relatives of new hires • Familiarize them with procedures of • Continue buddy contact • Send newsletters about special events. the School • Offer a buddy to help with housing, • Post information on school website • Offer relocation money or start-up lo- city tour compiled from FAQs from teachers cal currency • Set up medical care • E-mail more specific information (cul- • Have furnished apartment ready with • Give card with important telephone tural and geographic concerns) survival basic groceries numbers to keep in wallet • Establish contact with “settling in” • Tour city, banks, supermarket & health • Invite new staff to a social to meet ad- committee clinics min and veteran staff • Establish housing / roommate match- • Establish Internet connection ASAP Continued on page 25  ing • Send a packing list • Make hand-holding telephone calls • Schedule meeting point in major city for group flight Stage 3 After Arrival • Establish schedule for airport welcome by Di- rector and /or Princi- pals or HR personnel • Conduct orientation of hires (both local and overseas hire) • Conduct ice breaker & bonding activities • Conduct presentations about medical issues (Peace Corps doctor) and security (RSO), history, school culture, house hunting • Begin apartment search. Place a welcome bas- ket in each hotel room/ inter ed www.aaie.org 23 bilities, A Weal ssi th o Po f R of e d so rl u o rc W e A s

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• Offer different workshops –during 1st • Meet with Buddies Eastern Europe days about school procedures- reports, • Meet of Director in 2nd trimester school culture, language support, per- • Schedule activities in calendar on a r. Keith Miller, Director of the sonalized education monthly basis Department of State’s Office of • Offer presentations on Social Security • Pay travel allowance for employee and Overseas Schools, announced the and medical service dependants to go home to visit every appointment of Dr. David Cramer as Re- • Give emergency info booklet and 6 months. D gional Education Officer for Eastern Eu- manual for new teachers • Schedule ongoing professional devel- rope effective in August, 2009. • Provide insurance info, medical cen- opment ters, continue work/visa permit pro- • Plan excursions Cramer holds degrees from Virginia Tech- cess, banking • Conduct survey about stages 1-3 nical Institute and from the Pennsylvania • Prepare goal setting • Ask how they are doing & what are State University where he earned his doc- • Offer a week’s induction on bank, needs. torate. He is former head of schools in housing, tour to important places, • Expand the list of contact numbers Dhaka, Bangladesh; Abu Dhabi; and La medical… • Invite newcomers to dinner after 2 Paz, Bolivia. He has also worked in schools • Induction with veteran staff months to share experiences and prog- in Thailand, El Salvador and Saudi Arabia. • Assign a host parent family to new ress His international career began in 1978. At hires to help with apartment hunting. • Continue program present he is the head of the Jakarta, In- • Invite technicians to school to solve • Maintain close contact between donesia, In- things like: cable TV, in the apart- newcomers and Principals / t e r n a t i on a l ments, Internet connections. Insur- counselors, buddy School. He ance. • Follow up with foreign hires has served on • Ensure orientation at School (for a who are already there for at least the NESA week) first two days with newcomers, 1 year Board of Di- three days with all • Schedule language courses rectors for • faculty members • Continue buddy – mentor pro- eight years, • Invite them to meet parents, board gram including a • Review stages of transition • Continue group – social / travel term as Trea- • Pair with a mentor / buddy activities surer. He • Offer presentations on cultural aware- • Conduct surveys and get sugges- held a similar ness/ culture shock tions for next year post with the • Offer presentation regarding our • Set up general and individual E A R C O S school and different curricular pro- meetings to identify issues, etc. Board where grams. • Maintain open door policy with he served for • Offer furnishings for apartments human resource person and ad- two years. • Offer classes in local language ministrators • Conduct Orientation on teaching • Schedule socials with Principal, His wife, Di- standards, how to get things done, head of school, staff Dr. David Cramer, ane, is also a special needs program, technology, • Schedule classroom visit walk through new REO for Eastern teacher. They have Philosophy, Policies, school sections, • Schedule interviews before October Europe. two daughters, leisure/ recreation and shopping contract one pursuing a • Conduct feedback survey • Schedule October dinner with Direc- Ph. D. degree in • Invite for party for old and new staff. tor educational lead-  (introduction to salsa!) • Repeat “Oh No; Oh Wow¨ activity. ership, and the • Conduct one on one interview other in college in • Offer orientation by host parent family Dr. Zilber is the former head of School of the Wyoming. • Engage in ¨Oh No; Oh Wow¨ activity Colegio Americano de Guatemala and the Cramer’s main hobbies include rebuilding Stage 4 Follow up American School of Barcelona. She is now writing a book about the Third Culture Kids of antique cars, woodworking, and travel- • Meet with Head / Principal between (TCK), children of international school edu- ing to out-of-the-way places. He also is an st 6 weeks to 1 year . (how is it going?) cators. Email: [email protected] avid sportsman with activities in golf, ten- • Meet regularly with Principals nis, basketball and softball. (monthly)

inter ed www.aaie.org 25 3. To give students the opportunity to meet, network, interact and learn from Young Minds other students, university faculty, en- Fueling the World’s Future: trepreneurs and professionals from around the Commonwealth, the na- The Pennsylvania School of tion and the world. Global Entrepreuneuralship 4. To provide a well-rounded curriculum that encourages the learning process to at Lehigh University continue well beyond the classroom.

his year marks Lehigh Univer- 5. To assist students in their individual journeys of self-discovery, career sity’s Ninth Annual Summer Pro- By Daphne P. Hobson gram: The Pennsylvania School for awareness and leadership development Global Entrepreneurship. Directed by Tri- related to entrepreneurship. T gram is to expose 16- and 17-year old high sha Alexy, the five-week program provides 6. To expose students to the benefits and school students to the topic of global en- students from Pennsylvania and around opportunities gained in functioning trepreneurship, leadership and effective the world the opportunity to study global as members of a team with common business practices, and to develop students’ entrepreneurship, leadership and cultural goals and values. spirit of creativity, innovation and learning. awareness. Through the efforts of the- au Year-round efforts have made this program 7. To provide students a safe residential thor, Lehigh University has actively en- exciting and dynamic, truly unique in its experience throughout the five weeks gaged in the American international school content and delivery. Working as partners, of learning and discovery. area providing educators advanced degrees. Lehigh’s College of Education and the Ia- It seemed fitting to extend an opportunity Through experience and application, the cocca Institute developed the applied cur- for high school students attending these students develop a way of thinking to be- riculum, which will be delivered during the schools to participate in this summer pro- come innovative and critical evaluators. five-week residential academic program gram for gifted high school students. The They learn what steps are required to de- this summer from June 27th to August 1st, College of Education has awarded two velop an idea and develop it into a work- 2009. $3,400 scholarships to students from in- able business plan. As members of a team, they explore international diversity and ternational schools for the past three years. Students are housed on Lehigh Univer- decision-making and the importance of AAIE Director Elsa Lamb designed and sity’s campus, enjoying all the facilities that consensus building. In addition to the created a selection process that was deemed Lehigh University and the Lehigh Valley classroom time, students also have the op- equitable to all students. Twenty-seven have to offer. Courses are held in Lehigh portunity to socialize and network with applications were received and read by an academic buildings and taught by Lehigh other students. During theses five weeks, outside committee who chose two students faculty, as well as entrepreneurs and leaders excursions and events are planned in for for the award. of the local business community. The -ap young learners. Overall, the program is plied curriculum includes core and elective The recipients selected for this summer are balanced with learning and social experi- courses, entrepreneurial exchanges and ex- Isabel Ana Rios Ramirez and Stela Aseno- ences. th cursions, team projects with partner com- va Bagasheva. Isabel is a 10 grader at the munity businesses and a variety of other American School of Madrid, Spain. This By the end of July, Isabel and Stela will interactive experiences and activities. is Isabel’s first time to study in the United return to their home countries eager to States, and her first time away from Spain. share their experiences and new knowledge Isabel projects incredible potential for a The Program of Studies with their friends and school communities. Hopefully, the adventure will spark the 10th grader speaking four languages, in- Lehigh faculty and business people in the entrepreneurial leadership spirit in these cluding Spanish, English, French and basic metropolitan New York and Philidelphia young women, once again proving that the German. Fostered by parents who both re- area created the program goals and objec- world we live in works collaboratively and ceived graduate degrees from the London tives, collaborating to ensure that the pro- innovatively together for all global citizens. School of Economics, she has developed a gram provides academic rigor and includes strong interest in global entrepreneurship. entrepreneurial experiences. The goals of It is Lehigh’s goal to extend this program The second student, Stela Asenova Baga- the program: to as many international school students th as places will permit. While there are no sheva, is an 11 grader at the Anglo-Amer- 1. To provide a constantly challenging additional scholarships available for this ican School of Sofia on a full academic and motivating program of learning in summer’s program, interested students may scholarship, where she excels academically the area of global entrepreneurship for apply. For further information regarding, in Bulgarian, German and English and ath- students from Pennsylvania and inter- contact Trisha Alexy at [email protected]  letically on the volleyball and soccer teams. national high schools. She, too, has a strong interest in global en- Dr. Hobson is Executive Director of In- trepreneurship. Both candidates will repre- 2. To have students develop an under- ternational Programs, Lehigh University. sent international schools this summer. standing of cultural and business practices used in various regions of the world. Email: [email protected] The purpose of Lehigh University’s pro- 26 spring 2009 inter ed .

Life in a Flying Community College: A Viable House: Clements Alternative to University International Secondly, community college can provide Offers $10,000 in By Claudia Colnar that same nurturing atmosphere and the Scholarships for same personalized instruction as students experienced at international schools. Stu- et me admit that until rather recent- dents who have been living abroad might Expat Students ly I had been a university snob, cer- Clements International, a provider of insur- not be ready to attend huge universities, tain that only a big-name university ance and financial services to American orga- where they are likely to be only a number, could provide the type of comprehensive nizations and individuals working outside the L and where their “professors” often turn out education required to survive in tomor- U.S., has introduced a new annual scholarship to be teaching assistants. Because faculty row’s world. Surely, any other educational program for expatriate students. at community colleges are not under the institution must be second-rate, not quite “publish or perish” yoke, they are able to Clements International’s 2009 Expat Youth up to par. Community colleges only cater spend their time teaching and mentoring Scholarship will award $10,000 to students to losers, don’t they? students. Classes are generally small, much 12-18 of any nationality who have spent as they are at international schools, and so at least two years living outside their home Now that I am employed at a community teachers can readily notice a student’s aca- country. The theme, “Life in a Flying House,” college and have had the opportunity to demic strengths and weaknesses and tailor is inspired by the idea that students who attend American Association of Com- instruction to suit that student. spend their childhood moving between dif- munity Colleges (AACC) workshops and conferences, I’ve removed my blinders and ferent countries and cultures acquire unique A further reason for choosing community am now seeing community colleges in a life experiences. college is the safety factor. Students who completely different light. These institu- “Experiencing a different country and culture have lived abroad for a length of time, es- tions serve a large and increasingly diverse is exciting for an adult, but for a young person, pecially those in Japan, have little notion segment of the population and with good it can be even more life-changing,” said Vice of personal safety and are liable to not be reason. President of Marketing Lloyd Yavener. “As a street savvy when they return to the US. company devoted to protecting the futures of As the reality of a worldwide recession The smaller campuses, particularly in small expatriates and their families, this scholarship starts to hit home, many high-fliers who towns and in rural settings tend to be safer demonstrates our commitment to supporting have children attending international than a university situated in the inner city. growth and learning among this unique seg- schools around the globe may find them- As far as diversity is concerned, the average ment of the population.” selves in the position of no longer being community college is quite a collage of dif- able to afford that big-name university with The scholarship contest offers expat students ferent backgrounds, races, and ethnicities. the $40,000 annual tuition and are seeking a chance to share their experiences of living People of all socioeconomic stripes are ac- less expensive alternatives. Many parents in in a foreign country through an essay (500 cepted to become part of this educational this category might just dismiss the notion words or more) and creative media (photo- mélange; hence students who have been of their child attending a community col- graphs, illustrations, paintings, or video). The accustomed to interacting within a limited lege without getting past their ingrained scholarship entry deadline is Friday, May 15, stratum of society are exposed to new ideas idea of what these institutions are like. 2009. Three winners will be announced in and diverse ways of thinking, thus chal- September 2009 in each of two age categories Community colleges are actually an attrac- lenging them and ultimately expanding (12-15 and 16-18) based on the quality of the their horizons. essay, how the selected media reflects their tive alternative to the first two years at a major university for a number of reasons. topic and creativity. Finally, students graduate from commu- First of all, they are considerably more af- nity college with their Associates degree. In Visit www.expatyouthscholarship.com for fordable than universities. The cost of a some cases, they are even able to go directly more information. typical community college ranges from into the workforce, particularly if they have $13,000-$25,000 annually. These figures About Clements International gone through demanding Nursing or Den- include tuition, room, board, insurance, tal Hygiene programs. Clements International is the leading provid- books, supplies and miscellaneous expens- er of insurance for expatriates, international es. Community college can save parents at All in all, community college is a prudent, schools, multinational businesses and relief least $60,000 during the first two years of fiscally sound alternative to big-name uni- organizations. Founded in 1947, Clements their child’s academic career. Upon gradu- versities in the US.  offers worldwide auto, property, health, life ation, students will find that articulation and commercial insurance with superior cus- agreements will facilitate their transfer Ms. Colnar is International Student tomer service and claims response to custom- from the community college to those uni- Recruiter & Coordinator at Sheridan Col- ers in more than 170 countries. For more in- versities with which the community college lege, Sheridan, Wyoming. Email: ccolnar@ formation on the global list of programs and has such an agreement. SHERIDAN.EDU services offered by Clements International, please visit www.clements.com. inter ed www.aaie.org 27 Students Lead the Way in Worldwide Pollution Monitoring

tudents are often told that they are wind of cities and industrial facilities where the future. As a student, I could By Jessa Ellenburg hydrocarbons and oxides of nitrogen are never quite grasp the full power emitted by various sources, including vehi- of that statement, nor did I know their desire to act. cles, power plants, refineries, and chemical what to do with the weighty responsibility plants. Specialized monitoring instruments Sof the idea. That feeling can be paralyz- Ozone, or three oxygen atoms joined, is an are used to quantify the amount of ozone ing; you know you need to act, but where interesting molecule. Without high con- in a given location. The public is notified to start is far from clear. Thankfully, our centrations of ozone in the stratospheric at times of very high ozone concentra- role as adults and educators is extremely ozone layer, life would be quite unpleasant. tions, and encouraged to reschedule plans clear. We are responsible for empowering Yet ozone created at ground level is harmful for outdoor activities. When students are students by creating opportunities for them to the heath of humans, crops, and ecosys- more cognizant of ozone in our air they can to exercise their influence as a collection tems. To make matters worse, ground level also make other changes in their lifestyle, of individuals. This is the central mission ozone is a greenhouse gas and contributes such as driving less and turning off lights of The Global Ozone Project (GO3 Proj- to global warming. In effect, “good” ozone not in use. ect) for high school students. The project is separated from “bad” ozone by where it provides students with information and occurs in the atmosphere. Ozone is trans- Unfortunately, we do not currently have an accurate world view of ozone concentra- Civil engineer tions. There are vast expanses of our planet Jessa El- where ground level ozone is not measured; lenburg (far thus the extent of the problem is not well right) explains known or understood. In order to optimize use of ozone solutions and environmental policy, it is pollution necessary to develop a better understand- monitoring ing of ozone production, transport, and device with Longmont, destruction. The students participating in Colorado, the program will be instrumental in creat- High School ing a more complete picture of this serious sophomores. environmental issue, as they will have the means to continually measure and track ground level ozone around the surface of the earth.

Each school participating in the program receives an ozone monitor kit along with detailed instructions on how to assemble its modular components. The monitor is provided with a pre-built circuit board and ported around the earth by winds and cer- pre-drawn outlines of where to place, and tools to make a significant contribution tain atmospheric conditions, making it a how to connect, the individual compo- to the science of critical environmental is- truly global issue as it respects no political nents. The assembly, testing and operation sues, including: ozone pollution, depletion boundaries. Also making it a serious global of this instrument provides the students of the ozone layer, and global warming. issue is its effect on crops. It is well known with a functional understanding of how a Harlan Lyso, AAIE’s Superintendent of that high ozone concentrations can reduce scientific instrument works. In addition, the Year in 2007, quoted Maya Angelou in crop yields by alarming percentages. This I’ve the students will monitor other variables in the Spring 2007 edition of Inter Ed, “ makes ozone not only a health concern, but ozone formation and transport, including learned that people will forget what also a food supply concern. temperature, humidity, pressure, and wind you said, people will forget what speed and direction. you did, but people will never for- Ground Level Ozone is Student Focus get how you made them feel.” This Global Network of High School resonated with me in respect to the GO3 The students in the GO3 Project will pri- Students Project. Let us make students feel that they marily focus on ground level ozone, which The globally distributed network of high can make powerful contributions by pre- is formed from the interaction of a variety schools monitoring ozone will post their senting them with well defined in-school of air pollutants with sunlight and humid- data to Google Earth to give students and activities that enhance learning and foster ity. It is typically highest within and down- the public easy access to the data. Students 28 spring 2009 inter ed can view data collected by other schools environmental policy. The lessons are tied begin to contribute to improved environ- around the world and use the informa- to the applicable US education standards mental solutions and policy. This project tion to interpret their results. A periodic and designed to be “turn-key”, as teachers provides them with the opportunity to calibration procedure is performed make a significant difference in an to validate their data so that the ac- incredibly overwhelming problem. curate measurements may be used by It exposes them to the issue and scientists, in collaboration with stu- engages them in ground-breaking dents. In this way, students are di- science. As “experts” on ozone and rectly contributing to the body of sci- related environmental issues, the stu- entific knowledge related to a serious dents are armed with the knowledge global environmental problem. Us- and tools to get out there and make ing the GO3 Project data, scientists a difference. You are invited to begin will be able to execute fundamental participating in the GO3 Project by studies, leading to an open dialog be- joining our interactive networking tween scientists and students. webpage at www.GO3Project.com/ network. There you can communicate Once they have the monitoring station are provided with all the materials and in- with students, teachers, and environmental running and making continuous measure- formation they need to execute the lesson. scientists from around the world by sharing ments, the students participate in hands-on A help desk can handle any questions re- ideas, asking questions, and posting/down- spin-off lessons, addressing various aspects garding the instrument, and on-line tutori- loading educational materials.  of the project. Lessons could cover many als will be available to insure proper lesson topics, including: atmospheric science, plan training and execution. Ms. Ellenburg is Outreach Coordinator, computers/instrumentation, data collec- GO3 Project. Email: [email protected] tion and interpretation, chemical reactions, With a deep knowledge of global ozone awareness of global interconnectivity, and formation and transport, the students can

inter ed www.aaie.org 29 .

SEED: A Program for Student and Teacher Growth

Have you ever wondered how 550 students can move from their classrooms to the soccer By Sue Easton and Marta Vernet field in seven minutes?

Have you ever wondered how a school can transform from a center of academia to a com- children throwing their arms around an munity of multi-age non-academic activities? older student in the hall who is from their SEED family grouping. The coordinator of Have you ever wondered how to create activities that would simultaneously engage six the annual Ski Trip commented on the im- year olds, adolescents and high school seniors? proved relationships between different age levels, which she attributes to the SEED Have you ever wondered how to create time for teacher collaboration and growth? program. Younger students look forward to the activities. Older students learn from If you have answered “Yes” to any of these questions, read on. The American School of Bar- the leadership experience. All students celona (ASB) has developed a program that answers all of these questions. benefit from the opportunity to experience life-skill based, non-academic activities in English. The SEED Program and involvement. SEED instructors at ASB include alumni and local community or staff, the benefits of having col- he SEED program at ASB is a members like a firefighter, ceramic school laborative time have extended be- weekly cross-age program in which owner, school gardener, police officer and yond the meetings themselves. To over 550 students working in fam- our school food service. However, without have time for vertical articulation between ily groupings of 10 to 12 students, explore T the student SEED leaders, SEED would gradesF and divisions ultimately benefits a variety of non-academic activities. The not run as smoothly. Students in grades students because of the more purposeful SEED, or Student Exploration, Enrich- 11 and 12 lead the family groupings, sup- teaching and learning that takes place. To ment and Discovery program at the Amer- porting students from first to tenth grade as have time for mapping curriculum in col- ican School of Barcelona, was created based they work on activities in English ranging laborative teams with critical friends for on identified needs. However, the enrich- from cooking guacamole, pizza, sushi, and reflection and analysis, ultimately improves ment, for both students and teachers, has cookies to sandcastle building to origami instructional and assessment practices. The gone far beyond the original goals. to pictionary. The program, created by Sue benefits of the SEED program are con- SEED came out of a recent Middle States Easton, Assistant Director for Learning, stantly being revealed. Association accreditation self-study. The and Marta Vernet, Activities, Athletics and Action Plan created after this self-study Alumni Coordinator, is supervised weekly Challenges to be Faced identified three objectives or areas of by Marta Vernet. Modifications and revi- Feedback surveys are given to students and growth: improving student engagement sions to the program based on student and staff annually to determine the success of and ownership, increasing language and adult feedback occur annually. specific activities and the needs of SEED mathematical literacy, and creating a more he SEED program also provides an leaders and instructors. However, there harmonious community of stakeholders. opportunity for teachers to work on have been ongoing challenges which we SEED addresses all three of these objec- the three Middle States objectives. had to plan for: rain, staffing, and account- tives. In addition, our school Mission “to SEED occurs on Wednesdays, from 3:10 ability were the most pressing. fully develop each student’s unique poten- T to 4:00pm, providing weekly collaborative tial by providing a high quality American/ time for staff, who stay until 4:30pm each t ASB there is no indoor area for Spanish curriculum in an English-lan- week. Staff meetings rotate between the over 500 students to meet to get guage based, respectful and diverse envi- following structures: PreK-3 to 12th grade into family groupings. We needed ronment” connects directly to the creation Subject Area Teams, Full Staff Meetings, to develop an alternate SEED plan for rainy of the SEED program. A Division Meetings, Curriculum Mapping days. Staying in homerooms completing an work time using Atlas Rubicon. These op- activity with the SEED instructor and the Student Involvement in the SEED portunities for collaboration and commu- help of the SEED leader became the rainy Program nication have definitely contributed to the day model. Developing consistent rainy day activities to ensure that the time was The SEED program involves twenty-five achievement of all three goals. still meaningful became an additional role activities in which two family groupings for the AAA Coordinator, Marta Vernet. meet and participate each week. SEED in- Benefits of the SEED Program structors are the backbone of the program, The benefits of the SEED program go far The SEED program requires 25 SEED since they lead the activities and keep an beyond the original expectations. For stu- instructors once per week for one hour. ongoing record of student participation dents, it is not uncommon to see younger Filling these positions, as well as provid- 30 spring 2009 inter ed .

Thriving in a Time of Crisis: An Istanbul Perspective

school strongly believes in—intellectual By Jennifer Eaton Gökmen leadership that can benefit all segments of our international community.” ing salaries, was challenging. We relied uring times of economic heavily on our alumni base, providing downturns in the global Keeping the Board Onboard basic training and meetings three times economy, fiscal caution is a per year to discuss problems that arose. necessity. Many organiza- While developing an action plan and bud- Community members were a wonder- tions tend to make the mistake of falling get to weather a crisis, it behooves a school’s ful addition this year and increased our Dinto a seige mentality and becoming un- administration to be cautious, but also to ability to support community projects remittingly cautious when the opposite actively ensure against the downward spiral and businesses. As for salaries and approach is needed in at least one par- that pessimism creates. Mr. Lewis advises, other resources, the cost works out to ticular area. “In cutting the budget or re-allocating 2 euros per student per week, less than funds, keeping the Board of Directors fo- two percent of our annual school bud- “It may seem counterintuitive, but in cused on maintaining quality is imperative. get, and well worth the cost. times of crisis, most organizations need to be increasingly aggressive in their risis can be an effective diet that Finally, with the addition of a new pro- marketing,” says Istanbul International helps schools evaluate where they gram at ASB, there were some chal- Community School (IICS) Headmas- need to reduce and reorganize, and lenges, particularly with Middle School ter Jeremy Lewis. “When market share Cthe temptation is great to cut courses that students, reinforcing the importance of gains become harder to achieve, and don’t seem pragmatic, but a balanced cur- the program. Adding accountability when enrollment riculum must be controls including points for sports- numbers are in dan- maintained or a manship, punctuality, and leadership ger of decreasing, school risks dam- which can earn a monthly pizza party schools need to do Crisis = Danger + aging the quality of definitely improved buy-in. Also, in the whatever they can its programs, los- second year of the program, students ac- to protect or even ing good teachers, cept it as part of the ASB learning ex- increase their mar- Opportunity or sidelining best perience, and there were fewer problems keting budgets. This practices. Quality with this age group. is a strategy echoed is always key.” by many of our For- Further Information About the tune 500 executive parents, who tell us Internationalism in Times of SEED Program that especially in crisis, if they were down Crisis to the last dollar in their budget, they he addition of the SEED pro- would spend it on marketing. Unhesis- Keep in mind that an often unforseen dan- gram at ASB contributed to the tantingly.” ger of economic crisis is its negative impact warm, family atmosphere that on the multicultural, philanthropic envi- already existed at the school. Other r. Lewis goes on to note that ronments that characterize international T schools. “When times get tough, people be- schools have already taken the program marketing one’s organization that we have created and adapted it to ranges from the absolutely come insular and that inward thinking can the needs of their school with similar critical—like developing an impressive come in the guise of increased nationalism, M parochialism, and behaviors antithetical to benefits. If you are interested in get- web presence—to the creative. IICS has ting more information, please feel free become creative by initiating its own global citizenry,” says Mr. Lewis. “Financial to contact the authors of this article.  Speakers’ Series which brings top edu- imperatives can also overshadow humani- cational thinkers and practictioners to tarian efforts and put a strain on a school’s Ms. Easton is Assistant Director for Istanbul. “Not only does this support community outreach programs.” To keep Learning at the American School of Bar- our professional development aims by community outreach strong, Mr. Lewis ad- celona. Marta Vernet is Activities, Ath- providing training for our teachers, it al- vises schools to increase awareness of how letics and Alumni Coordinator. Email: lows us to provide workshops and semi- global crises more deeply affects those who  [email protected] and mvernet@a-s-b. nars for our students, parents, and for the are already in dire straits. com entire local expat community. Istanbul is a competitive market, so it is to our Ms. Gökmen is Development Officer at the school’s advantage if we increase good- Istanbl International Community School. will and visibility among our would-be Email: [email protected] constituents by providing something our

inter ed www.aaie.org 31 Cyberbullying, cont’d from page 1  messaging, email, blogs, web sites, and so- erations past, the slam papers are now ap- cial network sites such at MySpace, Xanga pearing online with the current generation and Facebook (Anderson & Sturm, 2007). of technologically savvy students. Gender The most prevailing difference between tra- differences are also found with cyberbully- ditional bullying and cyberbullying is that ing. Males tend to be more direct (physi- as an educational issue (Hummell, 2007; traditional bullying does not afford the per- cal) when they bully, and females tend to Media Awareness Network, 2006; Gillis, petrator an opportunity for anonymity; the be more indirect when they bully others. 2006; Hinduja & Patchin, 2007). cyberbully believes he/she can have ano- Data on cyberbullying evolves with each Cyberbullying is not limited to the U.S., nymity when using a pseudo name (Stover, survey, but in general, females seem to en- with other countries reporting percentage 2006; Franek, 2005). Cyberbullying may be gage in more cyberbullying tactics (took data consistent with these findings. The most succinctly described as repeated harm picture of someone and posted it online Office of Standards in Education in Great willfully inflicted through the medium of without permission, posted something on a Britain surveyed students and found that electronic text (Patchin & Hinduja, 2006). social network page to make fun of some- they are not only experiencing an increase Harris, Petrie and Willoughby (2002) and one) (Hinduja and Patchin, 2008. Earlier in cyberbullying but also experiencing Smith et al. (2008) report cyberbullying is data ((Harris, Petrie & Willoughby, 2002; abuse of racial and/or sexual nature (2008). less prevalent than traditional bullying, but Chibbaro, 2007; Goddard, 2008) found It is a global society when considering cy- it is substantial, and the impact on the stu- males surveyed to be victims of bullying at berbullying. dent victim is similar to traditional bully- a somewhat higher rate than females, and ing (Stover, 2006), but as online communi- females report bullying others at a higher eachers are also not immune to ties and social networks continue to thrive rate than males, but Hinduja and Patchin’s cyber-bullying (Chibbaro, 2007; among adolescent and younger computer work in 2008 showed that more females Brettingham, 2007; Binns, 2007; users, it is reasonable that these data will than males had been victimized (20.4% THillborne, 2007). A survey by the Teacher change rapidly. over 14.6%). These data tend to make it Support Network and the Association of difficult to predict which students might be Teacher sand Lecturers in Great Britain yberbullying occurs indiscrimi- the perpetrators. found that one in ten teachers were victims nately (Anderson & Sturm, 2007), of bullying via web sites and most frequent but even though incidences of bul- Effects of Cyberbullying denigration (direct cyberbullying) targets Clying begin to appear in elementary school, school employees (Brettingham, 2007; it increases significantly in middle school as Cyberbullying and harassment can be Chibbaro, 2007). Brettingham (2007) re- students enter adolescence (Beale & Hall, traumatic to the victim, causing emotional ports that nearly forty percent of those 2007). Harris, Petrie and Willoughby and psychological harm including a potent surveyed received silent calls and nearly (2002) report this as a result of moving into form of strain (Gillespie, 2006; Hinduja & fifty percent had received harassment by a new social structure in addition to adoles- Patchin, 2007). Hinduja & Patchin (2007) electronic mail. These findings follow the cence – that the students use bullying be- collected data from adolescent Internet us- abuse of video-sharing web sites (e.g., You- haviors to establish themselves in the new ers and found that cyberbullying is a potent Tube). structure in hopes of removing themselves form of strain, possibly related to school from a low rank, and the aggressive behav- problems and delinquent behavior offline. Identifying Cyberbullying ior declines as the students feel established Long-term effects such as lowered self- in the new structures. Logically upper ele- esteem, increase in absenteeism, depres- Cyberbullying is a form of repeated ha- mentary and middle school children report sion and suicide have been reported. Other rassment, implying harm to an individual experiencing cyberbullying more frequent- areas of concern include possible interfer- or group that is carried out through the use ly than younger children because older ence with both personal and social devel- of information and communication technolo- children have greater access to technology opment of a child, leading to isolation and gies in the form of threats, intimidation, and use it more frequently than younger even dropping out of school (Hitchcock, embarrassment or exclusion (Franek, 2005; children (Anderson & Sturm, 2007). 2007; Harris, Petrie & Willoughby, 2002). Anderson & Sturm, 2007; Gillespie, 2006; Raskauskas in Toppo (2006) describes cy- Chibbaro, 2007). The cyberbullying event is There is a power difference between those berbullying as non-stop harassment and, not a single offense, but one of many oc- who are bullied and those who bully. Pop- as such, results in a sense of helplessness currences. It is at the breaking point that a ular students are reported to cyberbully in that can permeate all other aspects of the victim tells somebody of their experiences, order to maintain social status (in crowd day. Other effects in the victim are becom- if they tell anybody at all (Franek, 2006). and out crowd) (Chibbaro, 2007; Goddard, ing withdrawn, decreased performance in Cyberbullying can be direct or indirect. 2008). Contrary to belief, bullies are not academics, problems with personal and/or Indirect cyberbullying can be a commu- insecure and demonstrate little insecurity social lives, depression, illness resulting in nication such as an argument online with and anxiety; they do not suffer from low increased absenteeism, and in some cases rude, vulgar language, threats, or insults self-esteem (Harris, Petrie & Willoughby, suicide (Malone, 2007; Harris, Petrie & while direct cyberbullying would include 2002). Examples of cyberbullying by pop- Willoughby, 2002; Chibbaro, 2007; Toppo, exclusion, denigration and harassment ular students might include web pages or 2006). (Chibbaro, 2007). Cyberbullying can be surveys of “the fattest”, “the ugliest”, “the carried out in many ways; for example, a prettiest”, etc. While there have been “slam A major effect of cyberbullying is the feel- bully can use instant messaging (IM), text pages” created by students on paper in gen- ing that there is no safe haven from the ha-

32 spring 2009 inter ed rassment as noted by Juliana Raskauskas of or nobody (Slonje & Smith, 2008). Li fective because, according to Hinduja and Massey University in New Zealand (Top- (2007) reports that nearly sixty percent of Patchin (2008), the majority of students po, 2006; Willard, 2006). Malone (2007) cyber victims are female and over fifty-two surveyed (54.1%) reported telling a friend reports such helplessness resulted in a teen percent of cyberbullies are male. However, first or exclusively, followed by a parent taking her own life after receiving threaten- Li (2007) found that female victims of cy- (41.1%) and teachers (29.7%). ing, cruel messages on her social network- berbullying are more likely to inform an ing web page on MySpace. Because cyber- adult than male victims of cyberbullying. Schools and personnel are not prepared bullying can be so public if it is online, it Franek (2006) reports that cyberbullies for monitoring use and abuse of Internet is always a potential threat (Meadows et often have more than one victim and con- connectivity at school nor are they trained al, 2005; Stover, 2006). Going home after tinue to bully and harass the victims until to recognize cyberbullying when an Ac- school may not provide the protection from they are caught, which reinforces informa- ceptable Use Policy (AUP) is not in place the threat that it formerly did for tradition- tion given by Franek (2006). One reason (Chibbaro, 2007). Building a bridge of al forms of bullying cyberbullying victims cited for not telling communication for educating about cyber- an adult is fear of an increase in intensity bullying is critical as well as providing a safe n some cases, bullying victims become of the cyberbullying, of potential harm, and place for victims to share their experiences bullies themselves. In a study of 8- to of possibly having their connectivity (e.g., and receive assistance. Creating a safe place 12-year old Finnish children, the chil- mobile phone, computer, or internet) privi- to report and receive counseling are critical Idren who indicated they were bullied were leges taken away (Chibbaro, 2007). With pieces in establishing a supportive network found to be involved in bullying of oth- the increase in cyberbullying, attention to address cyberbullying. ers four years later (Harris, Petrie & Wil- must be given to the responses to cyberbul- • Provide training to the faculty as what loughby, 2002). Patchin & Hinduja (2008) lying. The possible long term exposure via constitutes cyberbullying also collected survey data showing middle webpage, social networks, emails, etc, and school children report being the bully as the psychological and educational effects • Collectively decide as a faculty how to well as the victim. Public embarrassment on students make reporting critical as an respond when an instance is reported; is a factor in both traditional and cyber- issue in cyberbullying. determine some appropriate responses bullying. However, cyberbullying reaches • Discuss the implications of the report- a much larger audience, meaning it is out Franek (2006) and others suggest writing ing from the standpoint of child wel- there to be viewed at any time, which is the Acceptable Use Policy (AUP) in lan- fare. How will we respond? quite differed from traditional bullying. guage that students will understand so that the reporting process is very clear. This • Who should be told if something is re- By moving to a 24/7 world, cyberbullying information should also be included in ported that occurs in school? Outside can occur at school or away from school the student handbooks, the literature sent of school? (Meadows et al., 2005; Willard, 2006). to parents, posting policies on the school • Decide how to handle reported inci- Places once deemed as safe havens for chil- web site, and posting the policies in a vis- dents, both from a policy position as dren are now accessible because of constant ible location in every classroom. He also well the standpoint of child welfare. connectivity (e.g., cell phones, internet, and suggests including specific information on social network sites). This form of bullying who students should contact and what the • Consider whether or not the school also offers anonymity because the bully can specific process is. Include exactly what the has specific policies addressing ap- set up and use temporary accounts under school’s response will be in terms of what propriate technology usage or a policy false identities (Meadows et al., 2005; God- actions will follow. Be sure these actions that specifically addresses cyberbully- dard, 2008; Staff, 2007). Total anonymity is are swift. If follow up is not within a rea- ing both on an off school grounds a false sense of security as all computers and sonable time, students may interpret this irectly related to the school ad- mobile phones leave a path that is traceable to mean no one at school is serious about ministrator or school board are (Franek, 2005). Cyberbullying is compli- preventing or stopping cyberbullying. In a the legal issues related to cy- cated for administrators because it typically survey of more than 8,000 Australian stu- berbullying, whether action is taken to takes place off campus, beyond the school’s D dents, thirty percent perceived teachers as remedy the situation or not. In the U.S., traditional authoritative reach. In fact, law- not being interested in stopping bullying or First Amendment Rights is at issue when suits have been filed citing the school has only interested sometimes (Harris, Petrie school administrators address cyberbul- overstepped its authority and interfered & Willoughby, 2002). lying because the school has no authority with a student’s free speech rights (Beale & for student actions outside the school en- Hall, 2007; Goddard, 2008). ome schools use a peer support group vironment, and the view that student cy- (Hummell, 2007), though this needs berbullying is considered student speech, Specific Issues to be handled carefully with appro- which is protected speech in the U.S. (Bal- priate preparation on the part of the ad- das, 2007; Stover, 2006). Therefore, admin- Reporting S ministrators, teachers and counselors, prior istrators and school districts are in a legal to involving volunteer students. Parents Victims of cyberbullying as well as by- quandary at this juncture with the new is- should also be included in the development standers do not usually report these inci- sue of cyberbullying and its effects within and implementation. While a peer support dences to adults within their community the schools; one side of the coin is that if group may be complex to plan and imple- (Li, 2007). In Swedish schools, studies re- administrators punish students for actions ment, such a group might be the most ef- veal that victims will either tell their friends Continued on page 34  inter ed www.aaie.org 33 Cyberbullying, cont’d from previous page  Education, awareness and policy are key tion course; he reports that serious cases of areas in prevention. According to Chib- online misconduct have not been reported baro (2007), training should include the since the assembly and follow up instruc- nature and effects of the bullying, how to tion course (2006). respond to the bully, and strategies to in- off school grounds, free speech claims are crease supervision (assuming there is su- eer support programs are another possible and have occurred already, and on pervision) in areas such as the schools’ me- layer for intervention and have in- the other hand if administrators do not act, dia center. The Parent Teacher Association creasingly been identified as one el- they could be held with failure-to-act law- is another avenue for prevention. Partner- ement to a whole school approach to not suits (Baldas, 2007; Stover, 2006). Stover P ing with the Parent Association and possi- only reporting, but also preventing bullying (2006) elaborates that the burden lies with bly other local support resources for work- (McElearney et al., 2008; Chibbaro, 2007). the school district to demonstrate that cy- shops is an excellent way to use community. These programs are suggested to be build- berbullying is having a significant impact Franek (2005) advises that parents, school ing resilience, to promote friendships, and on the school. Interpretation by lawyers administrators, and business leaders in to challenge negative peer group roles relat- defending students’ speech rights under the technology educate themselves on cyber- ed to bullying behaviors (McElearney et al., First Amendment, cite the electronic post- bullying. The constantly changing nature of 2008). Brunner and Lewis (2007) advise ings are neither harmful nor truly threaten- the technology tools and the fact that stu- having support groups for students new to ing (Baldas, 2007). dents are often the earliest adopters means the school because transient students are most likely to be victimized. School coun- hile reporting is obviously im- that collaboration is required in order to seling should play a role as well. Coun- portant to the school in helping stay abreast of the potential avenues for selors should be an important group to the young victims, it can also be cyberbullying. Wolfsberg (2006) suggests include in the design and implementation useful in being proactive in dealing with that teachers and educators teach strategies W such as changing user names, documenting, of school initiatives as they could counsel cyberbullying. Goddard (2008) specifies both the victim and bully (Chibbaro, 2007). that schools should monitor the impact of printing and reporting incidences to the Internet service providers, and educating bullying of any kind, including cyberbully- In Prevention Smith (2006) discusses an youth on cyber ethics. ing, especially after the Columbine High organization that helps victims of cyber- School shooting. A U.S. Secret Service ne of the strongest approaches to bullying; Teenangles is an organization report noted that the shooters of this and prevention is to educate students that works with victims and parents giving other school slaughters had experienced about this subject. Students need them support and advice on how to handle some form of bullying prior to the shoot- to be taught cyber ethics and the conse- cyberbullying. Parents also receive sugges- ings and several shooters experienced bul- O tions for rules related to technology usage quences if ethical communications are not lying over a long period of time (Goddard, used. They need to be taught the appropri- and also how to search for negative infor- 2008; Harris, Petrie & Willoughby, 2002). ate uses of technologies and that these tech- mation under their child’s name (Smith, While not every victim of bullying will take nologies are not as anonymous in the cyber 2006). such drastic measures for resolution, exam- world as the students think they are. Elec- ination of reported instances can be used to Items related to prevention-intervention tronic communication should be ‘taught’ help schools intervene before such a tragic strategies from a literature review of cyber- as part of the curriculum, integrated into event occurs. bullying by Bealle and Hall (2007) are: all areas, especially Language Arts, Social Studies and Technology classes. Indeed, Prevention 1. Provide students educational experi- some schools have lessons on appropri- ences with Internet bullying lessons n important area related to dealing ate usage of the Internet and other related integrated into the schools curriculum. with cyberbullying is disinhibition areas in a required computer course; computer-mediated communications should be 2. Be sure that the school or school (Beale & Hall, 2007). The cyber- board’s anti-bullying policy includes bully does not take time to think about what taught. Other courses such as social stud- A ies or health education could include sec- harassment through mobile and In- he/she is about to do. Traditional bullying tions on ethics and ethical communication. ternet technology. Also, the school’s has a human directness to it whereas cyber- AUP should be updated to directly ad- bullying does not – that is, the cyberbully Goddard (2008) notes that Joseph Kirman (author in area of ethics in schools) argues dress Internet bullying with specifics can send the message or post the picture of what constitutes cyberbullying and without having to contemplate the reaction bullying is a human rights violation and as such curriculum could be developed and any anticipated negative consequences, or consequences of the act (Franek, 2005; noting the school administration re- Beale & Hall, 2007). Because the victim added to social studies courses addressing these issues. Franek (2005) includes serves the right to discipline students is faceless (not present) at the time of the for actions off school grounds if said victimization, the cyberbully is not inhib- educating students to understand that no computer or cell phone account is truly actions have an adverse effect on a ited. With technology, a message can be student(s) or if the actions adversely sent in an instant with the sender not wit- anonymous; an examination of what happens to and with electronic communica- affect the safety and well-being of the nessing the immediate results nor are there student(s) when on school grounds. any other real time witnesses to the cyber- tions should be included in the curriculum. Franek (2005) also included cyberbullying 3. Provide parent education and to en- bullying, so fear of being caught diminishes th (Beale & Hall, 2007). lessons in the 9 grade computer instruc- courage them to have discussions with 34 spring 2009 inter ed their student related to Internet Bully- dressing the issue from a systems perspec- ior policies, assessing a national strategy ing and the real life consequences such tive and best practices for dealing with pre- to prevent cyberbullying (House of Com- as behavior, civil litigation, and crimi- vention and consequences of cyberbullying. mons, 2007). nal prosecution. Does the school or district have a specific An example of a school taking a proactive 4. Establish a relationship with the local policy in place addressing cyberbullying? Dyrli (2005) and Willard (2006) discuss the approach with an emphasis on education police department, and invite the po- of students, teachers and parents about lice involved in cyber crimes to come need for schools to develop clear policies, whether the cyberbullying occurs inside Internet safety and usage and monitoring speak with parents and students on reported by Brydolf (2007). The Acadia proper Internet use. school or outside school. Franek (2006) offers sample school policy statement on Unified School District assigned students 5. Develop or conduct professional de- Cyberbullying; policy statements should an email, web page and online discussion velopment seminars for faculty and be explicit, covering all incidences whether group at Grade 6, with established stan- staff so they can be aware of and act they occur on campus and off campus. In dards for technology in all grade levels and on issues related to cyberbullying, cy- cases where the school’s network is used for integrated “information literacy” skills in berbullying, and detection of cyberbul- posting, this would certainly be considered content . Because the district provides these lying. an on-campus offense or infraction (Wil- accounts, monitoring and how the accounts 6. Create a school climate where students lard, 2006). Willard goes a step further are used are under school policies and feel comfortable and encouraged in re- suggesting that school policy include a therefore usage must conform to the stan- porting any form of cyberbullying. statement that Internet use of students in dards or have consequences. Parents and school will be not only supervised but also coaches are often warned with the postings 7. Coordinate with all schools in your monitored and when given reasonable sus- that are interpreted as worrisome. Instead region or district, so that you all can picion of unsafe use, the school can search of trying to outsmart the students, Arcadia provide consistent cyberbullying pre- a student’s online activity. Authors in this enlists cooperation of computer-savvy stu- vention information. literature review stress the need for schools dents (Brydolf, 2007). 8. Establish a cyberbullying task force to implement strict rules to avoid growing arris, Petrie & Willoughby (2002) that includes those persons who are cyber crimes and to adopt anti-cyberbul- made the following recommenda- technologically savvy and concerned lying policies (Franek, 2005; Croc, 2007). tions for administrators: 1. Con- (i.e., educators, parents, students, and For example, in Henrico County, Virginia, duct annual survey to drive anti-bullying community members). the school district added cyberbullying as H strategies that are specific to your school. 2. a violation of the student code of conduct Share survey findings with staff to increase School Policy (Stover, 2006). Great Britain has gone a awareness. 3. Share survey findings with step beyond school discipline and behav- Willard (2007) offers suggestions in ad- parents. 4. Discuss problems openly with students and truly listen to them. 5. Increase supervision in areas of need. 6. Training for faculty on how to respond and support students. 7. Adopt policies to help and deal with not only bully victims, but also bullies. 8. Develop a school climate of trust and support by dem- onstrating respect for all.

Conclusion Interventions can work. A Scandinavian national campaign focused on the reduc- tion of bullying reports that in some schools, within a two-year period, reported nearly a fifty percent reduc- tion in incidences (Har- ris, Petrie & Willoughby, 2002). In addition to this national campaign, other

Continued on page 37 

inter ed www.aaie.org 35 › SOMEWHERE OUT THERE, A TEACHER WILL INSPIRE HER STUDENTS TO CAUSE AN EFFECT.

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Nova Southeastern University admits students of any race, color, sexual orientation, and national or ethnic origin. Nova Southeastern University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097, Telephone number: 404-679-4501) to award associate’s, bachelor’s, master’s, educational specialist, and doctoral degrees. Cyberbullying, cont’d from page 35 

areas of importance to success were a posi- Brunner, J. & Lewis, D. (2007, May). Ten strategies Malone, R. (2007, December). Online harassment: tive home environment with adult involve- to address bullying. Principal Leadership, High School A hoax, a suicide — a journalistic dilemma. St. Louis Ed., 7(9), 73-75. Journalism Review, 37(301), 13-13. ment, setting firm parameters on unacceptable behavior, commitment to consistent Brydolf, C. (2007, October). Minding MySpace: Bal- Meadows, B., Bergal, J., Helling, S., Odell, J., Piligian, ancing the benefits and risks of students’ online social E., Howard, C., et al. (2005, March 14). The Web: The application of sanctions, and authoritative, networks. Education Digest, 73(2), 4-8 bully’s new playground. People, 63(10), 152-156. not authoritarian, adults (Harris, Petrie Cyberbullying increases in 2005: Report. (2006, De- Media Awareness Network. (2006). Cyber bullying: & Willoughby, 2002). Truly, it is a whole cember). Family Safety & Health, 65(4), 4-4. Understanding and preventing online harassment and bullying. School Libraries in Canada, 25(4), 17-22. community partnership to resolving cy- Chibbaro, J. (2007, October). School counselors and berbullying, requiring all parties to work the cyberbully: Interventions and implications. Profes- MySpace vs. Your Fears: Tips for Administrators and together to educate and protect students sional School Co unseling, 11(1), 65-67. Parents. (2007, Winter). Independent School, 66(2), 4-4. who will be living, learning and working in Cyberbullying. (2007, June). National Conference of Patchin, J. & Hinduja, S. (2006). Definition of Cy-  a cyber world. State Legislatures. [Report.] berbullying. Retrieved 1 March 2009 from http:// www.ritla.net/index2.php?option=com_content&do_ Cyberbullying concerns on the rise. (2007, April). pdf_1&id_2067. Dr. Price is Professor, Human Environ- American School Board Journal. Pupils not the only victims of cyberbullies, say NAS/ mental Science, The University of Alabama, Dyrli, O. (2005, September). Cyberbullying. District UWT. (2006, July 28). Education, 231, 4-4. Institute for Interacctive Technology, and a Administration, 41(9), 63-63 Rupley, S. (2004, August 3). Keep your kids safe. PC partner in emTech Consulting. www.em- Franek, M. (2005, December). Foiling cyberbullies Magazine, 23(13), 101-102. Tech.net. Email: [email protected] in the new Wild West. Educational Leadership, 63(4), 39-43. Slonje, R., & Smith, P. (2008, April). Cyberbullying: Another main type of bullying? Scandinavian Journal Dr. McFadden is Associate Professor, Human Gillespie, A. (2006, June). Cyber-bullying and harass- of Psychology, 49(2), 147-154. Environmental Science, The University of ment of teenagers: The legal response. Journal of Social Alabama, Institute for Interacctive Technol- Welfare & Family Law, 28(2), 123-136. Smith, F. (2006, September). Going After Cyberbul- lies. Prevention, 58(9), 143-144. ogy, and also a partner in emTech Consulting. Goddard, C. (2008, March). Cyber world bullying. Education Digest, 73(7), 4-9. Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Rus- sell, S., & Tippett, N. (2008, April). Cyberbullying: Its Groc, I. (2007, September 4). Taunting with tech. PC Ms. McMath is Student Counselor II, Associ- nature and impact in secondary school pupils. Journal th Magazine, 26(17), 1-20. ate Director, 5 Year Masters Program, De- of Child Psychology & Psychiatry, 49(4), 376-385. Harris, S., Petrie, G., & Willoughby, W. (2002, partment of Biology, University of Alabama Smith, P., Smith, C., Osborn, R., & Samara, M. (2008, March). Bullying among 9th graders: An exploratory › SOMEWHERE OUT THERE, Birmingham (UAB) March). A content analysis of school anti-bullying study. National Association of Secondary School Princi- policies: Progress and limitations. Educational Psychol- pals (NASSP) Bulletin, 86(630), 3. A TEACHER WILL INSPIRE HER ogy in Practice, 24(1), 1-12. Hinduja, S., & Patchin, J. (2007). Offline consequenc- Staff. (2007, July 21). Editorial: Cyber-bullying versus STUDENTS TO CAUSE AN EFFECT. es of online victimization: School violence and delin- online privacy. New Scientist, 195(2613), 4-4. quency. Journal of School Violence, 6(3), 89-112. Stover, D. (2006, December). Treating Cyberbullying That’s why Nova Southeastern University’s Fischler School was Hinduja, S. & Patchin, J. W. (2009). Bullying Beyond as a School Violence. Education Digest, 72(4), 40-42. created more than 35 years ago. Our ideas, our approach, and the Schoolyard: Preventing and Responding to Cy- our programs inspire educators to inspire the people around berbullying. Sage Publications (Corwin Press). Teachers not trained to handle bullying, claims committee. (2007, March 30). Education 263, 1–1. them to change the world. Hitchcock, J. (2007, May). Cyberbullies, online preda- Earn your advanced degree from an accredited American tors, and what to do about them. MultiMedia & Inter- Texts and internet fuel big rise in bullying. (2008, Feb- university online, on campus, or at one of our many international References net@Schools, 14(3), 13-15. ruary 15). Times Educational Supplement. instruction sites. You’ll have the opportunity to learn strategies The House of Commons. (2007, June). Bullying: Gov- Tonn, J. (2006, August 30). Cyber Bullying. Education and skills from respected faculty members who bring a global Anderson, T., & Sturm, B. (2007, Winter). Cyberbul- ernment response to the committee’s third report of Week, 26(1), 19-19. lying: From playground to computer. Young Adult Li- session 2006–07 select committee report. Educational Toppo, G. (2006, April 11). High-tech bullying may perspective to education and gain access to NSU’s worldwide brary Services, 5(2), 24-27. Parliamentary Monitor, 12(6), 372-375. electronic library and professional developmental materials. be on the rise. USA Today. Ambrosio, J. (2006, May 1). Connected to nowhere. Hummell, L. (2007, Spring). Cyber-bullying: What it Violence and Bullying. (2008, February 15). CQ Re- For more info about our doctor of education and master’s degree Information Week, 1087, 43-48. is and how to prevent it. Delta Kappa Gamma Bulletin, searcher. in international education programs, Contact Alejandra Parra at Baldas, T. (2007 December 10). As ‘cyberbully- 73(3), 26-27. Willard, N. (2007, December). Cyberbullying: Q&A +1 954 262 8674 or email [email protected] ing’ grows, so do lawsuits. The National Law Journal, Li, Q. (2007, July). New bottle but old wine: A re- with Nancy Willard. The Prevention Researcher, 30(15), 4. search of cyberbullying in schools. Computers in Hu- 14(supp.), 13-15. man Behavior, 23(4), 1777-1791. Beale, A., & Hall, K. (2007, September). Cyberbully- Willard, N.E. (2006). Cyberbullying and cyberthreats. ing: What school administrators (and parents) can do. Li Q. (2007, Spring). Cyberbullying in schools: A Eugene, Oregon: Center for Safe and Responsible In- Clearing House, 81(1), 8-12. research of gender differences. Women & Language ternet Use, is a comprehensive source with a North Binns, A. (2007, March 2). Staff suffer bullying by stu- 30(1), 58-59. wMcElearney, A., Roosmale-Cocq, S., American slant. Scott, J., & Stephenson, P. (2008, April). Exploring dents on the web. Times Higher Education Supplement, Willard, N. (2006, April). Flame retardant. School Li- 1783, 8-9. the Anti-bullying Role of a Befriending Peer Support brary Journal, 52(4), 54-56. Programme: A Case Study within the Primary School › Cause an effect. › FischlerSchool.nova.edu Brettingham, M. (2007, January 19). Staff victims of Setting in Northern Ireland. Child Care in Practice, Wolfsberg, J. (2006, October). Student safety from online bullies. Times Educational Supplement. 14(2), 109-130. cyberbullies, in chat rooms, and in instant messaging. Education Digest, 72(2), 33-37. Nova Southeastern University admits students of any race, color, sexual orientation, and national or ethnic origin. Nova Southeastern University is accredited by the Commission on Colleges of the Southern British Education Select Committee. Teachers not Mckenna, P. (2007, July 21). The rise of cyberbullying. Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097, Telephone number: 404-679-4501) to award associate’s, bachelor’s, master’s, educational specialist, and doctoral degrees. trained to handle bullying, claims committee. (2007, New Scientist, 195(2613), 26-27. March 30). Education (263). inter ed www.aaie.org 37 New England Association of Schools & Colleges (NEASC)

he New England Association world. NEASC staff members are often of Schools & Colleges will cel- asked how they are able to engage so many By Nadia Alam & Pete Woodward ebrate its 125th anniversary in thousands of volunteers in a process that, 2010, an occasion that, as it ap- after all, requires time and effort from al- beyond New England and the U.S. proaches, prompts us to reflect on our his- ready busy people. CAISA volunteers de- tory, progress and accomplishments and vote even more time to account for overseas hile the concept of educators T driving school improvement consider our goals for the future. One of travel and seven-day school visits. NEASC’s greatest accomplishments over sounds like common sense, we the years has been the growth and train- There is really no simple, straightforward cannot forget that this system, at least from way to convey how NEASC W ing of our volunteers, to- a global viewpoint, is quite divergent from has been able to cultivate day numbering roughly There are no regula- school accountability mechanisms in most 14,000. The Commis- such a vast volunteer base. other countries where schools undergo sion on American & tions requiring schools Our history offers a partial brief inspections by government bureau- explanation. NEASC’s ex- International Schools or districts to exchange crats rather than comprehensive on-site Abroad (CAISA) alone tensive volunteer network, evaluations conducted by fellow educators. has approximately 400- ideas, communicate which connects thousands of educators in the region 500 volunteer educators regularly, or connect in The Interconnectedness Experi- from the New England and hundreds more abroad, ence of Volunteers region as well as from any way whatsoever. evolved from an early vision Many NEASC volunteers, upon returning overseas. of our founding members who held an ardent belief from a team visit, describe the experience as Perhaps a greater tri- Participation in ac- in institutional connections hugely professionally rewarding, with many umph than the actual creditation is an effec- and the exchanging of best saying it is one of the best professional de- number of volunteers practices, before “best prac- velopment experiences they have had in we have is the quality of tive way by which edu- tices” was even part of edu- their career. This is perhaps a second reason volunteers who serve on cators and institutions cator discourse. that NEASC has been able to amass and visiting teams. NEASC retain such a vast volunteer base. Serving volunteers are profes- can associate with NEASC’s founding mem- on a visiting team, volunteers say, affords sional educators who are each other, learn about bers sought to fashion a them the chance to meet knowledgeable chosen to participate on mechanism for continuous educators from other schools and learn of visiting teams because organizational and school improvement that advances happening in other places that they are the best, most instructional practices would enable educators to they can later share with their own school experienced educators help other colleagues, link- staff. By visiting another school and exam- from public and private outside their institution- ing institutions so they may ining every component of it, volunteers re- schools in New Eng- al boundaries and be a learn from each other and turn to their own schools with a new set of land. The Commissions thus foster progress in the lenses. Many volunteers who have returned provide the volunteers part of an educational field. Thus, peer-review ap- from their first team visit are so enthused by with training and guid- community with other peared. As the concept of the process that they themselves request to ance so they may work peer review caught on in serve again as a member of a visiting team. closely with a group of schools. New England, the idea of Without accreditation, ordinary citizens peer practitioners to un- interconnectedness and ca- are often unaware that schools would rarely dertake a comprehensive maraderie among educators have the opportunity to meaningfully in- school evaluation. and institutions flourished. teract with each other. In the U.S., where The spirit of volunteerism and goodwill es- the education system is fairly decentralized, Peer Review and Professional poused by many of the region’s educators, there are no regulations requiring schools Collaboration in some sense, has become interwoven in or districts to exchange ideas, communicate Sometimes, accreditors themselves for- the region’s educational culture through regularly, or connect in any way whatsoever. get how remarkable it is to have such an the course of history. This aspect of the ac- Participation in accreditation is an effective extensive, robust and reliable network of creditation process is one that CAISA has way by which educators and institutions volunteers. For CAISA, this is an espe- worked to carry over to the international can associate with each other, learn about cially incredible feat given the geographi- membership, and so our founders’ vision organizational and instructional practices cal dispersion of volunteers throughout the has taken on a whole new application far outside their institutional boundaries and 38 spring 2009 inter ed A Decaffeinated Latte or Accreditation? You Decide

tuition dollars. Accreditation by agencies By Hank Cram like the Middle States Association serves be a part of an educational community with as symbol of both quality and value. other schools. hen I was growing up I re- Accreditation also benefits your school by member people would say n a survey study conducted by NEASC ensuring that you are making the most ef- to me when something was in 2005, school leaders were asked what ficient use of the resources you do have. of little value, “Well that the greatest strengths of the accredita- Accredited schools through their self-study and a quarter might get you cup of coffee.” tion process are. Many surveyed school process and improvement planning are bet- I Both the twenty-five cent cup of coffee and heads reported that the exposure to peer W ter positioned to ensure that increasingly the saying have long since disappeared but evaluators was one of the greatest strengths limited resources are used in the most ef- if I wanted to revive the expression today of the process. The positive feedback is ficient and effective way. With identified it would probably go like this, “Well with an affirmation of the strength of a system priorities in place accredited schools al- that and $5 you might get a decaffeinated which relies on fellow educators to be the ready have specific plans for growth and mocha latte.” agents of educational progress, versus an continued improvement. Those plans have inspection system carried out by govern- Most things have gotten more expensive broad base stakeholder support and serve ment officials. and in this current economic climate the as a template for making decisions about what needs to be done and the best means The spirit of volunteerism and strength of value of almost everything has come un- to accomplish those goals. collegiality in the world of school accredi- der scrutiny. Pundits on the economy are advising people to balance their personal tation could easily be taken for granted. aking adjustments to an existing budgets by forgoing personal luxuries like However, we cannot discount the impor- strategic plan that may very well that special blend $5 coffee each day. But tance of it or underestimate the value that have included contingencies for if it’s your school budget that you are trying volunteers have, historically, brought to this the economic downturn is easier to do than process. As NEASC moves closer to its to balance just cutting your caffeine intake M creating a plan in the midst of a financial th probably isn’t going to help. 125 celebration, it is appropriate for us to crisis. reflect on how the peer-review process has The current economy may well mean lower While competitive marketing and strategic evolved in light of the expertise and enthu- enrollments, leaner budgets and cutbacks planning are valuable benefits of accredita- siasm of our volunteers. As we look to the for many schools but applying for accredi- tion they are even more valuable when one future and consider the promise of our in- tation or simply maintaining your institu- considers the cost benefit of accreditation stitutions, we might also consider what the tion’s accreditation isn’t among the luxuries and Association membership. While costs peer-review process means to a growing a school can afford to skip. In fact accredi- vary from school to school and among ac- constituency of international schools, and tation may be even more important during crediting agencies, the cost of MSA mem- what it means for educational advancement this economic down turn. overall. bership and accreditation is about the same Being accredited gives a school a competi- as that daily mocha latte.* It might make o this end, we will continue to tive edge. As the global economy shifts perfect sense to balance your personal bud- actively seek input from our in- and the government and multi-national get in these tough economic times by walk- ternational members about what corporation workforces are scaled backed ing past your favorite coffee shop. Saving Tpeer-review means to them and what we and re-organized, parents uprooted by the the equivalent amount by skipping accredi- can do to reinforce best practices vis-à-vis changes will be seeking school placements tation might very well end up costing you the global membership, for what we have and looking for indicators of both quality considerably more than you can save. learned through our own history is that and value. To many of them your school’s *Based on annual dues for 7 years at $900/ accreditors, like schools, also benefit from accreditation represents exactly that. Cor- yr., associated fees of $1000, and an esti- self-reflection, introspection and thoughtful porations, government agencies and NGOs mated team visit costs of $6000 yields an exchange among stakeholders. NEASC’s will also likely seek out accredited schools th annual daily cost for seven years of $5.21/ 125 anniversary celebration will take place for their employees’ children as an assur- day.  in December 2010 in Boston. For details, ance that the educational expenditures visit www.neasc.org/125th_br_anniversary  that they often make are being invested in Dr. Cram is President/Executive Director, schools with demonstrable effectiveness. Middle States Association Commission on Secondary Schools. Email: hcram@css-msa. Brinton W. ‘Pete’ Woodward, Jr., is Direc- Simply put your school’s accreditation may org For more information about Middle tor, CAISA. Email: [email protected] be more important than ever as those mak- States Association for your institution, visit Nadia Alam is CAISA Director of Research ing enrollment decisions become increas- the MSA website at www.css-mas.org ingly focused on getting the most for their inter ed www.aaie.org 39 WASC Spring 2009 Accreditation Update

he Accrediting Commission for munity profile that summarizes analyzed 1. Involvement and collaboration of all Schools, Western Association of findings about student achievement and 2. Defining of the school’s purpose Schools and Colleges, has been any changes noted in the community and through school-wide student goals and moving forward with initiatives, student demographics. It is paramount that academic standards emphases and activities that are particu- all stakeholders review this data in relation larly pertinent to the international schools. to the work being done as guided by the 3. Use of a professionally acceptable as- T sessment process to collect, disaggre- These include the following: schoolwide action plan. Below is a typical cycle for a school: gate, and analyze student performance Accountability for High Quality data Student Learning and Correlated WASC Five or Six-Year* Cycle for 4. Acceptable progress by all students Ongoing School Improvement Schools toward clearly defined school-wide student goals, academic standards, and WASC continues to emphasize ongoing Year One: Profile Update, Progress Report, other institutional and/or governing improvement/accountability, i.e., a follow- Refinement of School-wide Action Plan authority expectations up process that includes annual analysis of student achievement resulting in the update Year Two: Profile update, Progress Report, 5. Meeting WASC or WASC/other of action plan sections based on impact of Refinement of School-wide Action Plan agency criteria in the following cat- progress on student learning. Since 1992- egories: Year Three: Profile update, Two Day Mid- 93 when the WASC Focus on Learning self- • Organization for Student Learning study process that included revised WASC term Progress Report, Refinement of criteria, has been widely accepted as inte- School-wide Action Plan • Curriculum, Instruction, and Assess- ment gral to the essence of education—success- Year Four: Profile Update, Progress Report, ful student learning. The WASC process Refinement of School-wide Action Plan • Support for Student Personal and Ac- provides the basis for a school maximiz- ademic Growth ing the concepts of professional learning Year Five: Review of all Profile Data, • Resource Management and Develop- communities. What are students learning? Progress Report, Progress and Program ment How do we know students are learning? If Analysis (beginning of next Self-Study), the answers to these questions are not sat- Revision of School-wide Action Plan • (Other categories in joint processes, isfactory, how are we modifying the teach- i.e., China Context or Thai ONESQA ing and learning? It causes stakeholders to Year Six: Completion of Self-Study, in- Language and Culture ) analyze all aspects of the school’s program cluding Refinement of School-wide Ac- 6. Alignment of a long-range school- and operation based on the extent to which tion Plan, Visit by WASC Team, Revision wide action plan to the school’s ar- they support high quality learning. of School-wide Action Plan after Visit eas of greatest need to support high achievement of all students During the latter part of this spring WASC NOTE: Schools have a five year cycle in will be reviewing its criteria and refining its a joint WASC process (e.g., CIS, Thai, IB) 7. Capacity to implement and monitor self-study/visit processes to ensure they are the school-wide action plan At the January Commission meeting, dis- indeed synonymous with ongoing school 8. Use of prior accreditation findings and cussion centered on the transparency of improvement; this is part of the required other pertinent data to ensure high the accreditation term factors used by the periodic review based on the WASC By- achievement of all students and drive visiting committees in recommending an laws and utilizes input from its constitu- school improvement ency. accreditation status for schools. Although schools have been fully aware of these, the Joint Pilot Accreditation and IB Therefore, at the January Commission Commission will further explore schools Evaluations meeting, the WASC Commission re- completing the accreditation term work- affirmed the emphasis on an ongoing sheet as part of their formal self-study. In December and February WASC par- “non-hyperventilating process” as schools Schools would then gain insight about ticipated in meetings with IBO staff and concentrate on accomplishment of the the degree to which they feel they meet the pilot schools to debrief the joint visits. school-wide or strategic action plan that in- these factors; this would be based on the Based on these discussions, IBO, WASC corporates the critical areas for follow-up/ self-study process that required a thorough and CIS are working on instructions to major recommendations resulting from the analysis of their program and operations clarify the process for schools, visiting self-study and visit. This involves schools based on the WASC criteria, their analyzed committee chairs and members as the pi- in annual reporting of progress, including student/community achievement and de- lots continue over the next few years. A late the impact on student learning, and in re- mographic data, and their school-wide stu- August meeting is planned to review the finement of the action plan. Critical to this dent goals and mission. These term factors work. is the annual updating of the student/com- are the following:

40 spring 2009 inter ed Four Parties Agreement a seamless accreditation process with joint accreditation with two or more accrediting self-studies and team visits and provides agencies in seamless processes. One exam- As a result of our continual collaboration for multiple accreditation from various as- ple is the WASC/CIS (Council of Inter- on accreditation of schools for foreign na- sociations; 2) the examination of all aspects national Schools, formerly ECIS) process tionals through a Four Parties Agreement of accreditation as an ongoing school im- with which WASC has worked since 1989. with China’s National Center for Curricu- provement process from the initial appli- lum and Textbook Development (NCCT), cation, the assessment of the school’s stu- Council of International Schools (CIS), Closing Remarks dent program and its impact on students and New England Association of Schools through the self-study, the visit by fellow The accreditation process is synonymous and Colleges (NEASC), several joint vis- international educators, and the ongoing with continuous school improvement that its have been held during this 2008-2009 refinement of the school-wide action plan; focuses on the integrity or trustworthiness school year, including preliminary or initial and 3) the roles/responsibilities when serv- of a school as an institution for learning by visits. ing on a visiting committee. all students. It provides an ongoing look at In November 2008, the Four Parties Agree- the work and achievement of students, the ment members held their annual meeting Collaboration and MOU with teachers, the school and system-wide lead- in Kunming, China. The parties reviewed Thailand Ministry of Education ership. The WASC accreditation process, joint visits and shared information about including the Focus on Learning protocol, In May 2009 WASC will meet with the their organizations helpful to collaboration is not a “cookbook” and is beyond seman- Thailand Ministry of Education, the Of- of the Four Parties. This was followed by tics. The Accrediting Commission for fice of National Education Standards and an additional meeting in March 2009 prior Schools, WASC, is committed to serving Quality Assessment (ONESQA), the In- to the ACAMIS Conference to continue the educators in the field and we value their ternational Schools Association of Thailand the sharing of processes, procedures and comments and ideas as we strengthen this (ISAT), and the Council of International broader issues about supporting schools in “grassroots” improvement process. Schools (CIS) to debrief the joint pilot vis- ongoing improvement. its that were held this year. In addition, the Contact information: At the March 2009 ACAMIS Conference group will review the processes and proce- that was held in Beijing, members of the dures, including the report format for the David E. Brown, Executive Director Four Parties conducted a workshop to pre- section on the Thai language and culture ([email protected]) standards. pare educators to serve on joint visits and Marilyn S. George, Associate Executive Direc- explain the Four Parties agreement. Simi- tor ([email protected]) lar to last March, this session included the Joint Accreditations following: 1) the international and Chi-  The number of schools is growing wishing WASC Website: www.acswasc.org nese accreditation streamlined process for

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inter ed www.aaie.org 41 Experience. Innovation. Commitment.

Expect more from your architect. North America South America arlington, Va Guayaquil, ECU Raymond Bordwell, AIA, LEED® AP t. 703.842.0600 t. 593.4.269.3916 Boston, ma 646.225.6284|[email protected] t. 617.449.4000 Asia Charlotte, nC mumbai, InD t. 704.940.0501 t. 91.22.4070.0227 Chicago, IL shanghai, CHI t. 312.755.1200 t. 86.21.6252.1040 new York , nY t. 212.353.7200 Middle East oakland, Ca Dubai, UaE t. 510.601.5200 t. 971.4.343.3632 pittsburgh, pa t. 412.456.0900 stamford, Ct t. 203.251.7400 toronto, Can ARchItEctuRE|consuLtIng|PLAnnIng|IntERIoR DEsIgn|PRogRAmmIng t. 416.506.1500 pErkInsEastman.Com School in Houston, Texas, effective for the qualify. Over the past five years, Monica 2009-2010 school year. At present, Cooper and I have managed through friends and Celebrations & is the interim headmaster of the prestigious family to raise money for them and get it Congratulations Hilton Head Preparatory School on Hilton there—not as easy as it sounds. No, we have Head Island, South Carolina. not started yet another NGO. We don’t have a website. But when I recently visited UNI’s Tracey Godon Honored Sherry Miller, Former Head, the community and met many of these stu- with Exemplary Service Award Colegio Maya, Guatemala dents and their parents, it reminded me of the power of a mother’s love, of empower- Sherrry Miller writes, “I recently read Paul Tracey Godon, Assistant Director of Ca- ing local volunteers and of how much you Hawken’s book, “Blessed Unrest.” I recom- reer Services and Director of the Univer- can do with so little. May we all never stop mend it highly. On a personal level, I real- sity of Northern Iowa Overseas Placement responding to ways to bless the unrest— ized that because of the unrest one Guate- Service for Educators, both program areas there is so much of it and so much we can malan mother, a widow without any cash of the University of Northern Iowa’s Divi- do about it, one child at a time.” Sherry’s income, expressed to me when she and her sion of Student Affairs, was recently named email address is [email protected] 10-year-old son, Juan, got in the back of a recipient of the division’s 8th annual Sue a pick-up truck with me and a bunch of Follon Exemplary Service Award. Richard R. Arnold, II, Teacher- other Colegio Maya ‘gringos,’ I was given a Astronaut on March 15 NASA The award commemorates Sue Follon, the small opportunity to help bless her unrest. former division vice president, who served She followed me to our hotel in Uspantan, Shuttle the university from 1985 until her death in a small town five hours from the capital The National Aeronautic and Space Ad- 1998. According to Carol Geiger, assistant Guatemala City, where we were visiting a ministration announced that Richard R. to the vice president for student affairs, the U.S. Peace Corps volunteer friend, Monica. Arnold, II, was aboard the space shuttle award honors employees in the Division She told me how bright her son was, how launched on March 15 from Cape Canav- of Student Affairs who are committed to much she wanted him to go on to school eral. From the NASA statement: “In 1993, quality and excellence and whose efforts and how she could not help him because Arnold joined the faculty at the Casablanca and achievements are worthy of em- she had no income to support him since he American School in Casablanca, Morocco, ulation as they work to help students teaching college preparatory Biology and succeed. Marine Environmental Science. Dur- ing that time, he began presenting work- Godon has been described as a “con- shops at various international education summate professional who exempli- conferences focusing on science teaching fies integrity, dedication and service.” methodologies. In 1996, he and his fam- Her nominators described her as “an ily moved to Riyadh, Saudi Arabia, where outstanding communicator, wholly he was employed as a middle and high invested in the success of students, school science teacher and Science De- her department and the university. partment Chair at the American Interna- Godon is enthusiastic and energizing, tional School. In 2001, Arnold was hired yet grounded and intent on see- by International Schools Services to teach ing that every project or program Sherry Miller congrat- ulates young Pedro of middle school mathematics and science at would have to live away is completed with excellence.” Many Uspantan Guatemala the International School of Kuala Kencana nominators commented on Godon’s Middle School's 'ba- from home during the in West Papua, Indonesia. In 2003, he ac- responsibility and one wrote, “You sico' as he is awarded week in Uspantan where cepted a similar teaching position at the know 100 percent, that if she is re- a renewal of his schol- there was a ‘basico’, the American International School of Bucha- sponsible for the program, it will be arship for a second equivalent of a U.S. mid- rest in Bucharest, Romania.” Arnold and great.” To which the many interna- year of studies, along dle school. She promised wife, Eloise, have two daughters. tional school heads who have hired with school supplies, me he would do well. proud and thankful excellent staff over the years through She asked if I could help. Daryle Russell Paris Interim Head UNI’s recruiting fairs would be in to- family looking on. From her humble, cou- tal agreement! rageous and deep unrest Daryle Russell, former head in Islamabad and understanding that and Saudi Arabia, AAIE President from Peter Cooper to be Interim at her son needed more formal education, a 1997 to 1999 and a frequent contributor to InterEd, has been appointed Interim Head Awty International School program was born that has now helped over 50 young Guatemalans get their basico of School of the American School of Paris, Peter Cooper, former high school principal diploma—and a few of them to go on to France, for the 2009-2010 school year, re- in Paris, and school head of Bogota’s Co- secondaria, the high school. The program placing Jack Davis. Russell continues to be legio Nueva Granada, Tokyo’s American is managed by a local committee of people a great supporter of AAIE currently serv- School in Japan, and Rio de Janeiro’s Es- in the small tourism office in Uspatan who ing as a participant in and advisor to the cola Americana, has accepted the position voluntarily manage our funds. They choose formation of GovNet, a new project for as interim head at the Awty International and monitor the families and children who school heads and board chairs reported elsewhere in this issue.  inter ed www.aaie.org 43 See www.aaie.org for registration information and program details. 44 spring 2009 inter ed