Schools: Was Displaced, Living in a Type of Warehouse Have a Salutary Effect Upon Their Achieve- for Safety, to Escape the Carnage That Child Ment

Spring 2013 Vol. 40 No. 116 InterED (Print) InterED (Online) ISSN 2158-0618 ISSN 2158-0626

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

2013 SAN FRANCISCO CONFERENCE IN THIS ISSUE

Executive Director's Message------2 Kimmie Weeks: Stronge: A Very President's Message------3 Recalled to Life Convenient – and rapt audience listened to the mov- Evident – Truth Editor's Desk------5 ing personal story of the first keynote r. James H. Stronge, Heritage Profes- Aspeaker at AAIE’s 47th Annual Confer- Memo to the Board ------6 sor of Educational Policy, Planning ence in San Francisco. Kimmie Weeks was Dand Leadership, The College of William Exceptional Children------8 ‘recalled to life’ by the protective will of his and Mary, Williamsburg, Virginia, was the loving mother during the civil strife that second Keynote Speaker at AAIE’s 47th Insites------10 took so many lives in Liberia at the end of Annual Conference in San Francisco. His the 20th Century. It was a life saved not Research is the Key------14 topic, “How Effective Teachers Impact only for future success but also for the ben- Student Success,” was based upon research 2013 Conference Overview------16 efit of thousands of children and women in he has done in the US, Oceania and Asia. his native land and in all West Africa. THEMED SECTION: Stronge showed how even one effective During the Liberian civil war, Weeks’ family teacher during students’ primary years can The Future of Our Schools: was displaced, living in a type of warehouse have a salutary effect upon their achieve- for safety, to escape the carnage that child ment. He continued by indicating how Coming Your Way Soon!------21-32 soldiers were wreaking on Monrovia. He countries that appear to have very strong was nine and quite ill from the consump- educational programs attract only their best SPECIAL FEATURES: tion of contaminated water and a lack of college graduates into the field, not only food and medicine. While his mother was GIN News & Reports------34-37 with better remuneration, but by estab- out, others in the warehouse noted he had lished community respect for the teaching ESOL------38 stopped moving and, lacking any kind of field. Many countries, and US states, have medical support, thought he had died. To Benchmarks: Within & Without------40 changed curricula, methodology, course re- avoid the spread of disease from a body they quirements, even hours and days per year thought dead, they placed him outside with Second Language Acquisition------44 spent in school. Stronge noted that his other corpses waiting for whatever pickup research indicated that this mattered very NEWS & NOTEWORTHY: was used for burial at the time. When his little in the outcome of student academic mother came back, she asked for her miss- Dr. Price Honored------46 achievement. His research has shown that ing son. She was told of his death and that two factors directly under school control Int'l School Leadership Class------47 he had been placed outside with the other influence student achievement: classroom corpses. She ran out, found him, still barely management and the quality of the per- PSAT/NMSQT Exams for Order------48 alive, brought him back inside and nursed sonal relationship between teachers and him back to health. “I had died, thrown on students. New Overseas Tax Requirements------49 the heap of other dead people. My mother Tribute: Alan Travers------50 found me and saved me so that I could vow Stronge indicated that caring, concerned to do what I am doing and have done.” He teachers who transmit this emotional at- We Remember------51 immediately began to work for the disarma- titude to their students have the greatest ment of children in Continued, page 42  effect on the out- Continued, page 19  AAIEAAIE executive director’s message

7 week on-line cours- ~ for, by and about es. Graduate credit is leadership in international education ~ optional, and avail- the global education family ear Colleagues, of leaders and learners able through Wilkes University. The next vol. 40 no. 116 spring 2013 DIt was wonderful to see so many of you in course, Vision and InterED San Francisco and to hear from so many Mission in International Schools, begins InterED (Print) InterED (Online) of you that this year’s conference was “the March 23, and the following one, Interna- ISSN 2158-0618 ISSN 2158-0626 best ever.” In an effort to bring as much of tional School Management and Leader- 2011-2013 AAIE OFFICERS the conference as possible to all our mem- ship, will begin on July 1st. For more infor- President, bers, in this edition of the InterED you will mation please see page 47 of this issue, and/ Mr. Jack Delman (2013-2015) Overseas find articles that recap some of last month’s President Elect, or visit http://www.aaieinstitute.com . Ms. Linda Duevel (2013-2015) Overseas AAIE’s 47th An- Treasurer, nual Conference he 2013 AAIE Dr. Jonathan Lewis (2012-2015) US speakers, sessions Summer Insti- AAIE BOARD OF TRUSTEES and special events. tute:T Ensuring Suc- Dr. Connie Buford A/OS ex-officio AAIE's Institute cess for All Students Dr. Lee Fertig (2012-2015) Overseas There is an African will take place in Ft. Mr. Clayton Lewis (2012-2015) US saying, “For tomor- for International School Mr. Chris Maggio (2012-2015) Overseas Lauderdale, Florida Ms. Mona Nashman-Smith (2011-14) Overseas row belongs to the on Nova South- Mr. Paul Poore (2013-2015) AASSA people who prepare Leadership offers eastern University’s Dr. Beverly Shaklee (2013-2016) US for it today.” With main campus. Three AAIE ADVISORY COUNCIL this in mind, this optional graduate credit courses are being of- Mr. Frank Anderson US spring issue of the fered, June 24 -28, Dr. Peter Bateman AISA InterED also con- through Wilkes University. Dr. Robert Bartoletti US 2013. These are: Mr. David Chojnacki NESA tains a special fo- Meeting the Social Mr. Kevin Glass US cus on the future. Sessions begin and Emotional Needs Dr. Edward E. Greene Overseas As a follow up to of International Stu- Mr. Gregory Hedger Overseas last month’s Sun- March 23 and July 1 Mr. Warren Jaferian US dents (Dr. Pamela Ms. Sonia Keller Tri-Association day Solutions ses- Ward), Reach and Dr. Clark Kirkpatrick US sion, AAIE’s 2014 this year. Teach All Students: Dr. Richard Krajczar EARCOS conference will also How to Address Di- Dr. Ronald Marino US include a focus on Ms. Reina O’Hale MAIS verse Educational Dr. Barrie Jo Price US future forecasts and Needs (Dr. Yvonne Mr. John Roberts Overseas foresight education. Bui), and Translat- Ms. Charlotte Seewald US Some of the questions that will be ad- ing Brain Research into Effective Language Mr. Gerald Selitzer ASOMEX dressed are: What will the world look like Dr. Joe Shapiro US and Literacy Instruction (Dr.Virginia Ro- Ms. Kathy Stetson CEESA in 8 – 10 years? What future risks will our jas). Optional graduate credit is available Mr. Mark Ulfers Overseas students have to be prepared to deal with? through SUNY Buffalo State University. Ms. Jean Vahey ECIS What is foresight education? How can we Dr. Ettie Zilber Overseas For more information and/or to register, best prepare student to deal with these fu- please go to AAIE’s website, http://www. EXECUTIVE DIRECTOR ture scenarios? Ms. Elsa Lamb aaie.org . (Note: A/OS schools may be able to receive additional professional develop- AAIE HEADQUARTERS OFFICE AAIE’s 48th Annual Conference will re- ment funding for this summer institute, Ms. Elleana Austin turn to Boston, Feb. 6 – 9, 2014. In ad- Mr. Thomas Randall Ward and should contact their Regional Educa- dition to invited speakers, AAIE welcomes tional Officers to request such assistance.) EDITOR proposals from members. To submit a Dr. John J. (Jay) Ketterer proposal, please complete the 2013 ‘Call Best wishes for a peaceful close to the ASSISTANT EDITOR FOR TECHNOLOGY for Proposals’ form that has been posted to school year, and a safe, enjoyable summer. Dr. Barrie Jo Price AAIE’s website. EDITOR EMERITUS Elsa Dr. Gilbert Brown Two other programs that AAIE is cur- DESIGN & LAYOUT rently focusing on are the AAIE Institute Elsa Lamb, AAIE Executive Director Sarah J. Stoner / Swordfern Wordsmithing, Ink. for International School Leadership and [email protected] Mount Vernon, Washington 98274 Tel: (206) 949-9215 / Email: [email protected] AAIE’s 2013 Summer Institute: Ensuring Success for All Students. AAIE’s Institute PRINTING Vital Printing Corporation for International School Leadership offers 421 South Dixie Hwy; West Palm Beach, Florida 33401 Tel: (561) 659-2367 / Fax: (561) 659-3380 Email: [email protected] the president’s message

AAIEPresident's Welcome

Regional Educational Officer for Europe food for thought and addressed the general assembly. reflection when we meet in June to update and revise our pres- ere’s hoping that those of From this panel we learned about the criti- ent strategic plan in Alexandria, Virginia. you who are recruiters have cal thinking benefits that students would Sherry Schiller, who guided us through our returnedH to your respective schools safe gain if they could expand on their abilities last strategic planning session, will once and sound and have successfully filled the to create or recreate sensations and images again facilitate our discussion. We look openings you had vacant. Our 47th An- that lie in the future by building cases to forward to sharing the revisions that we nual Conference in San Francisco—with defend an expected future, an alternative expect to make on our strategic plan with its focus on Social Justice and Diversity— future and /or a preferred future. The con- all of our constituents as soon as they are had an excellent turnout and was very well versations and implications of the dialogue complete. received. We have had positive feedback between the panel and the school leaders that the issues addressed were timely and present were so potent that we have dedi- ith all of your contributions and relevant and the basis for further reflection cated space in this InterED magazine to participation, AAIE will continue and action. this same Future theme and will continue toW thrive as a global education family of Those of you that had the opportunity to to focus on it for our 48th Annual AAIE leaders and learners connecting people, attend our Sunday Morning Solutions Ses- Conference to be held in Boston (February, ideas and resources in an international en- sion know that the topic for discussion and 2014). vironment. reflection was Future or Foresight Educa- The Executive Board of AAIE has also de- Sincerely, tion. Dr. Peter Bishop, Future Studies Spe- cided that reflecting on our own organiza- cialist at the University of Houston and a tional future would be productive as we wit- Jack distinguished panel of international educa- ness new generations of leaders taking the Jack Delman tion leaders including Arnie Bieber, Direc- helm at our international schools around AAIE President 2013-2015 tor of the International School of Prague, the world. For that reason, we asked our Kathy Stetson, Executive Director for the members to respond to questions in a sur- President Jack Delman is Head of the Carol Central and Eastern European Schools vey related to our mission and our values/ Morgan School in Santo Domingo, Domini- Association and David Cramer, Regional beliefs previous to our last conference. The can Republic. [email protected] / www. Educational officer for Africa and Interim tabulated results of that survey will give us cms.edu.do

AAIE 2013 Summer Institutes

When? Monday, June 24 – Friday, June 28, 2013 Where? Nova Southeastern University Ft. Lauderdale, Florida

What & Who? • Translating Brain Research into Effective Language & Literacy Instruction, Dr. Virginia Rojas • Reach and Teach All Students: How to Address Diverse Educational Need, Dr. Yvonne Bui • Meeting the Social and Emotional Needs of Students in International Schools, Dr. Pamela Ward Institute fees include 4 days of hotel lodging plus breakfast and lunch, and all course materials. AAIE Members: $1175 before April 15th; $1275 after April 15th / Non-Members: $1500

How? Register online at www.aaie.org intered www.aaie.org 3 TO BE

Nominate your students for future success in an increasingly global world

People to People Leadership Ambassador Programs brings students from more than 140 countries together at prestigious U.S. universities to:

• gain an academic edge for college admissions • develop important leadership skills • increase global awareness • and explore cutting-edge global careers

Based on your nominations, your students will receive formal invitations to participate in the Leadership Summit of their choice.

Share the Experience! Group arrangements are available, and an educator from your school may travel for free. Contact us at 001.509.568.7903 or [email protected]

Nominate today at NominateFutureLeaders.com

4 spring 2013 intered EDITOR’S DESK

TO BE Dear Colleagues,

Nominate your students for future success in an increasingly global world Thank you! It's hard to say what some of the Heads a player on the world stage. Where I think can do when they go back to their (3rd we all coincide is that world peace is the As Jack Delman assumes his functions as world, conservative) school contexts except most worthy and transcendent of goals. President of AAIE, I think it is appropriate be more sensitive and open-eyed...perhaps But, I see no historical evidence that hi- to recognize Beth Pfannl’s sterling leader- People to People Leadership Ambassador Programs quietly "redirect" professional staff. There erarchies—religious, political, economic, ship in that position. Beth and Elsa put to- were a couple of issues we addressed that ethnic, or gender-based—abandon their brings students from more than 140 countries gether quite a work agenda and at the same international educators have to be aware of privilege easily. Peace, civil rights and so- time sustained the good health and stability together at prestigious U.S. universities to: in their communities, but will find it im- cial justice: these are ongoing projects in of the organization. It also occurs to me possible to get in front of. human culture. Schools and school leaders that I did not express these same congratu- must address these issues or else become ir- • gain an academic edge lations to Ed Greene, whose leadership was It was an excellent, and necessary—even relevant. for college admissions also notable for creating an atmosphere historic—first step for the organization. both creative and stable. Thanks to these Issues of personal liberty and social jus- Futures. • develop important colleagues, we see AAIE undertaking new tice will not go away. In fact, because the leadership skills enterprises and expanding its influence. public has already made up its mind (in the The topic of the future is addressed in this With high expectations and best wishes, we U.S. and most of the West) on some of the issue, but will be a recurring topic both in • increase global awareness welcome Dr. Delman to the helm. specific issues, the coming Supreme Court the InterED and in future conferences. The • and explore cutting-edge decisions are pretty much irrelevant. We future is taking shape in the here-and-now. Memo to the Board. know what the future will bring as soon as There are certain issues that we all know global careers people are able to embrace difference with must be faced, and it would amount to self- You will notice that Dr. Jim Ambrose has tolerance and sympathy. We hope that deception not to formulate the challenges kindly taken over the duties of writing the enlightened Board Members will work to- and address them. column Memo to the Board, at the invi- Based on your nominations, gether with Heads of School to positively tation of Dr. Gilbert C. Brown. Gil will embrace social change. your students will receive continue to contribute timely pieces (note Future Issues. formal invitations to participate his article in this edition) and also dedi- The Fall 2013 theme will be The Role of cate himself to bringing his current book A World of Peace? in the Leadership Summit of Language in Education. We invite submis- to completion. Gil’s energy and production I can feel it, but don’t see it. I don’t see an sions dealing with language policy, admin- their choice. continue unabated. Without his guid- end to the civil rights movement. Rightly istration of multiple language curricula, best ance, the InterED (and my own poor skills) understood, the concept of civil rights re- practices, and mother tongue maintenance would certainly come up short. Thanks to fers to the emerging self-understanding and instruction. The foregoing list is not to Dr. Ambrose for stepping in. of an educated polity in a democracy. The be considered to limit the range of possible goal is to move forward constantly. Kim- topics. Your submissions are encouraged.  AAIE # 47. mie Weeks displayed a bit of youthful uto- pianism with his challenge for peace in the Ideas expressed by the contributors to InterED I thought the AAIE conference went well, Share the next generation. I doubt that I will have do not necessarily represent the position of although I think a few mental models were the pleasure of talking to him when he is AAIE or its Editorial Staff. Experience! shaken. The emotional tenor of the confer- 50 years old, perhaps the frustrated leader ence was high, and perhaps some partici- The Editor may be reached at [email protected] Group arrangements are (in some capacity) of his native Liberia or pants were correspondingly a bit subdued. available, and an educator from your school may travel for free. Contact us Upcoming theme for the Fall 2013 InterED: at 001.509.568.7903 or [email protected] The Role of Language in Education We invite submissions dealing with—but not limited to—language policy, administration of multiple language curricula, best practices, and mother tongue maintenance and instruction. Nominate today at NominateFutureLeaders.com Submit your writings, musings, and experiences to Jay Ketterer, [email protected]

intered www.aaie.org 5 MEMO TO THE BOARD

The Rise of For-Profit International Education eventy-some years ago, there were pensation, with many only a handful of what today are By Jim Ambrose proprietary schools called international schools. Many now paying Heads had boarding facilities catering to they work with, roughly doubling over the more than the non-profits, concluding that expatriate parents living in locations where past ten years or so, and almost all of the the best proprietaries recognize the value no English-language schools existed. As increase has been because of proprietary of good leadership and are also structuring S schools, with no decrease in sight. colonial empires broke up and the world contracts to increase their tenure. economy picked up after WWII, American At an EARCOS workshop in Kuala Lum- businessmen and diplomats began moving his shift in salaries (at least among the pur, led by Ettie Zilber and Chip Barder abroad in greater numbers and hundreds leading for-profit schools) is not sur- in 2012, four main categories of proprietary of American-style, non-profit schools were prising:T if new, for-profit schools are to suc- schools were identified: established, generally based on U.S. public ceed against the older, established schools, school governance models. • Religious Affiliated they need to attract equal or better talent • Family Owned (often only one school, and this has helped change the general That was the predominating model through sometimes several) perception of these schools by the public . the late eighties, when for-profit interna- • Company Owned, to service employ- . . and educators. Formerly, teachers and tional schools began appearing in greater ees (often managed by a third party) Heads shied away from working in a for- numbers. Several were tied to property • Corporate Owned, a chain or con- profit school, but this, too, is changing. developments, as anchors to attract fami- glomerate of schools lies to the nearby houses and apartments. Prior to the 2013 AAIE Conference, the n terms of sheer numbers, the chains of Still (with the exception of Latin America), Academy for International School Heads corporate type international schools ap- these schools largely enrolled expatriate (AISH) hosted an impressive panel dis- Ipear to be growing the fastest, especially in students, but that began to change later in cussion moderated by Barder and Zilber Asia and the Middle East. What are the the nineties. and featuring five organizations operating implications and lessons that older, not- 160 for-profit schools. A major conclusion While the rise of for-profit schools in the for-profit schools can draw? could be summarized by saying “a good US has generally been a reaction to the school is a good school” and a proprietary Obviously, the market for international perceived poor quality education offered school is not all that different from a non- education is robust and ISC projects the in public schools, internationally, they have profit. It is at the governance/administra- number of schools to double over the next been market-driven to cater to the emerg- tion level that differences affecting Heads ten years. This has a knock-on effect in the ing middle class of the host country, where can be found. already competitive market for talented families aspire to have their children learn leadership and teachers. English and attend universities abroad. In Among the points mentioned during the discussion were: other situations, the increasing expatriate Years ago, many proprietary schools did not • Proprietary schools employ many dif- population in many cities, such as Dubai, pay competitive wages, but that is slowly ferent governance models, but general- has driven demand. changing. A survey of a small sample of ly the political skills needed by Heads schools in China showed that the non- As evidence of this growth, ISC Research to work with an often shifting mem- profits were paying teachers 16% more than Ltd. (International School Consultancy bership of a non-profit school board the average for proprietary schools, but the Group) reports that in 2000, there were are less essential. (One Head reported proprietaries showed a wide-range of salary 2,584 English-medium schools world- she finds it easier to work with just practices. Of the proprietary schools, 30% wide: by 2013, that number had grown to one person—the owner—rather than equaled or paid more than the average paid 6,401. While some may assert that the a board.) by non-profits, and if a quarter of the low- ISC definition of international schools • Heads need to be flexible in allowing est paying proprietaries in the sample were included in their database is overly broad the owner more operational control discounted, the amount paid by the non- (“If a school delivers a curriculum to any than may be the case for most non- profit schools shrinks to only 4% more than combination of infant, primary or second- profits. (Comments from some Heads the for-profit schools. ary students, wholly or partly in English indicate this is a common issue; more outside an English-speaking country, then Clearly, competition is at work in the free on this later.) it is included in ISC systems.”), the sheer market, but nowhere is that more evi- • Heads will have less budgetary control number of schools is impossible to ignore. dent than in salaries for top administra- than in non-profits. tors. John Littleford, in a workshop at the • There will often be pressure to expand gencies that provide teachers for in- above-mentioned EARCOS Conference, to “keep the numbers up” whereas with ternational schools have likewise commented that he has seen a shift in com- non-profits, parent controlled boards seenA an increase in the number of schools will often try to keep the numbers 6 spring 2013 intered down after making budget projections. requests being made directly to the owner. international schools and international • Savvy owners look at their schools (One Head reported frustration with this schools with more diverse populations. long-term: what does this school need process, while also saying that few reason- today to fulfill its mission? Some par- able requests were ever turned down.) Cultural differences can be magnified when ent controlled boards fail to act like “Founders Syndrome” is involved. This oc- trustees, repressing future needs and The differences affecting teachers tend to curs when a school operates primarily ac- focusing more on the present. be less than for administrators, although cording to the personality of the founder or the culture of teacher independence is other prominent personality; the Head and Listening to the panelists, the audience was stronger in the nonprofit sector, whereas all staff need to be comfortable with that. impressed with the speakers, but left feeling the for-profit chains are moving toward there was more to the story. Confidential standardization. inally, adherence to contracts in this interviews by the author with Heads em- sort of school have sometimes been re- phasized the importance of the relationship Much of the negative reputation of pro- Fported to be problematic, for both faculty between the Head and the owner and that prietary schools can be traced to owners and Heads, with the owners attempting to the Head understood and agreed with the of single schools who are trying to squeeze change terms on a whim. While it may not mission and context of the school and was short-term profits out of their school, always be enforceable in some situations/ comfortable with the points made above. rather than building value over time. Of- countries, a written contract (as opposed to (Please note that this applies to Heads ten associated with this are their efforts to verbal understandings) is needed. working with non-profit school boards as “keep the parents happy.” Translated, this well, but may take added emphasis when can mean pressuring the administration For profit schools are not created equal and there is a single owner or supervisor.) and teachers in disciplinary matters and through competition (assuming there is grades: not expelling a student, changing a competition in the local catchments area) eads are expected to be the educa- poor grade, etc. In these situations, cultural the weak ones will be weeded out. Those tional face of the school, including that practice good management, just like differences are also cited, in which the local  representingH the school to new families, culture may emphasize personal relation- their non-profit brethren, will thrive. while the owners look after the business ships (“You will do this for me because you Dr. Ambrose is President of Search Associ- end – not unlike British modeled schools are my friend.”) rather than adhering to an ates and a leader of the GovNet Advisory with a Head and Bursar reporting separate- agreed upon set of rules to be applied ob- panel at the AAIE website; jambrose@ ly to a Board. Budgets are often obscure jectively. But, this gets into the differences searchassociates.com and sometimes nonexistent, with major between what are essentially host-country

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intered www.aaie.org 7 The Advisory Council on Exceptional Children—A/OS

Every Student Successful: How School Leaders Can Set the Stage and Lead the Way s a species, we are programmed By Nancy M. Robinson ing to convey. That to learn. That’s what homo sa- meaning can be piens does, and we do it better, and Kevin Bartlett obscured by fear, mistrust or even a diffi- we believe, than any other spe- Being a believer culty in finding the right words, so we have cies. Once we, as leaders, base our decision- to look deeper for their messages. We also making on that simple truth then we’re off It is the very rare student who is congeni- have to leave aside the convoluted educa- A tally lazy, but some student issues seem so to a pretty good start. tional jargon into which we inadvertently impossibly simple – first-graders can mas- slip. As in so many things, we need to keep Yet, while all are born to learn, not all stu- ter them – that it seems impossible that it simple. dents learn easily, or in convenient, predict- faking or laziness isn’t going on. Can an able ways. Equally true, not all schools have obviously competent young person really urthermore, we need to mine the in- the resources to run sophisticated, special- not connect written symbols and sounds? sights that previous teachers have de- ized learning support programs. Yet all Fail to recognize familiar faces? Not write Fveloped and explore any differences in stu- schools have diverse learners, and all their more neatly? Not see a STOP! sign? Only dent behavior between one class period and students need and deserve a climate of if we are believers can we see the student’s another. Too frequently, schools become recognition, acceptance, and support. Our world through accurate eyes, avoid the siloed and fail to transfer vital data, so we challenge is to make sure they get it. As troublesome glitches (they’re not likely to need to develop strategies to make sure the leaders, embracing challenge is, simply, the go away), and adopt, or invent, alternate right people are talking to each other. job. In fact, it’s the part of the job that keeps ways to get around them by promoting stu- us engaged, just as challenge is what keeps dents’ strengths and interests. Flexible admissions policies that learners engaged. weigh assets as well as liabilities Then, too, is it really possible that a third- o, accepting that students are born to grader can explain complex DNA sequenc- In making admissions decisions, we need to learn, and that all deserve success, how es or a seventh-grader can blow through use as much information as we can gather, doS we meet the particular challenge posed calculus after only a bit of algebra and a trig including school records, professional as- by students with learning disabilities? Our book read over a weekend, and still be read- sessments, and parent reports. Whether or first and most vital contribution as leaders ing only at or below grade level? Only a not the parent brings comprehensive re- is simply to convey our own positive atti- believer can grasp the utter disengagement cords from the previous school, if in doubt tudes through our actions. This is absolutely of such a student who is trapped in a cur- we need to pick up the phone and call the critical in facilitating a welcoming school riculum that was understood years before sending school head or counselor, not rely- climate, a flexible infrastructure, and a can- but where everyday writing assignments ing alone on what they were willing to put do attitude on the part of teachers, what- are tortuously difficult. Such young people in writing. ever student glitches and strengths they we call twice-exceptional students – and yes, aking into account the receiving teach- encounter. they do exist. er as well as available support possibil- The can-do attitude starts with us, and it itiesT including technology and community Finding common ground with resources, and making this a team decision needn’t be accompanied by fanfares. Sim- parents ply making the point that these are our with positive commitment, will bring ev- students, that our duty and privilege is to Parents are privy to sides of the student we eryone on board. If we have strong reserva- serve, is a solid start. Only if we expect our don’t see, and they have a long history with tions, we can make admission probationary, faculty to go the extra mile for these stu- the issues we are just discovering. There with a Plan B in place. dents, will they do so – and only then will may be many good reasons why the child they discover the ultimate joy in remak- they know is not always the student we see, And, finally, we need to remember that age ing struggling or disaffected students into but that doesn’t mean we are not both right. isn’t everything. Lack of flexibility in age of confident, joyful ones, students willing to We need to let them teach us what they admission is actually one of the most per- do the hard work involved and courageous know and partner with us in helping their vasive stumbling blocks of all; good judg- enough to take some academic risks along child. The stakes here are high. ment is key to creating a flexible milieu. the way. Some ‘advanced’ children may be admitted Partnership with parents is not a ‘nice to early and some who seem particularly im- Here are some aspects of a school culture of have.’ For students with learning disabili- mature may need to wait a year. acceptance of learner differences and dedi- ties it’s a ‘need to have.’ To achieve com- cation to helping all students with disabili- mon understanding means really listening ties to be successful. to parents and to the meaning they are try- 8 spring 2013 intered Creating institutional “wiggle task, are different from adaptations, which and – above all --are optimistic in their room” for diverse students basically constitute changes in expectation conviction that all students can be success- Wiggle room is created by flexibility in of the level of learning a student will ac- ful if we can find the key(s)! class scheduling (e.g., a more advanced complish, although both may be necessary math or language arts class than the stu- for some students. Other resources dent’s grade level), modifying the age-grade problem-solving approach includes Finally, we can create a basic professional lockstep (letting students spend part of the first, problem identification, using library of resources about disabilities and day in a different grade), cluster grouping Adetailed observation over time (and talk- encourage teachers to use them as needed. similar students when there is more than ing with parents and colleagues) to create Some materials lend themselves to group one class per grade, using alternative cur- a clear picture of what is going wrong and study. A number of resources on special ricula (especially on-line resources) when when; then hypothesizing what “glitch” needs are listed on the website for the the prescribed ones are too complex or not could be at the root of such difficulties; U. S. State Department Office of Over- complex enough, using volunteer or paid and finally, experimenting with promising seas Schools (http://www.state.gov/m/a/ teaching assistants to facilitate differentia- os/70298.htm), including a “cookbook” tion, or even allowing some students to be description developed by the first author homeschooled part of the day. of a wide variety of accommodations to try If we must charge extra for some services, Being a more with students who present specific disabili- so be it, but much of what we and our fac- ties (see “Meeting the Educational Needs ulty will do comes comfortably under the 'inclusive school' of Quirky Students”). Consider, too, send- umbrella of differentiated instruction. For ing faculty members to the AAIE Summer example: is a celebration… Institute short courses offered in cooperation with the Office of Overseas Schools • Adjustment in expectations for some raising our game to take on (which may be able to offer some financial skills but not students’ level of concept assistance). mastery; liberal use of accommoda- the next level of challenge… tions is good teaching, not cheating! Living it becoming smarter, • Modest addition to the budget for Developmentally speaking, schools go materials matched to student need, in- more confident, through stages of evolution. When it comes cluding high-interest, low vocabulary to serving a diverse student population, we materials for struggling readers and more fulfilled evolve along the lines of ‘exploring it… college-level material for the most ad- working on it…living it.’ vanced readers. as teachers. When we believe that we really can help • Investment in assistive software and all students to be successful, and when encouraging parents to purchase what we’re living it, we find that this complex would aid their students. (Today’s work becomes a source of pride, warmth, and professional satisfaction. Being a more technology is an amazing way of cir- classroom and technological accommoda- ‘inclusive school’ is not an acceptance that cumventing glitches.) tions. After a trial of a few weeks with one one just can’t avoid having these children. such experiment, it’s time to re-evaluate • Removing ceilings for students who It’s a celebration of our own success in con- and tweak the plan, celebrate small victo- are advanced in one or more domains. sciously raising our game to take on the next ries, and teach the student to self-advocate The whole faculty – not just grade-as- level of challenge, and as a result becoming for accommodations that work. signed teachers – can contribute in ar- smarter, more confident, more fulfilled as eas of their interests, and community educators. Even simpler, when we’re living resources can be used as well. Staff recruitment it, we’re transforming lives. High stakes! These are high stakes, indeed.  • Practicing creativity in problem-solv- Of course, if we have the possibility of hiring one or more learning specialists, we ing, teamwork, and optimism. Nancy M. Robinson, Ph.D., is a retired should do so! But we need to take care that member of the faculty of the University they are well trained (research-based read- A pervasive problem-solving of Washington and chair of the Advisory ing and writing intervention modes be- approach when responding to Committee on Exceptional Children, U. ing top priority) and are also, themselves, diversity in students S. Department of State Office of Overseas flexible and creative. No single interven- Schools [[email protected]]. Kevin Simple accommodations for students with tion will solve all problems. If we can’t hire Bartlett is the long-term director of the disabilities can often work wonders. Ac- specialists, we can look for teachers who International School of Brussels, an institu- commodations to student diversity such as habitually differentiate curricula, have an tion well known for its success in meeting the changes in modes of exposure to material adventuresome spirit, are willing to attend needs of diverse learners [[email protected]]. or student response, physical re-arrange- workshops to become the go-to person in ments, or signals to help a student stay on the school to brainstorm about students,

intered www.aaie.org 9 INSITES

Forget School—Engage the Learner! entioning school immedi- too. School tradition- ately evokes in each reader a By Barrie Jo Price ally meant where specific set of images, expe- young people come to riences, attitudes, opinions, 2012)—have fueled both hope and fears watch old people work and beliefs. Each person assigns to this about possible changes in the future of (Schlechty, 1991) and in schools of the fu- Mword his/her own history, even if filtered school. The strategy called Bring Your Own ture young people would come to socialize through professional reading, experiences Device (BYOD), explored here in an earlier (as on a playground) and to explore (as in and discussions with others (Great Schools, column, is a trend also potentially chang- a museum) as opposed to receiving content n.d.). Among the few common features ev- ing school, regardless of the setting (Pew (Negroponte, 1996). eryone traditionally associates with school Charitable Trust, 2011). Technologies, William (Bill) Daggett (http://www.lead- are time and place. School traditionally along with other sociological and economic ered.com/aboutdaggett.html#) addressed meant learning at a specific place (a school trends, are creating new scenarios for learn- international educators over a decade ago building, campus) and in a specific time ing under the rubric of school. frame (school day, class period, semester, and spoke of the power of coming tech- term). No matter what other differences, riters increasingly portray learning nologies in terms of changing education these two characteristics were present when as occurring in times and spaces and challenging traditional curricula. He considering the idea of school. otherW than those traditionally defined as described mobile tools, technology woven school (Brooks, Fuller, and Waters, 2012; into outerwear, and 3-D printers, only to Even among international educators, school Finn and Fairchild, 2012; The Center for be disparaged by many educators as ‘too far includes these two characteristics, though Learning Technologies in Urban Schools out there’. Now there are examples of 3-D other aspects of defining school are par- Report, 2012). Virtual schooling, such as in printers in schools as part of the curricu- ticularly complex because of the vast dif- the form of Khan Academy, offers a wide lum: ferences found in the kinds of schools and range of educational opportunities extend- • Southview Middle School, Edina, their cultural contexts, not to mention the ing beyond the offering of a supplemental Minnesota (http://www.dimension- differences found in pedagogy and mission. class or two (Khan Academy, n.d.). When a group of graduate students in a printing.com/successstories/successs- program in international education shared “Do not go where the path may lead; go toryview.aspx?view=57&title=Southvi definitions of international education, the instead where there is no path and leave ew+Middle+School+Gets+a+Grip+on range of responses reflected the differences a trail.” +Design+with+Dimension+3D+Print ing) in their own experiences and unique com- Ralph Waldo Emerson, American plexities associated with knowing what Poet, lecturer and essayist, 1803-1882. • Chico High School, California http:// school means in an international context www.dimensionprinting.com/suc- (Pacheco, 2013). Even with the rapid deployment of tech- cessstories/successstoryview.aspx?view nologies and the growing preference among ven if everyone agrees that school =73&title=High+School+Students+U students as young as elementary school to se+3D+Printing+To+Design means, among other things, time and use smartphones and other mobile devices space,E Seth Godin (2012) then adds an- for customized or personalized learning he predictions of two decades ago were other layer of complexity when he asks the (Forbes, 2012), the concept of school is still widely discussed among professionals question, “What is school for? Godin ex- being discussed in terms of a comparison butT still little seemed to result in terms of plores the answer(s) in a thought-provok- to the traditional concept of school (Man- preparing for today’s instructional settings. ing TED video. His discussion limns the gu-Ward, 2010) rather than opening up Most efforts continue to make the future of difficulties that educators and stakeholders opportunities for new ideas about school. school look like the school of the past, only have in reaching a common view of what Over a decade and a half ago, Negroponte with a few more gadgets. One interesting constitutes school, considerations requisite (1996) wrote being digital and two decades blog posting on the changing concepts of to any discussion of the FUTURE of (the ago Schlechty (1991) published research school points the reader to the core issue of place called) school. Again, the purpose of st on schools for the 21 century. Both writers the need for or possibility of change: school is often even more complex in inter- emphasized the need for educational lead- national settings, given the unique cultural ers to recognize that school would change “I think if your concept of school is contexts and composition of those schools. as a result of technology, especially when what school is as you’ve seen it in the past, well what else would you do with Controversial news stories—such as School coupled with other forces then forming on the computer except put it in there? with No Teachers (NBC-Miami, June 8, the horizon of life and education. Both of But why is there no discussion about 2011)—and speeches about the future— these writers wrote about how school would whether school could be very different, such as Bill Gates’ Why Game-based Learn- have to look and be different, even saying and how different it could be?” (Ben, ing is the Future of Education ( July 17, that the purpose of school would change, 10 spring 2013 intered 15 Feb 2011, Retrieved from http:// school (Cf., Farris-Berg, 2005: “Lis- In classrooms where teachers and students goodies.benwildeboer.com/changing- tening to Student Voices on Technol- have robust access to technology, teachers concepts-of-school/ ) ogy: Today’s Tech-Savvy Students are do not manage; they facilitate, coordinate, Stuck in Text-dominated Schools”). and, in some cases, contribute and collabo- The foregoing brings into question the “The ability to memorize is quickly rate. The pertinent question is “How do two traditionally common characteristics fading in our information-rich society students manage their tools in the class- in defining school: time and space. These where a Google search can return mil- room for the purpose of learning?” complexities make the examination of the lions of references. Society needs more future of school a daunting task at any synthesizers capable of filtering diver- or all the talk of constructivist class- time but especially now. The confluence of gent sources into a coherent, relevant rooms and learning by doing, schools technology and other events may make it whole” (Friedman, 2005). Fstill face huge challenges when trying to more reasonable to focus on the future of merge personalized, individually-managed teaching and learning as opposed to the nstead of focusing on school as a time tools with an out-of-date model of time and future of school per se (Ausburn, Ellis, & and place, educators would be better space conducted by a teacher who knows Washburn, 2011). By focusing on the fu- Iserved to look at factors, such as those cited when an activity will begin and when it ture of teaching and learning, educators above, and examine them in terms of the will end, regardless of what students do in and all stakeholders are able to look at two future of teaching and learning, regardless the intervening time. In the old time and things other than time and space: WHAT of time and place. Some of the questions space model, lesson plans detailed exactly students learn and HOW they learn (and raised by school heads and directors of in- what teachers would do, typically without are taught). These would seem to be more ternational schools related to both tech- much mention of what students might be salient topics for discussions and a better nology and the future can be, in part, sub- doing or how their behavior might impact way to examine and prepare for the future. sumed under these four factors, as reflected the lesson. In a review of relevant research, the future in the questions below: of teaching and learning would seem to be Personalized, individually-owned technol- impacted by the following trends, findings • Should we have a 1:1 technology pro- ogy tools and the appropriate access to re- and events: gram in the future? When? How? sources are conditions that alter time-honored roles, and teachers have less control • Personalized, Customized Tools. The • Should we allow Internet access? How than under traditionally defined circum- rapid growth of mobile technologies much? For what purposes? stances. It is as Negroponte and Schlecty in the hands of students and teachers said: learning in the future will be more like • How do teachers manage such per- is producing changes in instructional a field trip or a trip to a museum, in con- sonal tools in the classroom? systems and patterns (Eisele-dyril, trast to the model of schooling employed 2011; Rossing, 2012). • What does this trend to personal tech- since the Industrial Revolution. Learn- nology mean for technology support? ing how to learn becomes a matter of em- • Means of Communication Using powerment and engagement and teaching Technology. There are changing per- These questions reflect a time and space becomes a matter of enabling. Thus, the ceptions among students and teachers attitude. A focus on teaching and learning future of teaching and learning might be about information and communica- would mean the first question would not described as Engagement, Empowerment, tion technologies (Waycott, Bennett, even be asked; it would be obvious, since and Enabling. Kennedy, Dalagarno, and Gray, 2010). the students and teachers already OWN and USE such devices, at least when al- • By focusing on this model of the fu- • Role of Technology in Organizations. lowed to do so. And technology audits ture of teaching and learning, interna- Instructional personnel (teachers) en- typically find that schools lack sufficient, tional educators can begin to clearly gaged in technology integration in the robust access to the Internet for seamless see paths of action they can follow, content areas will see mobile technol- use of resources, including streaming video regardless of their location or type of ogy tools in a different light than tech- and VoIP applications. school. By focusing on Engagement, nology support personnel (McFadden, Empowerment and Enabling, interna- 2013). Having technology tools without robust, tional school heads can examine their consistent, ubiquitous access to the resourc- own schools in terms of policy and • Shifting Roles and Responsibilities es of cloud-based applications and the In- procedures to ensure that these three in Learning. Learning in computer- ternet is a little like having the best sound themes are reflected in what they and mediated environments requires a dif- system in the world without having any their teachers do on a daily basis. Here ferent set of skills for both teacher and music to play or a power source. The stu- are some examples of how the “3 E’s” student (Nelson & Erlandson, 2012; dents in such schools have a future defined might be formulated as questions: Steinkuehler, Squire, & Barab, 2012). by circumstances much like being in a fam- Instructional outcomes and processes ily with a car no one is allowed to drive and • Are students eager to get to the class- currently in use do not seem to match is only started on Saturdays while sitting in room with their technologies? When the learning patterns or skills needed the driveway. Schools have the technology you enter, are those technology tools for students entering the future work- but no one can use it to go anywhere on a in use throughout the classroom or place, something noted early in this regular basis. are they closed, sitting on the desk? century but still resonating in today’s INSITES, cont'd page 12  intered www.aaie.org 11 n ual nn A th 9 3 e INSITES, continued from page 11  Friesen, S. and Jacobson, M. (2012). Hands on vs. h ware of ‘schools of the future’ unreflectively T cast in brick, mortar, and inflexible mental Hands up: Technology-Enabled knowledge building w e in high school. Available online: http ://www.cea- (Sources: An & Reigeluth, 2012; Aus- models, because they may not be equipped ace.ca/educationcanada/article/web-exclusive-hands- burn, Ellis, & Washburn, 2011; Inan & to harness new and dynamic learning po- vshands-technology-enabledknowledgebuilding- Lowther, 2010). tentialities. Engagement, Empowerment and high-sch Enabling should guide the future of teach- Godin, S. (2012). What is school for? Retrieved from Summer Institute • Can students and teachers access the ing and learning. http://edudemic.com/2012/10/seth-godin-asks-the- s Internet from anywhere in the school, big-question-what-is-school-for/ for International Admissions wirelessly, with consistent, robust ac- “What you leave behind is not what is en- Great Schools. (n.d.). Retrieved from http://www. Returning for the 12th Year to Georgetown University, Washington, D.C., June 18–22, 2012 cess of sufficient speed to support graved in stone monuments but what is wo- greatschools.org/find-a-school/defining-your- ideal/1164-defining-your-ideal.gs cloud-based applications and multi- ven into the lives of others” (Pericles, Ancient June 17–20, 2013 media (Bers, 2012; Friesen & Jacob- Greek politician, general and statesman, Hernandez, C. ( June 8 2011). School with no teach- son, 2012.)? Does this include those 495 BC-429 BC).  ers fuels debate: At Sunset Sudbury School, students Georgetown University, Washington, D.C. rule. Retrieved from http://www.nbcmiami.com/ products created by the students (Bers, news/local/School-With-No-Teachers-Fuels-De- 2011)? Are the school resources, in- Dr. Price is Professor, Human Environ- bate-123498619.html mental Science, The University of Alabama, cluding librarians, fully integrated into Inan, F.A. and Lowther, D.L. (2010). Laptops in the a 24/7 model of easy access (Breeding, Institute for Interactive Technology, and K-12 classrooms: Exploring factors impacting instruc- 2012)? a Partner in emTech Consulting. www. tional use. Computers & Education, 55(3), 937-944. emTech.net [email protected] Khan Academy (n.d.). https://www.khanacademy.org/ re there clearly identified processes Loertscher, D.V. and Koechlin, C. (2012). Dear teach- and policies associated with digital cit- REFERENCES ers: The learning commons and the future of learning. izenship,A ethics, and digital responsibilities Teacher Librarian, 39(4), 51. for teachers, students, and all stakeholders An, Y. and Reigeluth, C. (2011-2012). Creating technology-enhanced, learner-centered classrooms: K-12 Mangu-Ward, K. (2010). Traditional schools aren’t in the community? Is there a clear con- teachers’ beliefs, perceptions, barriers, and support working. Let’s move learning online. Retrieved from nection between technology access, civic needs. Journal of Digital learning in Teacher Education, http://reason.com/archives/2010/04/06/traditional- responsibility and the mobile tools for stu- (28)2, 54-62. schools-arent-work dents and teachers, including professional Ausburn, L.J., Ellis, A.M., and Washburn, E. (2011, McFadden, A.C. (2013). Differing views of mobile development for teachers (Menese, Fabreg- Spring). Predictions for the future of American public technology tools: Research report. The College of Hu- man Environmental Sciences, Institute for Interactive ues, Rodriguez-Gomez, & Ion, 2012)? education: Voices from classrooms and communities. Scholar-Practitioner Quarterly, (5)1, 20-38. Technology, The University of Alabama (http://iit. ches.ua.edu). Within each department and/or class, are Bers, M.U. (2012). Designing digital experiences for Menese, J., Fabregues, S., Rodriguez-Gomez, D., and resources deployed to motivate students to positive youth development: From playpen to playground. New York: Oxford University Press. Ion, G. (2012). Internet in teachers’ professional prac- extend their learning beyond the school day tice outside the classroom: Examining supportive and and campus for a 24/7 concept of teach- Bers, M.U. (2011). New media and technology: Youth management uses in primary and secondary schools. as content creators. San Francisco: Jossey-Bass/Wiley. ing and learning? Do the grade levels and Computers & Education, (59)3, 915-924. departments use computer-mediated com- Breeding, M. (2012). New library collections, new Negroponte, N. (1996). being digital. New York: Vin- technologies: New work flows. Computers in Libraries. tage Publisher. munications with parents and students 32(5), 23-35. and model their use as a curricular focus Nelson, B. and Erlandson, B. (2012). Design for learn- Brooks, R., Fuller, A., and Waters, J. (2012). Chang- ing in virtual worlds. New York: Routledge. (Swank, Beimfohr, & Christy 2012)? ing spaces of education: New perspectives on the nature of learning. New York: Routledge. Pacheco, R. (2013). Personal communication. March Is technology support, including library 27, 2013. [email protected] Gates, B. ( July 17, 2012). Bill Gates: Why ‘game- support, guided in decision-making by an based learning’ is the future of education. eSchool Pew Charitable Trust. (2011, February 3). Generations understanding that the technology is in- News. Retrieved from http://www.eschoolnews. and their gadgets. Retrieved from http://www.pewin- tended for use by instructional personnel com/2012/07/17/bill-gates-why-game-based-learn- ternet.org/Reports/2011/Generations-and-gadgets. ing-is-the-future-of-education/ aspx and students, with the attendant focus on st their empowerment and use (Loertscher & Farris-Berg, K. (2005). Listening to student voices-on Schlechty, P. (1991). Schools for the 21 century: Lead- ership imperatives for educational reform. New York: Koechlin, 2012).? technology. Center for Policy Studies and Hamline University. Available online: http://www.aecf.org/~/ Jossey-Bass. media/Pubs/Topics/Education/Other/Listening- y asking these questions, international Steinkuehler, C., Squire, K., and Barab, S. (Eds.). toStudentVoicesonTechnology/Tech%20Savvy%20 (2012). Games, learning and society: Learning and school heads can make the shift from a Students.pdf meaning in the Digital Age. New York: Cambridge Help Students Reach Their University Destination and Beyond focusB on the future of ‘school’ to the future Forbes. (August 2012). Will consumers start ditching University Press. of ‘teaching and learning’. When the focus expensive smartphones for cheap tablets? Retrieved from Swank, M., Beimfohr, K., and Christy, L. (2012). Attend the leading, most comprehensive professional development program designed specifically for new and is on teaching and learning, other decisions http://www.forbes.com/sites/erikkain/2012/08/21/ Wired for the future. Principal Leadership, 12(5), 42- experienced college counselors at overseas international secondary schools. about planning for the future are more eas- will-consumers-start-ditching-expensive-smart- 45. phones-for-cheap-tablets/ ily managed. The task of trying to deter- Institute of Education Science (2012). The Center for mine the future becomes one of thinking Finn, C.E. and Fairchild, D.R. (Eds). (2012). Learning Technologies in Urban Schools (LeTUS) For more information, visit collegeboard.org/si-intl. Education Reform for the Digital Era. Thomas about what students need to know and do Program®. What Works Clearing House. ERIC. Avail- B. Fordham Institute. ERIC. Available online: able online: http://20.132.48.254/PDFS/ED531792. and then helping teachers learn to facilitate http://www.eric.ed.gov/contentdelivery/servlet/ pdf student use of appropriate learning tools. ERICServlet?accno=ED532508 © 2013 The College Board. In this way, present practice embraces the Friedman, T. (2005). The world is flat: A brief history of st future in a way that benefits everyone. Be- the 21 century. New York: Farrar, Straus, and Giroux.

12 spring 2013 intered n ual nn A th 9 3 e h T w e Summer Institute s for International Admissions Returning for the 12th Year to Georgetown University, Washington, D.C., June 18–22, 2012 June 17–20, 2013 Georgetown University, Washington, D.C.

Help Students Reach Their University Destination and Beyond Attend the leading, most comprehensive professional development program designed specifically for new and experienced college counselors at overseas international secondary schools. For more information, visit collegeboard.org/si-intl.

intered www.aaie.org 13 RESEARCH IS THE KEY

Schools for Winners? Countries for Losers? t is said (smugly, and by nearly ev- the “scores” are the eryone) that “There are three kinds By John J. (Jay) Ketterer average of quite dif- of lies: lies, damned lies, and statis- The exchange on Headnet ferent or multiple tics.” It is most frequently attrib- and differing assess- uted to Mark Twain, having appeared in On December 5, 2012, a member of ments (as is the case of this study). his “Chapters from My Autobiography,” HeadNet (aaie.org) posted the following, I 2) We may assume that the wide range of published in the North American Review well-intentioned exhortation to members: (1906), but it seems to be more accurately “There is probably a correlation between results is somehow related to socio-eco- the bon mot of Benjamin Disraeli, and the the CORRUPTION PERCEPTIONS nomic class experience. So, the number god-child of nigh on another dozen or so INDEX 2012 from Transparency Interna- and variety of surveys used is a bit problem- 19th century wits. I’m pleased that it did tional and how difficult your school is to atic, but we should let that go for now, and not occur to Oscar Wilde to repeat it; that manage. Most of you have seen this before, assume adequate methodology (not always would have been beneath him. so take a look at the latest version: http:// a good idea). In fact, because the number www.transparency.org/cpi2012/results. of instruments used to generate data var- Statistics and statistical inferences often With admiration for the work you do . . . ied from country to country, the resulting appear counterintuitive to us because 1) especially if you live in a country that scores “scale” is highly suspect. N.B., I was unable we do not take the trouble to understand over 100!” to download their data set. the mathematical predictability of the behaviors of large populations (i.e., we tend On the same day, another Headnetter 3) Note that New Zealand should probably to think anecdotally in terms of our own responded: “I think you have the scores have been ranked #1 according to the raw experience and we search only for the data backwards. No country can score over 100, score but ended up listed 3rd, most likely that fits that experience; 2) We desire easy which is 100% CLEAN. The lower the victimized by a rounding function built or direct solutions to immediate problems; score the more corrupt. Perhaps you meant into the stat program and then alphabetic and 3) Social science has adopted a statisti- to give special admiration to those who live listing. cal approach to expressing the findings of in a country which RANKS over 100.” 4) We don’t have any way of deciding the surveys that both reflects and creates its significance of the relative difference be- own results. esponding gracefully, Headnetter #1 accepted the correction and congratu- tween countries that rank within the com- We must recognize that it is the desire of Rlated those who had higher ranks. bined confidence intervals of their respec- every School Director and Board Member tive scores. that 1) My school should be #1, and I want to I think we all understand the point they 5) So, assuming that the scores, although see proof of that; and 2) My child is above av- were making, but I must make the obser- rounded quite early (and the earlier you erage—in fact, preternaturally brilliant (“but vation that both comments are inaccurate. round “raw data” the greater your resulting normal!”)—and I want you to support that “Scores” and “ranks” are not valid or reli- error) are worthy of analysis, I have simply belief or tell me where you (and in rare cases, able indicators of a statistical measure. In run a basic test of measures of central ten- “where I”) have failed. fact, with respect to the data cited, I have analyzed the ranks and scores with respect dency on the scores. Here are my results (I ike the inhabitants of Garrison Keil- to simple measures of central tendency and will post the calculation sheet on Headnet, lor’s mythical Lake Wobegon, we wish the corresponding confidence intervals, and and accept all well meant improvements Lour school to be a place “where all the I believe I can state categorically that the and corrections). women are strong, all the men are good rankings are misleading. For instance, the Measures of Central Tendency looking, and all the children are above rankings for Sweden (#4) and Singapore average.” This has been called the “Lake (#5) fall within the confidence interval of Mean= 43.267 Wobegon Effect.” Of course, we can’t all the schools ranked #1 (Denmark, Finland, (Note: Proximity of mean and median) be above average. In fact, it is a mathemati- New Zealand). This rankings “confusion” cal impossibility. An example: among the leads to assigning possibly equivocal ethical Median= 41 Manhattan Project physicists, a pretty se- superiority to some countries over others. Mode= 34, 36 lect population, exactly half of those experts (Note: Minimal bimodality) would find themselves below average in Summary of Observations on terms of the intelligence of the group. (An the Corruption Perceptions Range= 82 Index aside: do you think Einstein was happiest Variance= s2 377.8107 when struggling with abstract mental com- 1) The nature of the chart focuses on the (Note: sum(X-Xmean)2/n) putations or playing his violin?). “ranking.” However, rankings lead to ties, Standard Deviation= s 19.618 which can be confusing, especially when

14 spring 2010 intered Analysis of Country Distribution Assessing Your School Score - Mean Score + In the Fall, 2012 edition of InterED, Wil- Scores between -1 and +1 standard deviation: 23.649 88 43.267 62.885 [63] 36 liam Johnston gave a short exposition on NOIR. That might be a good place for Scores between -2 and +2 standard deviation: 8 20 82.503 22 educators to start. I have worked either as Standard deviation of +3 [positive skew] 83-90 10 full time staff or an adjunct professor for 4 universities. I have never seen a univer- 6) I calculated the Confidence Interval of the Western Hemisphere are actively con- spiring with criminals, money-launderers sity analyze SAT scores or ACT scores, the the scores of the ranked countries using GRE score (or GMAT, MAT, etc.) with Statswizard (McCallum/Layton: online at and dictators. Recently in the news was the fining of one of the largest banks in the purpose of identifying general weak- http://www.mccallum-layton.co.uk/stats/ nesses of cohorts of incoming students (the ConfidenceIntervalCalc.asp , an online tool the West for just such a crime—to the tune of $1.9 billion dollars. Reuters reported best use of this type of test) or to identify that allows the mathematically challenged curriculum objectives. The test is used only to come up with statistics that they don’t that BSCS had agreed to pay this fine for laundering Mexican and Colombian drug as an indicator of likely success in higher normally manage. The CI (do not confuse education. But then, my general experience this with corruption index) is plus/minus cartel money (http://www.reuters.com/ article/2012/12/11/us-hsbc-probeidUS- of K-12 education in U.S. and international 2.9 (+/- 2.9). The concept of “confidence schools is that this data is treated as “per- interval” indicates that the true score most BRE8BA05M20121211). No criminal charges were filed. Barclay’s rate-fixing formance data” that is announced to the likely lies within a given range--in the case public as part of the accountability strategy in point, of 2.9 points more or less than the (LIBOR) scandal is also quantifiable, as are the losses dating back to 2007-2009 when of the school. It is rarely fed back into the observed score. This means effectively that classroom where it might be used to redi- any 2 scores within 6 points (5.8) of each Wall Street and the bond companies stum- bled, dropped the baby, but recovered their rect or restructure curriculum in accordance other might potentially have no significant with group needs. difference. With respect to the rankings as own losses and returned to record breaking profits (Cf., Stockman, D. March 31, 2013, shown in this document, there are 18 coun- School assessment and other global assess- “State-wrecked: The corruption of capital- tries within this range of the mean, which ments (like a “corruption index”) must be ism in America. New York Times Online). indicates that there may be no significant conducted within a defined context, with difference among them. he point is, these losses are quantifi- limits and parameters that enable analysts able and should absolutely be part of to avoid generalizations that distort our 7) The greatest problem with this presen- T understanding of the complex behavior(s) tation is that it is basically anecdotal infor- any assessment of the illegal activity that characterizes a country as more, or less, cor- assessed. Ranking schools as “good,” “bet- mation—feelings—reported as if it were ter,” and “best” is a practice that falls into empirical data. And, indeed, the general rupt. They are subject to statistical analysis in terms of mortgage failure, pension de- the same error as the Corruption Index Re- tendency of the ranking corresponds to the search. western, political and media-dominated pletion and loss, and damage to retirement accounts. And they belong in any corrup- views of third world countries which tend Rank Has Its Privileges to score low rankings. This reflects a test- tion index that is not biased against third ing bias that is endemic in social research world countries where minor corruption is More disturbingly, in the case of individual and, as E.O. Wilson (Cf., Consilience, 1998) common and social bandits and commu- students, testing information is frequently has remarked, is one of the factors that has nity groups have replaced or supplanted the used to “confirm” educational assessments made the development of a paradigm of functions of illegitimate or feckless author- which may have largely been determined knowledge almost unachievable in the so- ities (Cf., E.J. Hobsbawm, Primitive Rebels by social and economic preconceptions. cial sciences. (1959); Bandits (1969)). tandard scores allow us to compare stu- * * * * * Attitude (perception) is a highly unreliable dents, and bring together large data sets datum. Performing mathematical opera- Now, imagine if this same confusion were (aS large amount of information) to create tions on this type of data, particularly with to be applied to a child, and significant a conglomerate picture of groups (or sam- multiple and unequal survey instruments is decisions were to be extrapolated from ples of groups) of students compared to a a shaky methodology at best. equivocal information that might affect norm group. Hence, the SAT combines the that child’s future. Let us all remember standard scores of the verbal and quantita- There are hard data out there in the social that even ETS admits that the SAT is a tive sections of its college entrance exam sciences that people tend to ignore. For good predictor of success in higher educa- (an apples and oranges equation if I ever instance, The Atlantic Monthly ( Jordan tion, but has no demonstrated correlation saw one) . . . and we are still arguing about Weissmann; December 14, 2012) pub- to success in life. Or in the famous words the predictive validity and the reliability lished an article entitled “America’s Hand- of George W. Bush: “To those of you who of that exam. Many first tier universities gun Boom—In 4 Charts.” But apparently, received honours, awards and distinctions, have expressed grave doubts about the ef- a significant part of American society does I say well done. And to the C students, I ficacy or social justice of using these exams not believe that the time following a trag- say you, too, can be president of the United for admissions. A list of universities that edy is a good time to analyze social data. States.” (George W. Bush, Yale University have made the entrance test score optional Address; May 23, 2001). There is hard data to confirm that banks in RESEARCH IS THE KEY, cont'd page 16 intered www.aaie.org 15 2013 SAN FRANCISCO CONFERENCE OVERVIEW

AAIE 47th Annual Conference in Review irst General Session turer Kevin Jennings and his recent book, By Gilbert C. Brown “Mama’s Boy, Preacher’s Son: A Memoir,” and Nearly 500 attendees, 2 keynote the challenge it presented of growing up speakers, 3 distinguished lectur- kes University for their sponsorship of the with a different life orientation , unaccept- ers, 54 exhibitors, 51 breakout ses- F several refreshment breaks during the Con- able in the wider community. Miller went sions, 1 panel discussion, and 64 presenters ference th on to congratulate Lamb, AAIE President graced the 47 Annual Conference of the Beth Pfannl, and President-Elect Jack Del- Association for the Advancement of In- n addition, Lamb also indicated the As- man for arranging a great conference. He ternational Education at San Francisco’s sociation’s gratitude to all the exhibitors closed by urging all to assist the minorities Hyatt Regency Embarcadero Hotel from Iwhose services and wares were on display in our populations, something that can best February 14 to 17, 2013. in the exhibit hall, but especially Merrill Lynch and Performance Learning Systems be done by the majority, “Meaning all of us Executive Director Elsa Lamb opened the / 3rd Learning for their sponsorship of the in the room.” first General Session on Friday Morning Annual Wine and Cheese reception offered Children of Haiti Project with the Association’s thanks to Mr. John to all in the exhibit area. She gave special Magagna and thanks to Lehigh University, TieCare and amb showed a video on the Children of his company, TD Bank for their support and sponsor- Haiti Project for whom a silent auction Search As- ship of the closing AAIE Annual Gala. Lwas held at the 46th Annual Conference sociates, for in Boston in 2012 that raised over $7,000. sponsoring the Keith Miller introduced The video included scenes of progress being opening recep- Lamb continued by introducing Dr. made in the rebuilding of schools and edu- tion aboard the cational programs for elementary school H o r n b l o w e r Keith Miller, Director, Office of Over- seas Schools of the Department of State. children after the destructive earthquake cruise ship that continues to plague Haiti. in a dinner/ Miller indicated that San Francisco, with s i g h t s e e i n g its highly diverse population, was the ideal Kimmie Weeks, first keynoter tour around site for the theme of the Conference, “Pro- San Francis- moting Social Justice in a Diverse World.” Lamb introduced Mr. Roger Hove, Presi- co Bay. She He reminded delegates that international dent, International Schools Services of also thanked schools are supposed to demonstrate, both Princeton, New Jersey. ISS sponsored the Frank Crystal internally and externally, a disposition to opening keynoter, Mr. Kimmie Weeks. In reach out to help the entire society. Miller his introduction of Weeks, a native Libe- and Company, Dr. Keith Miller, Direc- Walden Uni- continued with mention of the Children rian, and a graduate of Amherst College tor, Office of Overseas of Haiti Project and the Colegio Nueva with a Masters Degree from the Univer- versity, Ray- Schools of the Depart- Granada of Bogota, Colombia, programs sity of Pennsylvania, Hove spoke of Weeks’ mond James ment of State. Financial Ser- that supports schools for the children in survival during the horrific years of the vices, and Wil- the local society, financially and education- Liberian civil strife in which many chil- ally. He mentioned Distinguished Lec- CONFERENCE, cont'd at right

RESEARCH IS KEY, cont'd from pg 15  the public like the final scores in a basket- By the way, in a world where diversity is a ball tournament. value, a simple scale of winners and losers, may be found at FairTest—The National good countries and bad, is a poor yardstick Center for Fair and Open Testing (Available Finally, as the National Association of for analyzing the social dynamics of the online: http://www.fairtest.org/university/ Secondary School Principals advocated at emerging world (or the emerging learner). optional). least three decades ago, do not depend on Top ten lists are good for popular con- a small set of indicators—including test sumption and are all over the internet and The lesson in all this for educators is at least scores—to determine the quality of your two-fold. Data is important, but it must the popular media. They have no place in school program or the success of your in- education.  be analyzed carefully. A “winners and los- dividual students. Rather, a wide range of ers” attitude about scores and rankings re- indicators should be employed to discuss Dr. Ketterer is Professor of Educational veals more about those who celebrate than the objectives of schooling, which nearly Resources and Executive Director of the it does about the reality being described. always include valid and healthy participa- International Endowment Foundation, All schools should review their assessment tion in the civil life of a community. Not Jacksonville State University, Alabama. practices to ensure that false—and falsely everyone has to be Einstein—or Batman. [email protected] positive—impressions are not presented to

16 spring 2013 intered dren became murderous soldiers. Weeks ton, Ontario, Canada. to the third grade team at Colegio Interna- fled to the US at age 17. Since that time, cional Puerto la Cruz, Venezuela, teachers he has formed partnerships and led orga- A few days after the presentation of this Yan-Jau Ku and Bonnie McAuley. nizations that have provided education to award, Travers passed away (We Remember, over one million students in West Africa. page 51). The Pennsylvania School of Global Entre- He has lobbied for the disarmament of over preneurship Lehigh University Summer he AAIE 25 Year Award recognizes 20,000 armed children soldiers, and pro- Scholarships was presented by Dr. Stephen an active AAIE member who has be- vided health care and recreation supplies to Kazar, Director of International Programs longedT to the Association for at least 25 children. One of his organizations, Youth of Lehigh’s College of Education, to Nils years. It was presented to Lou Perske, re- Action International, is building a center Alexander Horn of the Oslo International tired after 20 years in international schools for war-affected women in Sierra Leone School, Norway, and to Julia Balsells of the in Greece, Thailand, Italy, and the Congo. and rebuilding playgrounds destroyed dur- American School of Guatemala. ing the Liberian civil war. Weeks serves as The AAIE 2013 Several student scholarships were awarded. the Director of Planning for the Interna- Hall of Fame Mr. Jim Ambrose, representing Mr. Warren tional Coalition for Children and the En- Award presented Carlson, administrator of the fund left in vironment, and is on the board of several to Alan Travers her estate for this purpose by the late Ms. other nonprofit NGOs in Africa. In 2007, (left) and Jim Margaret Sanders, long time representative Liberian President Ellen Johnson Surlief Gilson (below). of the Walsworth Company who helped presented him with Liberia’s highest honor, many international schools with the pub- Knight Grand Commander in the Humane lication of their yearbooks announced the Order of African Redemption as Sanders’ Scholarship Awards in the amount the youngest recipient of that award. of $4,000 each. They were made to seniors A summary of Weeks’ remarks can who demonstrated persistence, motiva- be found on page 1 in this issue. tion, resourcefulness, acceptance of other cultures, financial Second General Session need and involvement in journalism. President Beth Pfannl opened the The awards went to: afternoon session thanking Elsa AISA, Catherine The Dr. Barrie Jo Price Award for Inno- Lamb and her staff (Ms. Elleana Namwezi, Inter- vative Technology Use in International Austin and Mr. Thomas Randall national School of ‘Randy’ Ward) as well as AAIE’s Schools was presented by Dr. James McLean, Dean, College of Education, Uganda; EARCOS, Board of Trustees for their dedicat- University of Alabama (above left). Haraya Buensuceso, ed work in making the Conference Brent Internation- a success. al School, Manila; AASSA, Hyun Kim, She asked for a moment of silence The AAIE 25 Year Award in memory of those AAIE members who Santa Cruz Coopera- The Ernest Mannino Internation- presented to Lou Perske, tive School, Bolivia: had died recently: Charles Barton of Sai- retired after 20 years in al Scholarship Award is given to NESA, Samvitha gon, Vietnam, South International School; a graduate student whose research international schools Robert Wenger of Concordian International (above). Ram, American In- has implications for the improve- ternational School, School in Bangkok, Thailand; Herman Pen- ment of international schools. land retired from the American Cooperative Chennai; and alter- Ms. Darlene Fisher received this nate recognition to School in La Paz, Bolivia; and David Wein- award. She is former Director stein, long-time member of AAIE and sup- CEESA, Bisera Djundeva, Nova Interna- of Enka Schools, Istanbul, Turkey. She is tional Schools, Skopje, Macedonia. portive investment counselor. completing her doctorate at Bath Univer- The annual awards ceremony sity in the United Kingdom. Her interna- Ernest Mannino Superintendent tional experience includes being a student of the Year Distinguished Lecture Pfannl and Lamb then presented awards in in schools in Singapore, South African and fannl then introduced Ms. Linda recognition of service to AAIE the UK, and working in schools in Oman, Thailand, and India. She is researching how Duevel, Director, International School The AAIE Hall of Fame Award is pre- P cultural understanding can support the of Stavanger, Norway, to introduce the Er- sented to individuals who have made sig- best educational practice in international nest Mannino International Superinten- nificant contributions over a period of 10 schools. dent of the Year. The award, sponsored by years or more to international education, The International Educator (TIE), is given and have furthered the goals of AAIE. The The Dr. Barrie Jo Price Award for In- each year to one head of an international 2013 awards went to Mr. Jim Gilson of novative Technology Use in Inter- school who demonstrates excellence in Quality Schools International (QSI) and national Schools was presented by leadership for learning, ability at commu- to Mr. Alan Travers, retired Coordinator of Dr. James McLean, Dean, College of nication, professionalism in performance Career Services, Queen’s University, Kings- Education, University of Alabama, CONFERENCE, cont'd page 18 intered www.aaie.org 17 2013 SAN FRANCISCO CONFERENCE OVERVIEW

CONFERENCE, cont'd from page 17  encountered, not the least of which will be that LGBT students are safe, accepted and recruiting adequate faculty to meet grow- respected in our schools. The other dealt on the job, and community involvement. ing student demand. with school heads addressing the needs of The award for 2013 went to Ms. Ellen LGBT students and staff, especially facing Deitsch Stern of the South Saigon Inter- Second keynote address needs in those areas of the world where in- national School, Vietnam. In her introduc- Ms. Judith Hegedus, Executive Director dividuals identified as such face legal pros- tory remarks, Duevel told of Stern’s earlier for International Strategy and Manage- ecution and community disdain. Jennings experience in US independent schools as a ment, of the College Entrance Examina- spoke of what can be done to educate these teacher, department head and school head, tion Board, sponsors of the Second key- communities in the acceptance of differing including positions at the Ethical Culture note address, presented Dr. James Stronge, orientations to ways of life. Schools in New York City. She indicated Heritage Professor of Educational Policy, that Stern had come to international edu- hanks to the financial support pro- Planning and Leadership of the College of cation late in life when at age 61 she be- vided by SUNY Buffalo State Univer- William and Mary, Williamsburg, Virginia. came head of the Anglo-American School sity,T Frances Kendall, a nationally known Stronge’s research has made him an expert of Moscow, Russia. After her success there, consultant with a focus for more than 35 on teacher quality focusing on how to iden- she accepted many positions as an interim years on organizational change, diversity, tify effective teachers and enhance than ef- school head in The Hague, Mumbai, Vi- and white privilege presented three break- fectiveness. He has authored and contrib- enna, Guatemala, Cracow, Cairo, and now out programs. The first was titled, “Lead- uted to 22 books and over 100 professional Vietnam. ing as a Person with Privilege: Address- articles and technical reports. His works ing Privilege and Inequity in Groups and Stern announced that she was 78 years have been translated in Arabic, Mandarin, Organizations.” It dealt with the concepts young and still going strong. Her presenta- Italian, Korean, Portuguese and Vietnam- of privilege, power and systematic orga- tion appears on page 28 in this issue. ese. He spoke on “Promoting Social Justice nizational change. The second was titled, in the Classroom: How Effective Teachers “Critical Dialogues Across Differences: Third General Session Impact Student Success.” Creating a Strong Inclusive Commu- nity.” Kendall emphasized that new skills The third General Session was presided by Stronge’s remarks are summarized on page are needed for effective leadership, critical President-Elect Jack Delman. He reiter- 1 in this issue. ated Lamb’s earlier thanks to Raymond problem solving and managing change in James and Wilkes University for providing Other Distinguished Lecturers organizations as they grow more diverse. the refreshment breaks this day. He then She also encouraged constant review of be- The Conference offered two Distinguished recognized Superintendent of the Year haviors and stereotypes to allow authentic Lecturers, Mr. Kevin Jennings and Dr. Stern, thanking her for her remarks of the alliances to form; stressed listening skills to Frances E. Kendall. previous afternoon, and the awardees of the be able to see one’s own biases and assumptions about others; and shared methods to Hall of Fame and 25-Year Awards, as well ennings is the Executive Director of create open dialogue among organizational as all those who were attending their first the Arcus Foundation, a leading global members and across personal differences. AAIE Conference. Jfoundation advancing pressing social jus- Kendall's third session was 'Passing the tice and conservation issues. Arcus works Report of the International Mantle: Mentoring the Next Generation to advance lesbian, gay, bisexual and trans- School Consultancy Group of Change Agents.' In this session, Ken- gender (LGBT) equality. He has served as dall discussed how organizational change Assistant Deputy Secretary of Education Delman introduced Mr. Richard Gaskell, for social justice demands a deep personal heading the Department’s Office of Safe Director, ISC Worldwide, Ltd., and ISC commitment and the determination to per- and Drug-Free Schools. He led the cur- Research, Ltd., part of the International severe that must be passed on to younger rent administration’s anti-bullying initia- School Consultancy Group of the United generations. Kendall is the author of Di- tive which culminated in 2011 with the Kingdom and Bangkok. Gaskell made a versity in the Classroom and Understanding White House Conference on Bullying Pre- power point presentation of the chang- White Privilege: Creating Pathways to Au- vention keynoted by President Obama. His ing face of international schools, their thentic Relationships Across Race. historical growth, a current overview, and book, Mama’s Boy, Preacher’s Son: A Memoir, future prospects that will affect the fu- was recognized as a Book of Honor by the Fourth General Session ture administration of AAIE member American Library Association in 2006. schools. Mr. Gaskell impressed the audi- The traditional “Sunday Morning Solu- ence with an impressive command of the Jennings led two breakout presentations. tions” was a panel presentation entitled data documenting the explosive growth The first dealt with the right of every stu- “Foresight Education: An Introduction, of international schooling (see page 27 in dent to a safe school environment. He Review and Discussion.” The two princi- this edition, for the article by Keeling, ISC presented some data on the treatment by pal speakers were presented by Dr. David Research). Gaskell indicated that with such the school society of its LGBT youth. In- Cramer of the Office of Overseas Schools inordinate growth, many challenges will be ternational schools can do more with their (A/OS) who indicated the Office’s support policies, programs and practices to assure of this program—as in the past with other 18 spring 2013 intered useful ideas in education such as curricular native future, what might happen beyond Ward, and volunteer ‘jack-of-all-trades’ and projects, technology additions, emergency what can be expected. The third option are photographer, Ben Pfannl. She introduced procedures, etc. He indicated that teach- the students’ preferred futures, what they Dr. Jonathan Lewis, Treasurer. ing the skills to ‘look forward’ encourage would like the future to be. This makes critical thinking by students, something in- demands on students’ ability to think criti- Lewis made the annual report of the fi- ternational schools target as a far-reaching cally, analyzing events that would be neces- nancial condition of the Association. At goal of their educational programs. Cra- sary to achieve this preferred, or best, future year-end 2012, the Association’s operating mer introduced Mr. Willis Goldbeck. and how can one’s personal actions might fund had a balance of $317,845, $80,909 affect these events, etc. Students, even as less than in 2011. The cash asset reduction Goldbeck developed the Foresight Pro- young as third grade, can be asked, “What was a reflection of the Association’s invest- gram for use in K-12 schools. He piloted do you think is going to happen?” This is ment on behalf of its membership in the this work at La Jolla, California, Country the expected future. “What could happen National Institute for International School Day School and UNIS in New York City. instead? Why?” This is an alternative future. Leadership, an expense that will not appear The program is being furthered around the Finally, “What do we want to happen? in the 2013 operation. This expenditure world with A/OS sponsorship. His work as What has to be done to achieve what we was charged to operational reserve ac- a futurist centers on the Institute for Al- want?” This is the preferred future. counts. The outlook for the fiscal 2013 year ternative Futures where he serves on the is estimated to show a small surplus, with a Board of Directors. He spoke of the need Panelists Arnold Bieber, Director, Inter- projection of expenses of $613,750 and in- to manage change, that futures studies are national School of Prague, and Ms. Kathy come of $620,100, all within current bud- projecting possibilities and not predicting Stetson, Executive Director, Central and get. Lewis passed the agenda to Ms. Reina them, arriving at logical conclusions from Eastern European Schools Association O’Hale, Executive Director, Mediterranean past events and trends, and coping with (CEESA) participated with questions and Association of International Schools, head chaos. He added that the alternative fu- indications of positive experiences with the of the Association’s nominating committee. tures model is reached via various scenar- use of a futures curriculum. ios, creating three alternative futures, all of ’Hale thanked her colleagues on the which must be defensible by the student of- Further information can be obtained from nominating committee, Dr. Edward fering them: the future from current trends, Bishop at [email protected] or at the web- Greene,O Director of the International a declining future, and the best or preferred site www.houstonfutures.org School of Amsterdam, The Netherlands, future. and Ms. Kelly Christian, Assistant Direc- Business Meeting tor of International and Caribbean Schools oldbeck introduced Dr. Peter C. The Conference closed with the annual of the Middle States Association, for their Bishop, Associate Professor of Stra- business meeting. Outgoing President cooperation. She presented Mr. Jack Del- tegicG Foresight, Director of the graduate Beth Pfannl spoke of the modifications in man as the nominee for President, Ms. program in Future Studies, University of the Association’s strategic plan and of the Linda Duevel as President-Elect, and Dr. Houston, Texas. Bishop is also a found- success of the AAIE Institute for Interna- Beverly Shaklee, Professor, George Mason ing board member of the Association of tional School Leadership whose originating University, Virginia, to assume the posi- Professional Futurists and author of two cohort has completed the first of eight seg- tion on the Board of Trustees left vacant books, Thinking About the Future: Guidelines ments. Enrollment in the second segment by Lewis when he became Treasurer of the for Strategic Foresight, and Teaching About has increased. She thanked Wilkes Uni- Association. With no other nominations the Future: The Basics of Foresight Education. versity and Performance Learning Systems offered from the floor, the slate presented Bishop stated that no ‘right way’ exists to rd / 3 Learning for their support, guidance by O’Hale was accepted by unanimous project the future since no reference points and excellent work in creating the Institute voice vote. are to be found. However, he continued, it and making it a success. She then thanked The Conference was adjourned by Presi- is not true that one cannot teach the future AAIE’s Board of Trustees and Advisors for because it hasn’t happened yet. A student dent Delman with a reminder and an in- their support during her two-year tenure. th can construct several futures. There is the vitation to all to attend at the 48 Annual She gave special thanks to Lamb, and the Conference in Boston, February 6-9, 2014 ‘expected future,’ the continuation of cur- Association’s staff of Elleana Austin, Randy  rent trends or past history. There is an alter- at the Westin Copley Place Hotel.

STRONGE, cont'd from page 1  a caring teacher. Dr. Stronge reinforced his and create a sense of social justice and com- message with extremely effective charts and munity involvement. comes of student learning. He proposed research data. that all kids are on the road to somewhere, Stronge closed his presentation encour- but, fortunately or unfortunately, not start- Stronge closed with the observation that aging all educational leaders to select and ing from the same place. Curriculum, the role of effective teachers is not to criti- nurture teachers who care about their stu- methodology and the length of the school cize the limitations of their students, nor dents. Other critical aspects of classroom day or year fail in large part to address this. the lack of facilities, nor the shortcomings processes can be developed with time. The What does address the unique differences of the curriculum, nor that lack of commu- emotional transmission of caring for their that make one human being, one youth, nity support. He asserts, rather, that their learners’ welfare is much more difficult to  different from all others, is the attention of role is to promote the success of all students instill.

intered www.aaie.org 19 .

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20 spring 2013 intered . Spring 2013 Theme EDITOR'S INTRODUCTION:

The Future—Coming Your Way Soon

e are living in the future a bit on the tectonic shift of power and the serve to demonstrate American educational I’ll tell you how I know emergences of unforeseen forces on 21st principles and methods employed in the I read it in the paper century international schools. United States” (http://www.state.gov/m/a/ Fifteen years ago os/). We’re all driving rocket ships nly the outlines of coming challenges And talking with our minds are visible. Call this discussion Megil- Perhaps it is time to review the mission in W lah’sO in the Mist. Please note that each of the terms of the proliferation of international And wearing turquoise jewelry And standing in soup lines…” following sections is highly speculative and schools and the accomplishments of the should not be considered an attack on any Office over the years. Let us note that the ( John Prine, Living in the Future©) of the agencies or institutions mentioned. greatest successes of the A/OS seem to The matrix of international organizations have been in the establishment of a vast We understand Well, not quite. But it is true that much is subject to futures scrutiny as well as the matrix of educational and support struc- The TieCare of what you read here and in the NY Times more conveniently distanced macro-trends tures—highly imitated and currently in will be yesterday’s news—fait accompli or we are willing to embrace. transition—perhaps evolving in indepen- Difference trash heap of history—before you know it. dent directions. the fine points th Schools that teach for Social As we move into the 6 decade since the The Office of Overseas Schools, histori- I Knowledgeable and founding of the U.S. State Department’s Justice. dedicated field cally, has led efforts to 1) Set up schools as representatives located Office of Overseas Schools, we realize now The commitment of Western educators in adjuncts to U.S. foreign policy needs and to around the world and of health insurance more than ever that an industry projection American and international schools to so- support families posted abroad; 2) Ensure within the territories of our of just 20 years is so full of contingencies, cial justice programs is likely to be a source the quality of those schools for accredita- clients. At first glance, all insurance plans can look the same. alternative paths and critical junctures that of confusion in many areas of the world. tion; 3) Ensure U.S. policy compliance, U.S. rational planning models, should, Lego- I The expertise and stability The GIN model, the IB requirement of community hegemony, and influence the of a company that has like, be composed of materials that may be CAS, and unilateral local initiatives by adoption of pedagogical norms through the been serving international But upon further study, international educators rapidly reassembled. many schools subvert the inherent elitism Regional Education Officers (REO’s; e.g., educators for 30+ years. around the world have learned that there IS a difference. A tectonic shift in civilization has never of private (and for-profit) schooling. The the establishment of special programs con- I 24/7 customer service happened this fast before, and we’re still implicit curriculum of social justice may also sistent with EAHCA and Section 504 dur- incite intense interrogation of deeply em- (available in 16 languages) part-chimpanzee with double Ph.D.s in ing the 1980’s); 4) Set up an international through the state-of-the-art bedded cultural dispositions in certain re- Let the TieCare Difference work for you! trial and error. (Hoagland, 2013) system of regional supports (Regional Ed- GBG Assist call center. gional contexts. As usual, the students will ucation Associations and AAIE); 5) Fund ISC Research, in an article in this edition, detect the contradictions and bring them to special programs and research, frequently I Direct payments to U.S. Health Insurance I Life Insurance I Disability Insurance and international providers projects trend analysis for the next 10 years. the attention of their parents and teachers. with the assistance of OSAC; and 6) Over- through networks that can Contact us today! As Ms. Keeling and Roger Gaskell have In some areas of the world, the pressure for see a massive effort on all levels to train in- be expanded to pointed out, much of this trend has been social justice initiatives within the school structional personnel and to create a cadre accommodate your needs. www.TieCare.com I www.GBG.com I [email protected] driven by the Asian “explosion”—by which will become an acute issue. of highly educated school leaders. is meant the proliferation of Asian interna- I Flexible plan designs to fit he question becomes—what is left for every need and every tional schools fueled by the dramatic cul- The Role of A/OS budget. tural and economic emergence of India and A/OS to do? Has A/OS successfully China. Yet, questions about the sustain- A lengthy megillah, this one. According to transferredT its functions to regional and in- TieCare International is the educational division of I A proprietary, customer- ability of this growth remain. Asia must the website: ternational agencies and the accrediting as- friendly web-based system confront a complex agenda of sustained sociations? Of the six functions identified that allows members to GLOBAL BENEFITS GROUP “The mission of the Office of Overseas above, most are now effectively addressed easily file and monitor Insurance Without BordersSM growth and social justice. Schools is to promote quality educa- claims at gbg.com. by the associations mentioned. If the re- Of course, macro-analyses may be adjusted tional opportunities at the elementary maining purpose of A/OS is to serve as the in the light of unforeseen occurrences, as and secondary level for dependents of arbiter elegantiarum of U.S. community he- they were for the reunification of Germany American citizens carrying out our pro- gemony, the dynamic increase in the num- (and the formation of the EU), the collapse grams and interests of the U.S. Govern- ber of non-aligned schools would seem to of the U.S.S.R., and the (hastily named) ment abroad. be predictive of lesser influence. In fact, as the U.S. community begins to select from a Arab Spring. Predictions closer to home Our efforts are to increase mutual under- variety of available, accredited schools the are usually avoided. Home, where the heart standing between the people of the United influence of the Office might decrease even is, where the schools are, where the children States and the people of other countries by are in the schools, and where many of us upgrading educational institutions which have built our careers — Let us speculate EDITOR'S INTRO, cont'd, pg 22  intered www.aaie.org 21 . of our schools: THE FUTURE

EDITOR'S INTRODUCTION But, what is the vision for 2020? AAIE any number of international schools: “Our  continued from page 21 seems to be making a transition from a school is a member of and is accredited by top-down organization focused on Heads the following organizations: International further. Alternatively, the Office might re- of School to that of a multi-dimensional Baccalaureate Organization; Council of focus its efforts on the macro-system, in service organization. Does it have the staff International Schools; European Council areas such as guidance in school emergency to make that transition? AAIE’s perennial of International Schools; Central and East preparedness, digital management and sup- challenge is transition. In some respects, European Schools Association (CEESA); port structures, and the reconceptualization the organization continues to depend on New England Association of Schools and of school purpose in an international set- external largesse. However, it is clear that Colleges.” ting. The Office has done some of this, but 2-3 other organizations have positioned mostly on a unilateral basis as crises have themselves to duplicate the functions of It would appear that regional associations arisen or in the form of manuals that Heads AAIE and offer additional services, like ac- around the world are encouraging, at least of School are aware of but are generally not creditation. Have we placed ourselves in a passively, this confusion with the possible addressed at the embassy/community level. position to compete? Are we prepared for objective of establishing their own creden- Finally, it can be argued that A/OS is still future transitions? Fortunately, the AAIE tials without challenging those of other in the best position to connect U.S. institu- Board has scheduled a review of the current agencies. The leadership question is one of tions to international audiences and orga- strategic plan with a focus on the future of how to best inform the public, which as Dr. nizations for the exchange of ideas and to the organization for June, 2013. Brown has pointed out, is no doubt con- promote participatory democracy and the fused by all this quality without quantita- values of global citizenship. T&T is saying that “bigger is better” tive substantiation. (television campaign during March For the most part, the undeniable exclu- AMadness, 2013). This comes to you from The situation is not dire. But it should be sivity of American Schools Overseas has the company that used to say “The system is clarified by educators and not confused gone unaddressed by the Office. Yet, this the solution” (http://www.beatriceco.com/ with a branding strategy. One may sup- very question goes to the heart of the ques- bti/porticus/bell/bellsystem_ads.html). pose that in the future this tree, too, will tion of “American educational principles." Has AAIE addressed that question stra- be pruned. There are international educators, mostly tegically? To paraphrase a quote we have silent, who regret that the cause of "Ameri- all heard, “What do you have to do to get The Emerging Corporate can" education—in the sense that John thrown out of this place?” Paradigm Dewey (and one might mention Dr. Ernest Boyer) understood the exercise of freedoms By the way, it has been a long time since Success breeds success. It also breeds imi- to discover, explore and engage, and create the History of AAIE, Parts I & II (Engle- tators and profiteers. And opportunities, meaning and justice—has not been upheld man, et al., 1990). Although the last 10-15 too. Sing this song to the tune of “If I were by U.S. and international leaders. Rather, years have been challenging, our debt to a Rich Man:” –If I were an Oligarch/I’d many seem to “have gone over to the other those who follow is to record it faithfully. It build my own school/La-de-la-di-dah—. side” and abandoned the cherished values might be a good idea to assign this charge However, the profit motive itself is not in- of equal access and opportunity for the ma- to a committee whose members have kept trinsically problematic. Branding, market terial advantages of a pedagogical elitism faith with the organization over the years. control and political influence may be, as that does not measurably result in social discussed above. There is nothing to be reform. Is it a surprise that Asian oligarchs Accreditation Standards done about stemming this tide; we find can buy into this kind of education? ourselves in a voraciously open market. Dr. Gilbert Brown documented in these The Future of AAIE pages, across several issues, the evolution gain, it may be that this is a natural of international school accreditation from evolution of the success of the Ameri- Right now is the best time to address this the “Gentlemen’s Agreement” (do we recall canA school and western influence con- question. AAIE has never been stronger. that era where the gentlemen conducted fronting a rising demand for moderniza- Thanks to the vision of the AAIE Board business by agreement?) to the current un- tion. Are the emerging corporate schools and the energy and skillful guidance of differentiated claims to quality via a multi- equipped to carry the baggage of western Executive Director Elsa Lamb, the organi- plicity of affiliations and accreditations. At civilization into their highly controlled, zation is at the zenith of a history marked an AAIE seminar (San Francisco, 2011) a state economies for marketing to the local by periods of low orbit and dysfunction. panel made up of representatives of the dif- elites? Well, yes, for a price. Moreover, the AAIE Institute for Inter- ferent accrediting agencies expressed their Some of the finest corporate schools have national School Leadership seems likely to mutual respect and admiration. Here is a pump new energy into the system. been recognized for their outstanding typical sample of undifferentiated affilia- quality. Are accrediting agencies equipped tion that may be found on the websites of 22 spring 2013 intered . of our schools: COMING YOUR WAY SOON

to look into the accounting practices of is of profound concern to the international is that it must surely evolve or be replaced schools? How much will a regional as- teaching corps, and some of the more pro- in the open market of ideas as the brand di- sociation risk on an unfortunate affilia- vincial cavils may be taken as evidence that lutes or fades as all quality paradigms will. tion? What are the responsibilities of the the program is effectively addressing inter- Where will the new energy come from? Recruitment Agencies in this respect, and national concerns. Whether the program what are their policies? is appropriate for the highly politicized, Summary passionately polarized educational environ- Because we have addressed these questions ment of the United States is another ques- erhaps international schools may be in other issues, we simply include them tion. viewed as open systems (Prigogine, here without further elaboration. In the P1996; Nobel Prize in Chemistry, 1977) mist, indeed. he futures question to be addressed is in all their complexity and their ability to whether the IB program is a curricular absorb new, creative sources of energy. Of Dominant Educational Paradigm designT or a quality designation (i.e., a certi- course, a system that reaches a certain stage fication)? It is clearly being used as both at of complexity must absorb new sources of There is no dissenting argument to be the present time. (I recently visited a school energy and morph, quite like a chrysalis, made about international instructional that insisted that all students were in the IB into a new stage of existence. All systems standards. The International Baccalaure- program, but the school’s own publications attempt to preserve what is regarded as ate Programme has emerged as the leading identified two diploma paths.) Pointedly, is their essential character. Remember that international curriculum model. To a cer- it a business model or is it a guiding phi- Big Blue (IBM) made business machines. tain extent, the IB finds itself in a relation- losophy of instruction? All systems that attempt to freeze the con- ship of dynamic tension with the values that venient, comfortable present are eventually were embodied in previous generations of If the IB program is a curricular design, is disappointed. In this sense, the web of in- American Schools. Like Montessori, IB can it 1) empirically effective in all cases as an ternational institutions is not exceptional. expect to be ripped off, diluted, merchan- educational treatment? and 2) flexible and Let’s put that strong herb in the futures dised by unauthorized agents, and copied evolving without losing its essential character? pipe and smoke it.  by admirers. If not, do the design and content features accommodate learning differences without Dr. Ketterer is InterED's editor. He is As- The IB website reports the following re- the stigma of “2nd class” participation? It sociate Professor of Educational Resources gional totals (accessed on March 26, 2013): is notable how many international schools and Executive Director of the International Endowment Foundation, Jacksonville State Africa/ Asia-Pacific Latin America North America Total schools University, Alabama. [email protected] Europe/ & the Caribbean References Middle East Engleman, F.E., Rushton, E.W., Brody, L.H., and Brown, G.C. (1990). The History of AAIE in Two Total PYP 205 286 101 437 1,029 Parts. Association for the Advancement of Interna- Total MYP 165 140 66 643 1,014 tional Education. (Editor’s note: Part I, xxxx-1978 was Total DP 776 379 301 945 2,401 compiled by Engleman, Rushton, and Brody. Brown wrote Part II, 1978-1990). (Source: IB World School Statistics; Hoagland, E. (2013, March 23). Pity earth’s creatures. http://www.ibo.org/facts/schoolstats/progcombinationsbyregion.cfm) The NY Times. Opinion. Niwa, D.K (2009; update March, 2010). Interna- tional baccalaureate (unraveled). Available online: A review of the critiques of the IB will http://www.channelingreality.com/Niwa/IB_unrav- assert on their websites that they are unable show that it has been attacked as “inter- eled_040610.htm to accommodate “certain learning disabili- national” (rather than local—Utah State Prigogine, I. (1996).The end of certainty. NY: The ties” (usually not listed). Senator Margaret Dayton; Online at sena- Free Press (Simon and Schuster). tesite.com), “anti-Christian/anti-Catholic” If the IB Program is a school designation, Truth about IB (TAIB). Accessed March 27, 2013. (http://truthaboutib.com/catholicoppo- how well does the IB staff regulate the use Online at http://truthaboutib.com/home.html. sitiontoib.html), “international-minded,” of the brand, both in the United States and “elitist,” and “social engineering, construc- externally? Is the U.S. market worth the tivist, socially progressive, with an interna- hullabaloo? Opinions and backroom con- tional agenda, un-American” (Cf., Niwa, versations seem to be mixed. 2010, especially citations). We should all be so fortunate to suffer such plenary calumny. The only certainty about the current domi- It is doubtful that much of the foregoing nant paradigm that may be suggested here intered www.aaie.org 23 . of our schools: THE FUTURE

The Need for Foresight Education

Background theoretical and empirical support. We also By Peter C. Bishop teach what we believe are facts about the ducational reformers abound st future – eclipses, election cycles, population these days. Some want 21 cen- Not Teaching about the Future sizes, climate change. Whoa, wait a min- tury skills; some want problem- ute! Eclipses and election cycles, yes; pop- based learning; others want ac- What they did not do and what few have ulation size, maybe, but climate change? countability and choice through vouchers. done so far is describe the other half of Aren’t there huge uncertainties about cli- Education might even be better in the fu- the timeline—the future. Of course, they E mate change? Yes, mostly about the details, ture because of all this. but scientists and science teachers are al- But this article is not about that. It is about most universally confident when they say a very specific hole in the educational cur- that the earth’s atmosphere will be measur- riculum that has been there for 2500 years, We cannot ably warmer 100 years from now and that but has only become apparent in the last the cause is largely due to the combustion 50. That hole is, very simply, the need to control the future, of fossil fuels. teach our children how to anticipate and ut the difference between predictions influence change in the future—foresight but we can of eclipses and climate change is not education. influence it— thatB one is a fact and the other is not. It wo thousand five hundred years ago, is only the degree of uncertainty associated Herodotus and Thucydides invented a message with each. For eclipses, vanishingly small; historyT as we know it. Prior to their writ- climate change, small; economic recovery, ing, history consisted of myth and legend- that we should larger; the next President of the United -partly true, as we might define it today; States, very large. So we are already teach- partly fiction, as we do define it. So the be teaching each ing things with some degree of uncertainty. Greeks probably did attack Troy in the 12th In fact, every empirical fact has some un- century BCE, but the goddess Athena al- and every day. certainty, even if only a tiny amount. Des- most certainly did not intervene. The pur- cartes taught us that. But we tend to dis- pose of history in those days was practical miss very small uncertainties (eclipses and knowledge and moral teaching. So the Iliad elections), but we remain silent about fu- and the Odyssey contain instruction on how tures with large uncertainties. Is that right? Is there a way to teach about an uncertain to build ships and make wine. They also did not know the future, and neither do future that is still systematic and helpful to contain moral lessons, like “Don’t pout, or we. But we teach many things that we do people, particularly to the children who will your friend might get killed, Achilles.” Or not “know” in the strictest sense. Do we live there? “Don’t be gone from home too long, Odys- know the temperature at the inside of the seus, or your wife might take up with some- Sun? We have a pretty good idea, but it’s one else.” That’s not history as we know it. not because anyone stuck a thermometer Learning about the Future To the contrary, Herodotus wrote the his- in it. Do we “know” that current species Because we do not teach about the future tory of the Mediterranean civilizations as arose through the process of natural se- in schools, almost no one has learned how best he could, without the glories and the lection? Yes, but no one sees that process to anticipate and influence the future in a gods. Thucydides, a general on the losing at work except for a few rapidly replicat- systematic and useful way. But we learned side of the Peloponnesian War (421-404 ing fruit flies and bacteria. Do we “know” about the future anyway, as a secondary ef- BCE), wrote the first of what we would to- that Washington’s army escaped almost as- fect of learning other things. In science, we day call a memoir—the war as seen through sured destruction on the night of August learned that the future is predictable. In the eyes of one of its primary protagonists. 29, 1776 by sneaking away from Brooklyn fact, the whole scientific enterprise is based They described the past for the first time Heights under cover of fog and darkness? on our ability to make predictions and veri- rather than using it as a platform for in- Yes, of course, but were you there? fy whether or not they turn out to be true or not. Given that experience, we generalize struction and morality. So we confidently teach historical and sci- to the rest of the world and say, “The future entific facts that no one has directly ob- is predictable.” served. Those facts have overwhelming 24 spring 2013 intered . of our schools: COMING YOUR WAY SOON

But then we moved on to history. Predict- difference in predictability!) to this conundrum, isn’t there? Isn’t there able? Hardly. Could anyone have predict- an answer to every question? ed Washington’s escape in the first place or hen we received even more ideas about that it would lead to the most powerful na- predicting the future from our par- Well, as a matter of fact, no. In this case, tion on earth 250 years later? Hardly. As ents,T our priests and ministers, our teachers, there are three answers, all equally valid. usual, Shakespeare put it best, our coaches and from every motivational And here is where we can start teaching speaker we have ever heard—to wit, ”You about the future. For want of a nail the shoe was lost. can be anything you want to be. If you set For want of a shoe the horse was lost. your mind to it, you can have anything you In the first instance, we can teach the pre- For want of a horse the rider was lost. want!” That’s not true, of course, but many dictable future, even in human affairs, as For want of a rider the message was lost. of them certainly believed it. Now we are long as we teach more than just that. Social For want of a message the battle was lost. really confused. Even if we can handle the science is advanced enough today to give us For want of a battle the kingdom was lost. predictability of science and the contingen- a sense of where things are headed; and, if And all for the want of a horseshoe nail. cy of history, what role do we have in the nothing unexpected happens, we can tell future? Are we actors in the grand scheme where we will be at any point in the future. --Richard III, Act V, Scene 4 of things or merely victims? No wonder we Herman Kahn, the famous futurist who got don’t teach the future! the whole thing started in the U.S., called So we are introduced to uncertainty in his- it the ‘surprise-free’ future. We call it the tory, to the fact that the unexpected hap- Teaching about the Future Expected Future. If you extrapolate the pens. So now we are confused. Is the future empirical trends, the plans from influential predictable as we learned in science or not The standard response to dilemmas like actors and the projections made by smart as we learned in history? (Hint: Of course this is to pick the approach that we are forecasters, you will get to a future. (Notice predictable science is about physical things. most comfortable with and hope it’s the History is about human beings. That’s a big right one. After all, there has to be answer FORESIGHT, cont'd, pg 26 

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intered www.aaie.org 25 . of our schools: THE FUTURE

FORESIGHT foresight is that the future is a combina- • What are the various outcomes on  continued from page 25 tion of what the world does and what we that issue today? do. The world is changing in ways that that it is a future, not the future.) The Ex- are completely outside our control, and 3. Which of those do you prefer? – The pected future is special because it is more they will have sometimes profound con- Preferred Future likely than any other future. That does not sequences for our future. But we are not make it absolutely likely, as in greater than • Which is the best way to solve the pure victims here. What we do also has an 50% chance, just more likely than any other problem? The quickest? The more influence on the future, even if we do noth- future. efficient? ing. We cannot get any future we want, the Most forecasters stop there. Here’s the fu- way the motivators tell us, but we can get • What choices does the main char- ture; pay me! Foresight professionals, how- more of our preferred future if we act early acter have? Why would he or she ever, are just getting started. They dare to and persistently toward a meaningful vision choose one rather than another? ask, “Well, what if something unexpected and a set of goals that mark the way toward does occur? Doesn’t that create a different our vision. Again, how we do that profes- • Which position on that issue do future?” Of course, but here we confront a sionally is whole college course, but we do you prefer? common difficulty. Just how many futures it all the time as human beings. What do 4. And why do you say that? For each of are there? Most would say, “One” because you want to see happen? And what can you them! there seems to be only one future that has do to increase the chances of it happening? become the present. We cannot control the future, but we can influence it – a message that we should be The Call to Action here may be just one future that will teaching each and every day. It’s not necessary to mount a separate course occur (on some metaphysical level), to teach the future. It’s not even necessary butT can we know which one? The foresight A Simple Approach to spend extra time teaching what you educator says, “No!” Trying to pick the fu- teach today. If you are teaching second- ture is a fool’s errand, fraught with myriad I hate it every time I hear, “All you have to ary research skills, causal-effect reasoning, errors and mistakes. Rather, they prefer to is…”—particularly from an IT profession- supporting inferences with evidence, criti- describe plausible futures. That’s a lot. It’s al. It usually means that I’m in for a world cal thinking (identifying and challenging clearly impossible to describe them all. But of hurt. “You can’t miss it!”—other choice assumptions), clarifying values and making isn’t it better to describe some rather than words that ring in my head as I drive by. choices and decisions, then introducing the none? Isn’t it better to show students that Well, I’m going to violate my own rule. In future into the discussion is a natural way the future contains inherent uncertainty order to teach about the future in your class, to do so. that even the smartest people and the most no matter what class it is, all you have to do powerful computers cannot penetrate be- is ask three questions – e have the natural ability, as a spe- cause, given enough time, something unex- cies, to imagine things that are not pected will always occur! 1. What do think is going to happen? – presentW to our senses—the inside of the sun, The Expected Future historical events and even fictional scenes. Just how foresight professionals develop We can also use that ability to imagine, their alternative futures goes way beyond • What’s the next step in the math describe and select from among the many the scope of this article. Suffice to say that problem or the science lab? futures out there, the first step toward put- teachers can do it if they respectfully chal- ting our time, talent and resources toward lenge the assumptions inherent in the Ex- • What’s going to happen in the influencing the world toward the future we pected future and allow students (within story or the history lesson? prefer. It’s time to get started. We in edu- bounds) to imagine alternative assump- cation have waited long enough.  tions and thereby Alternative futures. It’s • What’s going to happen next on some current issue? not that hard; and with proper training and Peter C. Bishop, Ph.D., APF, of the Futures procedure, it can even be rigorous. Not as 2. What do you think could happen in- Studies department at the University of rigorous as physical science because we use stead? – The Alternative Futures Houston can be reached at [email protected] a healthy dose of imagination and creativ- or 281-433-4160. ity, but it is not purely fanciful either. • How many different ways are there to solve this problem? So we describe many futures–one Expected and the rest Alternatives. But we have not • What would an exciting, yet plau- dealt with the last confusion—our role in sible event in this story that no the future. One of the first principles of one would expect?

26 spring 2013 intered . of our schools: COMING YOUR WAY SOON

Overview of the International Schools Market: Data Map to the Future

he international schools market he Middle East (Western Asia) is cur- is now considered a significant By Anne Keeling and Staff rently the largest of the five Asian sub- contender on the global educa- regionsT and the growth of international tion stage. It has changed be- its data collection, ISC Research includes schools in recent years has been phenom- yond recognition in the past twenty years a school if it delivers a curriculum to any enal. In 2000, there were 97 international and has experienced sustained, significant combination of infant, primary or second- schools in the UAE, 21 in Qatar and 37 in T ary students, wholly or partly in English growth for the last 13 years. Saudi Arabia. Today those figures have in- outside an English-speaking country. There creased to 378 international schools in the In 2000 there were 2,584 international are, of course, exceptions to this; Ameri- UAE, 112 in Qatar and155 in Saudi Arabia. schools worldwide teaching 988,600 stu- can schools in the UK for example, Brit- In total there are now 1,069 international dents. The countries dominating the mar- ish schools in America, and also schools in schools throughout Western Asia teaching ket at that time were Spain (with 99 inter- countries such as India, Pakistan and sever- 926,533 students. Nevertheless, demand national schools), United Arab Emirates al in Africa where English is one of the of- in this region continues to outstrip supply. (with 97 international schools), Hong Kong ficial languages. Schools in these countries Dubai, Abu Dhabi, and Doha all currently (70 international schools) and Thailand (55 are included if they offer an international have supply problems to such an extent that international schools) but there was little curriculum. some relocating expatriates with families evidence of any regional domination. are now demanding confirmation of school The data collection that ISC Research uses places before accepting new transfers. ix years on (2006), Asia was beginning is rigorous and constant providing real- to dominate the market and by 2008 time knowledge of the market. It includes a The demographics hadS 2,361 international schools which team of UK-based researchers as well as in- constituted 49% of the total market. To- field consultants throughout Europe, Asia The demographic breakdown of the in- day (2013), the total market has increased and the Middle East who make personal ternational school student population has to 6,531 international schools teaching visits to hundreds of premium schools to changed significantly in the past twenty 3.3 million students and employing over collect high level research information years. Originally the market was almost 300,000 full-time teaching staff. twice a year. All schools already using the entirely made up of expatriates. Today de- ISC Research data system have access to mand for places is fuelled, in large part, by International schools: research- their records to ensure they are updated di- local families with local children now fill- ing the market rectly from source and ISC Research also ing 80% of all school places. This has come has research and data agreements with all International schools market data is sup- about as a result of an increase in wealth. As the major international school associations income increases, an English-medium, in- plied by UK-based ISC Research, the only of which there are many. Combined, this independent organisation to analyse data ternational school education becomes high provides a detailed and current analysis of on the list of priorities for many local fami- for the entire market. The company has the market that is valuable for many who been formally tracking the international lies. The main reason for this is that itis want to work with or be part of the devel- now widely accepted that, for students who schools market since 2004 and Nicholas opment of the sector. Brummitt, the Chairman and Founder have attended international schools, there of The International School Consultancy are tremendous opportunities at the world’s The international schools top universities; many often competing for Group (of which ISC Research is a part) market today has been researching the market since 1978. the best students. Not only is this as a result of learning through the English language, “The sheer volume of information, and the The international schools market today is but it’s also because of the quality of teach- number of people interested in the market dominated by Asia. The top five leading ing and learning that many international made it very clear that a single source of countries – all of which are in Asia – are schools provide comprehensive and up-to-date informa- the UAE, Pakistan, China, India and Japan; tion was required,” explains Nick. “This led each with over 200 international schools. There are a few countries that are excep- to the formation of ISC Research.” Thirty-two countries worldwide have over tions to this rule—China is an example— 50 international schools; 16 of these are lo- where local children are not permitted to Defining which schools are international cated in Asia. schools does vary somewhat between dif- attend international schools. ferent governments and associations. For MARKET, cont'd, pg 43  intered www.aaie.org 27 . of our schools: THE FUTURE

Ellen Deitsch Stern, Superintendent of Ellen Deitsch Stern's the Year: Life Begins at 61 2013 address, printed s. Ellen Deitsch Stern was lish teacher in schools in the United ing half of here in full, is also recognized as AAIE’s Su- States becoming a department head our popula- available online at perintendent of the Year. As and then a school head. Another wa- tion, and, in M www.aaie.org to read such, she became a Distinguished tershed moment of understanding leadership Lecturer at the 47th Annual Confer- occurred when she became head of d e v e l o p - and share. ence’s in San Francisco. the Anglo-American School in Mos- ment, the cow in 1996. majority of Linda Deuvel (Stavanger, Norway) the skilled gave a warm introduction of Ms. These experiences were epiphanies people in Stern, pointing out that the latter had in her life: her cultural beginnings the field. She hoped that the Asso- assumed her first international posi- at an early age, her introduction to ciation would do more to invite wom- tion in Moscow when she was 61. Af- the teaching of the New Testament, en to pursue such positions. She ter six years in Russia, she has gone and her entry into the world of inter- expressed thanks to Ms. Mary Ann on to interim directorships at no less national education. She went on to Haas, original organizer of the now than six schools in Europe, North Af- propose that we are empowered and annual AAIE/ISS Women Leaders rica and Latin America. we empower others by listening to Breakfast. More such formal and in- their personal narratives. The stories formal gatherings are necessary so Stern described her early life in a cul- we hear and read bind us together that the best talents in the field may turally Jewish home. She indicated as life-long friends dedicated to the aspire to the positions of leadership her enlightenment when introduced same good for society. wherein their skills can bring even to the New Testament in her under- greater benefit to all. graduate college days which she Stern asked for more programs that read cover to cover three times. This will bring increasing numbers of Stern received a standing ovation as made her a listener to the teaching of women leaders into education. She she finished her remarks. others. She started out as an Eng- lamented that education is wast-

A Future A Long Time Coming... 2013 AAIE Superintendent of the Year Address February 15, 2013 Sunday and for Race Weeks –show up when By Ellen Deitsch Stern it was hot or cold, in rain, sun and fog, when riends, Colleagues and Mentors: there was wind, no wind or almost a hur- ricane. I figure that may be why I am stand- My first thought about standing here in front of an in- ing here. I didn’t discover the international schools until I was credibly wise and accomplished audience is to warn you. too old to get a job in the independent schools, but I have again Next year, you, too, may have your name pulled out of a been rewarded for hanging in there longer than most of you. But, hat and be asked to make a speech in front of people who know my daughter Jennifer thought I should actually have been awarded moreF than you do about almost every educational issue. Second, it “International Klutz of the Year” when I took a small fall a few might not be the hat. Many years ago, Bob Stern and I raced a day weeks ago. You may have other thoughts about why I am standing sailboat around the buoys on Long Island Sound and other NE here, but let’s carry on. harbors with some success. In those days, not only were the races (twice every weekend) thought important enough to be covered in It’s amazing when you say to people that you don’t know what to the NY Times, the only paper that mattered, but also lovely silver talk about, several of them actually offer suggestions. One of my and pewter prizes were frequently awarded. It was a little like the four children helpfully suggested that it would be timely to read Scouts or summer camp and some of our elementary schools. Ev- the first chapter of The Hobbit, but I figured you have all seen the eryone could be good at something. The prize Bob and I won most movie. There were other good suggestions, but they only high- often was the one for sailing the most races in the season. You lighted for me the fact that I couldn’t think of even one educational didn’t have to be good, you just had to show up every Saturday and topic about which I might know more than you. The HS teacher 28 spring 2013 intered . of our schools: COMING YOUR WAY SOON

of the Writing Development Class, Rita McDermott, offered help one woman who from her students. If I hadn’t started, they would share some of couldn’t put words their pre-writing strategies or I could try writing live in class with together, who was my computer hooked up to the projector. If I had started, I could so hurt she didn’t introduce what I was writing - why I wrote it, where the excerpt even know where fits in the whole, what I hope the audience will understand, and to start crying. Fi- what, in particular, I’d like the class to focus their feedback on - nally she found the maybe cohesion, gripping details, specific word choice, details that words and when she contribute to my purpose, creating suspense, etc. Or I could read finished there was the talk aloud to them while they listened, annotated and then silence. She looked asked questions with someone taking notes so I could remember from one woman to the “whole-class conference.” At the end of the Q+A, I would get another amazed they the secretary’s notes, plus a slip of paper with commendations and had listened. Then suggestions from each audience member. she said, “I have a strange feeling you Who could turn down such an offer for help? Not I! Those grade heard me before I 10 students learning another language were attentive, thoughtful started. You heard AAIE Superintendent of the Year Ellen and helpful. me to my own story.” Deitsch Stern addresses 2013 AAIE Hearing of this kind conference attendees in San Francisco. In the long night hours between the time Elsa Lamb announced is equivalent to em- the award and the day I finally sat down to write, I composed many powerment. Morton brilliant speeches—all of which were gone by morning. With the goes on to say, and recent firing of the Seattle superintendent for plagiarism, I figured I’ve never forgotten passing off the brilliance of others such as Ken Robinson, Daniel it, “We empower one another by hearing the other to speech.” (re- Pink or Kevin Bartlett as my own would not do. I finally came to peat) the conclusion there was only one topic I knew more about than anyone else and that was me! I also remembered Dr. Peggy Mc- I remember one such experience made possible by Mary Anne Intosh, the former associate director of the Wellesley Center for Haas the second year she invited a group of women leaders to- Research on Women and the founder and co-director of SEED, gether in Princeton. There was a carefully planned agenda, but the wonderful program that has been training teachers in Seek- one of the first sessions called for us to tell the story of how we ing Excellence, Equity and Diversity through an inclusive cur- got to our positions of leadership. Hours passed, and we had just riculum for 30 years. The SEED project fosters a progressive and started around the circle. Wisely, Susan Nicklas, the leader, let the experiential balance between the knowledge students receive from stories continue. There were stories of failures, illness, turns of life school and the knowledge they bring to it. I can remember Peggy over which we had no control as well as successes. Pain spilled and co-director Emily Styles talking about how to help students out. There were tears and laughter. We did nothing more for three and teachers take seriously their own life experiences as sources days. But those stories bound us together into lifelong friends. of knowledge, “balancing the scholarship on the shelves with the Many of you are in this room, and I know can vouch for the power scholarship in themselves” as Emily said. of the stories of our lives.

n case you expected a “Distinguished Lecture,” you won’t get I am not going to tell you about all the schools I have been in or that so please feel free to leave now. What you will hear if you how I was fired from every job I had before I became an interim Istay is a story. Storytelling may be the original art form. Stories director and now I am fired before I start. I’m not going to tell hor- are how we make meaning, how we connect with each other, how ror stories about Boards or colleagues or parents even in an effort we provide order. It is through the stories we tell that we create to keep you awake. No. I am going to tell you about what I call our own identity. They don’t even have to be true. They still have my three conversions, three significant awakenings in my life that the power to change lives. Even as storytelling has evolved from have defined me and may give you room for thought. words, to cave paintings, to dances and theater, to books and mov- ies and all the new technologies, we still crave the experience of erhaps the first is the most difficult to frame for you. Let’s call the words that allow us to form the images in our imagination. it a spiritual awakening. I grew up in New York City in a cul- But storytelling depends not only on the storyteller, but also on Pturally Jewish home, but not a religious one. My mother went to the listener. services in a prominent Reformed Temple three times a year. She went for the High Holy Days and to one Friday evening service a I first read Nelle Morton’s book, The Journey is ,Home in the year on the Yahrzeit (anniversary) of her father’s death. I don’t re- 1980’s. At one point, Morton tells the story of a small group of member her ever ask- women who had come together to tell their stories. She describes ing my sister or me to STERN, cont'd, pg 30  intered www.aaie.org 29 . of our schools: THE FUTURE

STERN, continued from page 29  come. It was not the to accept that there was only one true path to God. As I look back custom in those days on that journey, I think it opened me to seeing how belief can bring in that congregation to hold Bar Mitzvahs or Bat Mitzvahs. My meaning to life and hope in the dark hours we all pass through. parents did, however send us to Sunday school, where I can re- I now treasure celebrating the religions of others and have wel- member acting rather badly. Two good friends, Evy Janover Halp- comed blessings by any religious figure who is willing to lay his or ert and Linda Sonnenshine Kaufman, are friends to this day, as her hand on me. I have attended funerals and weddings in many two of us became headmistresses and the third a department chair different faiths and communities, as have many of you, and found in leading independent schools. Evy, Linda and I would walk to solace and joy in all. Sunday school, a good mile, stopping in candy stores and spend- ing our charity money on candy. We then made sure that one of Fast-forward to 1970 and the Civil Rights Movement in America. us was elected Treasurer of the class as that person collected the But first a segue way. Before I went to Fieldston, I had a wonder- contributions, and no one would notice when we put nothing in. ful progressive (read constructivist) education at the Horace Mann I was confirmed, but the main meaning of that event was that I School, later the Horace Mann-Lincoln School, the demonstra- didn’t have to go to Sunday school any more. tion school for Teachers College at Co- I guess you might say I failed Sunday school. lumbia University. We crawled around the floor making huge paper mache relief maps did, however, enter the Fieldston School and built math models and wrote books. I in ninth grade, one of the three Ethical ... belief can worked in the library shelving books and ICulture Schools in NYC where we had Eth- stamping and alphabetizing cards. I once ics once a week. The Ethical Culture Soci- bring meaning decided to read all the fiction starting at A. ety was founded by a rabbi and a minister It was a big library, and needless to say, I in the 1880’s, and the school was started as to life... think I got to the C’s. We were lucky. Even a Free Kindergarten for the Working Man’s though it cost a lot to go to that private children. The school was and continued to I now treasure school, I think it must have been free for the be progressive and only after a big contro- children of professors. I had Negro friends versy did they allow members of the Society celebrating the religions and a Japanese friend and an Arab friend. to pay money to send their children. The Remember the times. It was the 1940’s. school did, however, in addition to ethics of others... classes, require 60 hours of community ser- here was one experience I couldn’t vice for graduation, an already established talk about for 40 years. Even thinking program when I went there. I served out aboutT it made me blush and get as uncom- my time volunteering in a hospital feeling fortable as I was at 13. I was good friends self conscious and miserable. Gone went any notions of becom- with Jane, a Negro girl in my class who was living with an aunt and ing a nurse, my mother’s hope for me. I guess you might say I uncle in Harlem while her family lived on the campus of Lincoln also failed ethics. But I have wondered over the years where else University in Pennsylvania, one of what we now call the “histori- my fierce sense of right and wrong came from and my passion for cally Black” universities. I can remember play dates in NY were a those who are mistreated. problem. My parents let me go to her house, which was reasonably “safe” in those days. But my apartment house on the Upper East- I was about 16 when I had my first real spiritual experience. It side had an Irish doorman. I remember going down to tell him my was in a Catholic church where I was taken by an older friend. I friend was coming to visit and please do not send her to the back knew something about the Old Testament, Sunday school was not service entrance and elevator. He looked surprised, but grumbled a complete loss, but proceeded to read the New Testament from okay. However, when Jane asked me to go to Lincoln with her dur- cover to cover. Imagine my surprise when I finished reading about ing spring vacation, I was afraid to ask my parents. When I finally the life of Jesus and then read it three more times! Suffice to say, summoned up the courage, much to my surprise, they said yes. my parents were not pleased when I told them I wanted to be bap- tized, but that was later by which time I was attending an Evangel- Her family was warm and welcoming. It was a fine visit—except ical church. I had stopped going to Mass, as I was uncomfortable for one incident. One afternoon, we went to a Girl Scout meet- with some of the Church’s stands despite personal lessons from a ing. They were learning about camping, cooking over a fire and Jewish-Catholic priest my friend had found for me. I waited until pitching tents. I was an expert—having been sent out of the city I was 21. I may be the only person you know who traded the whole every summer to sleep-away camps from the time I was seven. I reading list at a Religious History class at the Harvard Divinity was showing some girls how to set up the tent when one of them School in favor of reading Calvin’s Institutes from cover to cover turned to me and said, “You know—at first I thought you were the first semester and Kierkegaard the second. white.” I think my heart stopped. I didn’t know what to say. What does a 13 year-old girl do in that situation? I blushed. I stuttered. I wandered along this spiritual path for years although I was unable I was ashamed. Ignoring the remark or telling a lie would eventu- 30 spring 2013 intered . of our schools: COMING YOUR WAY SOON

ally cause my friend trouble if they found out only later that their but the only White American adult on the faculty. friend, Jane, was paling around with a White girl. All I could think of was to tell the truth. “Well, I am,” I managed to squeak out. I y third awakening happened in the mid-80s. Through my don’t even remember the rest of the day or the visit. Again and friendship with Peggy McIntosh and with the support of again over the years, the shame I felt at that moment would sweep Fieldston,M we held the second SEED seminar at Fieldston. It was over me. a brilliant concept. Twenty public and private school teachers came together for three hours once a month to read together about Fieldston prided itself on being the most diverse private inde- our lives and our schools, about our experience as women and take pendent school in NYC. We had a significant number of Afri- turns at leadership. Meeting over the course of the year had the can-American families—enough so that following the Sit-In at effect, for me and I think for tens of thousands of teachers and Columbia, our African-American families, students, parents and, leaders since then, of changing my life. yes, teachers, shut the school down for three days. We were the only secondary school in the country to be closed down. I was an I began to look through a new lens, a lens that showed me how my alumni member of the Board at that time, experience was affected by being a girl child and I remember meeting long into the night and a woman. I began to see how the paths to try to understand what went wrong. We laid out for me were to become a nurse (no thought we were doing such a good thing Let's talk of becoming a doctor), a teacher or a including all these minorities, and here they secretary. But, of course, only until I got were criticizing us instead of thanking us. reach out married, which would be right after college There was a lot of anger on both sides before (yes, my parents did always expect me to go an understanding was reached. to widen our circle to college) and work until my children were born when I would, of course, stay home and hat did I learn? I who had prided by encouraging bring them up. And, indeed, I followed that myself on being color-blind? What expectation pretty closely. I began to look ourW African-American families were telling and training back at my experience at Radcliffe Col- us is “we are different.” You have to see us lege and understand why I changed majors as we really are and share the ownership of women for halfway through my junior year, switching your institution with us. Your curriculum from math to philosophy. Why? The prob- doesn’t include our experience. Your library leadership. lem sets were getting really hard, and there doesn’t have books about us. Our children weren’t any other girls in my girls’ dorm tak- are not taught that people who look like ing the courses. I found out much later, the us have made important contributions in boys were doing their homework together. history. You constantly make assumptions about us based on the color of our skin and then pretend we are I began to understand I was not the only one. As we read the just like you. We aren’t. You are not even colorblind. Your teachers emerging women authors of the day, I could see how static the don’t even treat us like White kids, and they don’t expect as much school curriculum was still, years after I graduated, and how few of us. The school was in shock, but we looked more closely at our- books we used in English classes were about the experience of selves, brought in some African-American consultants and began girls growing up and women facing challenging situations. I be- to respond to their legitimate demands. gan to read books by African American women, by Native Ameri- can women and by and about women around the world. I looked The Sit-In brought back all the memories of that Girl Scout meet- around me at the men in leadership positions, not gray flannel ing. I still couldn’t talk about it, but I knew now not to think our men, but gray flannels and tweed jacket men, and ask, “Why not students of color were having the same experience in school or me?” I started to encourage girls to go out for leadership positions out. That was my second awakening. I learned to see and listen and taught a Women’s Studies class to juniors and seniors instead more carefully to people who looked different from me, and to ask of math. Yes, I did know enough math and loved it enough to them to tell me about their experiences. I spent the next 20 years teach it! I took the shades off my eyes and began to see the world at Fieldston, years in which I started my administrative work, years around me through a different lens. It was the impact of Peggy of trying to help our students and teachers of color feel included McIntosh1 and that group of women in the SEED seminar that as full members of the community, in fact to feel real ownership led me through my third conversion. of the school. I worked there and at Springside School in Phila- delphia, my first head of school position, to increase the diversity I became an assistant principal, a principal and seized the oppor- of each school community, racially, religiously and economically. 1 Peggy McIntosh is an American feminist and anti-racist activ- What a joy it was to go overseas and not have to look for diversity ist, the associate director of the Wellesley Centers for Women, any more. In fact, I deliberately went to an Indian International and a speaker and the founder and co-director of the National school in Mumbai where I found myself not just in the minority, S.E.E.D. Project on Inclusive Curriculum.STERN, cont'd, pg 32  intered www.aaie.org 31 . THE FUTURE

STERN, continued from page 31  tunity to become the ings with trusted colleagues and understood their authority was head of a school for partly shaped by a dependence on relationships. They had a rising girls. There, working primarily with women and teaching girls, we consciousness of the need for a style that was more subtle, more could give all our attention to what works best for little girls and patient, more focused on relationships. In essence, they began to young women. What experiences could we give them that they realize that leadership needed a heavy dose of what were tradition- might not get in a coeducational class? We could surround them ally defined as feminine characteristics. with blocks through fourth grade, encourage them to play with cars and trucks, to study worms and hold them in their hands, to Through the years, I have carried this image of androgynous lead- paint big bold pictures and make three-dimensional art. We could ership—leadership that can be stern and directive and leadership design our classes around student talk and get out of their way. We that can be sensitive and caring. Perhaps good leaders, perhaps all had a stage with steps all along the front so that little girls could of you understand the importance of blending so-called masculine scramble up and down, and we cast Little Red Riding Hood with and feminine characteristics in your leadership? I know you know three Red Riding Hoods, three wolves and three grandmothers this, but you may not have thought about it. We do think about it speaking the lines together in case one was too scared to be alone when we are hiring teachers, conscious of the importance of having on stage or lost her voice. And, of course, if a girl didn’t lead a club men and women in the classroom for all ages and in subjects gen- or activity, it didn’t happen. erally to be thought more popular with boys or girls. I know you think about it when think it was my experience at Springside you put together your administrative teams that drew me to Saigon South Interna- ...perhaps all of you so that multiple perspectives are brought to Itional School. It was their Core Values. the table. But now I ask you to do more Alongside Academic Excellence, Dedicat- understand the importance for your girls, your young and not so young ed Service and Respect for All, there were women teachers and administrators. It is two I have not seen in other international of blending time not only to encourage them to be- schools. One was Sense of Self—that con- come leaders, but to train them for leader- fidence to form your own opinions and have so-called masculine ship. People both in positions of power, in the courage to speak them. What we called business as well as education, still view and at Springside, finding your own voice. The and feminine characteristics judge women differently from men. It can other was Balance in Life! What an impor- make women shy away from taking charge tant life skill for all of us! One, I wager, most in your leadership? or making the tough calls. Think of some of of you, like me, are still searching for, but one the names strong women are called. It can we know, at these later stages of our lives, is also tempt them to bury their emotions so at the heart of a good life. they won’t be called soft. Of course, men also cope with their own stereotypes. I became the director of the Anglo-Ameri- can School in Moscow and started going to conferences like ECIS ara Lawrence Lightfoot defines good leadership as a subtle and AAIE, and no one spoke to me for years. Honestly. I had integration of the personal qualities traditionally attached to to seek out the women heads of school, and let me tell you, there maleS and female images. As successful leaders of schools, you know were not very many! Folks! It hasn’t changed much. It hasn’t this. You may have always had faith in the order of things to sus- changed enough. I read the lists of new appointments, and it is still tain you in difficult times. And you may have always been sensitive around 20-25% at the top. Sara Lawrence Lightfoot, an African and interested in people who are different from you. But to ensure American professor of Education and the second African Ameri- the successful future of our schools, I urge you to make a special can professor to get tenure at Harvard, and author and winner of effort to bring more competent, caring women into the circles of a MacArthur prize, wrote a book in 1983 called, The Good High directors and superintendents. You are missing out on half the tal- School. It was the study of six principals, two in inner city schools, ent in the world and probably more than half of the educators! We two in suburban schools and two in elite prep schools. I don’t learn so much from one another. Let’s reach out to widen our cir- need to tell you, they were all men. She describes the images of cle by encouraging and training women for leadership. Let’s work leadership that these men faced and struggled with—the General, together to clear away some of the obstacles like inadequate child- impeccable judgment, fair, unemotional man of action, the Coach care, a 50/50 sharing of family duties and equal pay that may be and former jock, masculine, energetic, enthusiastic, charismatic, standing in the way. With more women as our partners, I promise and the Father, benign, stern, always knowing what’s best for you. you, our lives will be richer and our schools will thrive. General, Coach, Father. The high schools had centralized author- Thank you for this opportunity to share with you some thoughts ity, hierarchal structure and bigger than life leaders. But in these  good high schools, these male leaders were sensitive to the cul- and experiences that have been important to me. ture of their institutions. They felt the need to express their feel-

32 spring 2013 intered .

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intered www.aaie.org 33

GIN NOTES

GIN Launches AASSA GIN 2012 New Website he GIN Team has just launched the ne of the guiding parables that in- Keynote Speakers spired members of Graded’s GIN new Global Issues Network website. This year’s GIN conference featured several teamO was the story of a hummingbird It’sT built on WordPress, a world class con- distinguished keynote speakers who, as a which, when confronted with a fire that tent management system that will enable result of their inspiring work on social and threatened to destroy its forest home, chose us to communicate as a TRULY GLOBAL environmental issues, are making signifi- to fight the flames by doing all that it could COMMUNITY. cant contributions to addressing Rischard’s do. This amounted to carrying drops, one twenty issues. We invite you to visit www.global-issues- at a time, to the raging flames. Considered network.org where you should see an en- in isolation, the gesture appears futile; how- Michael Furdyk, Co-founder of TakingIT- tirely new interface with lots of great fea- ever, the little bird inspired all the other Global (www.tigweb.org), provided valu- tures. You’ll need to register to access its creatures in the forests to act and, when able information regarding resources for many functions: working together, the community was able web-based global education programs deal- Maps. Check out the locations of GIN to extinguish the blaze. ing with addressing the greatest challenges schools, conferences, and projects. You of the new millennium. Relying on his ex- This raises the question: what’s your drop? can also submit your own marker, maybe pertise with technology and his experience How can you contribute in some way to ad- a project you’re working on, or a school with several innovative online companies, dress the most pressing issues that face our that has not been placed on the map… Furdyk builds bridges between worthy planet? Equally important, how can you in- it’s your chance to fill in the GIN canvas! philanthropies and motivated activists. In spire others to contribute to projects aimed workshops with teachers, Furdyk shared Buzz. This is the official News Channel at averting social or environmental crises in countless links to cloud-based educational for Global Issues Network. It’s the place the next two decades? for you to submit news and media. There resources that empower students to make are 2 buzzes: To illustrate how people acting together on meaningful changes in their own commu- local causes can have global effects, Graded nity, while also connecting them with like- GIN Buzz: Update on the news regard- GIN created hundreds and hundreds of minded students around the world. ing GIN, and related conferences; and ceramic drops. Participants at this year’s Lori Kumler spoke to participants about Global Buzz: Updates on world affairs conference were given a drop to place on the need to reevaluate the relationship be- that concern global issues. a large, painted sphere that represents the tween humanity and nature. After teach- planet in crisis. The drops have magnetic Groups and Forums. Here you can in- ing in Rio de Janeiro and experiencing the backings and are color coded, represent- teract with students around the world remarkable biodiversity of Brazil, Kumler ing twenty different issues adopted by discussing global issues. You also have a became committed to working towards GIN members around the world. After all chance to get updates on the conference sustainability and environmental conser- participants contributed their drops to the you’re attending, creating a dedicated vation. Holding a Ph.D. in Sustainability project, placing them on the Earth disk, we group for your own school and for sub- Education, Kumler is currently serving as effectively created a work of collaborative mitting projects, documents, photos and Assistant Professor of Political Science art that demonstrates that when many peo- video right on the GIN website. and International Studies at University of ple work together, they can indeed make a Social Networking. Start by updating Mount Union, where she also teaches in difference. your profile, fill out your project write up, the Environmental Science program. Dr. and post to your Activity stream. Mem- At the end of the conference, there was a Kumler studied watershed policies in one ber profiles have all kinds of informa- closing exercise in the global villages that riparian system in Brazil and shared her tion about GIN members. Connect with involved encouraging participants to reflect insights into how all stakeholders in water other members, add them as friends, in- upon what inspired them about the presen- use collaborated to protect their common vite them to groups, post activity to their tations and the activities. Participants were interests in that resource. She noted in her streams or send them public or private invited to take one of the ceramic drops address how humanity can no longer see messages, or even files! home with them—preferably one that rep- itself as separate from nature, nor can we conceive of a strong economy as one that Feedback. Please give us your impres- resents a new global issue that the person merely extracts resources from an infinite sions or suggestions. This is YOUR web- has not addressed prior to the conference. natural storehouse. Realigning our view to site, and we want to get it right.  In this way, Graded GIN hoped to leave participants with a souvenir of the confer- see humanity, economy, and nature as inti- From The GIN Website Team-Matt Smith, ence and to inspire them to begin a new mately interconnected and interdependent Clayton Lewis, Viet Vu, Ashley Sills, & project in their schools that will improve is an essential shift that must be enacted on Linda Sills in collaboration with the GIN both the local community and the world in both a social level and a policy level. Global Council. general. 34 spring 2013 intered

GIN NOTES GIN is Growing Rapidly

he Global Issues Network GIN is John Dennis Liu, an growing by leaps and bounds, since innovative filmmaker ourT first conference in 2006 to ten confer- and environmental ences on five continents in 2012. The best activist, addressed way for you to support and stay current GIN participants with GIN is to register on our new site. about the power of Please see the following article about all concerted environ- of the interactive attributes and resources mental efforts. Using available. We ask that everyone register examples of programs A GIN session at Graded School. and be a part of building the network/site designed to reclaim by getting involved. One recommendation eroded and exploited I have for many of you reading this article lands in China and is to become a mentor. similar success sto- motivated young adults to make profound ries, Liu gave audience members assur- For each InterEd publication, we request changes in their communities and in the ances that local efforts can have effects far and receive articles written by the GIN world. Using her own story as an example, beyond community borders. Liu worked Team about the conferences that have been Sammie outlined how she went from be- with CBS News bureau in Beijing as well hosted at their schools. In this edition, we ing a university student to implementing as Radio Televisione Italiana (RAI Italian highlight articles from Sao Paulo, Singa- financial services and business education Television), Swiss Television (SRG) and pore and Abu Dhabi. You will see that each programs that benefit many in Africa. Zweites Deutsches Fernsehen (ZDF Ger- has it own distinct character and focus. Named one of Seattle’s “New Heroes” man Television). Liu, who has made films during the Seattle Center’s 50th Anniver- We are also increasing collaboration be- about a wide range of ecological topics, sary celebration of the World’s Fair, Sam- tween NAIS and GIN. We are encouraged also directs the Environmental Educa- mie inspired attendees to strive for social that more and more NAIS schools will be tion Media Project (EEMP) which “uses and economic justice with optimism and attending GIN conferences. Already, these television to deliver ecological, sustainable with passion. schools have been involved in Challenge development and public health messages 20/20 and are directing their efforts to- in China and other countries.” Accord- Rob Burroughs, International Director of wards future GIN projects. ing to Liu, “Over the course of long-term the organization INSPI(RED), is a uni- documentation of China’s restoration of versity student and alumnus of the GIN Please note: we know how imperative it is the Loess Plateau beginning in 1995, I movement. A champion of Grassroots to integrate the future into the creation of have witnessed that it is possible to re- Soccer, (Website http://www.grassroot- our sustainable solutions to better address store large-scale degraded ecosystems and soccer.org) Burroughs is a firm believer in our global issues. We are now collaborating transformational change is possible. This the notion that a few committed individu- with David Cramer and Willis Goldbeck knowledge suggests a pathway that if un- als can change the world. Directing his to share the skills being taught to students derstood and followed leads to sustainabil- comments to the student leaders in the in the Foresight Program. ity. My presentation shows the power and audience, Burroughs challenged GIN rep- resilience of nature and seeks to under- resentatives to pursue their philanthropic Foresight: Students Developing Essential stand what must be done to ensure natural passions, leveraging all the resources at Skills for Responsible Participation in an In- regulation of the climate, the hydrological their disposal. In the brief biography he creasingly Connected, Dangerous and Com- cycle, soil fertility and biodiversity.” prepared for the conference, Burroughs plex World notes, “The journey from a varsity athlete The conference was also joined (virtually) This way of thinking and the skills involved to international director of a global cam- by Sammie Rayner, Executive Director are exactly what students need to be even paign to end HIV/AIDS is by no means and founder of Lumana, a microfinance more successful in GIN. Ashley Sills and easy, but when the adventure is champi- and economic development organization I will be training in the program this sum- oned by students guided by a life-long that engages the next generation of global mer in Washington, DC with many others passion and a desire to help other people, social entrepreneurs in alleviating poverty from international schools and we’ll share accomplishing the seemingly impossible  in Africa. Unfortunately, Sammie became what we learn in our next report. becomes slightly less difficult. I hope that ill and could not travel to South America, with the opportunities that I have been but she rallied her energies and linked to Linda C. Sills is Program Development Di- granted and the dreams that others have the conference for a Skype presentation. rector for the Global Issues Network; linda. helped me envision, I can recruit a legion Sammie explained to high school students [email protected]. She works cooperatively in attendance that it is entirely possible for with AAIE and the Washington Interna- AASSA GIN, continued page 37  tional School intered www.aaie.org 35

GIN NOTES GINSING 2012 ore than 700 students from lowed by a sustainable picnic. The session schools in Asia and beyond fostered leadership and teamwork as well GIN Inspires gathered from 9–11 November as environmental awareness. High School DC Students Mto tackle global sustainability issues. Co- delegates participated in one of 21 different hosted by Singapore American School ‘ecoCare’ excursions across the island that for Third (SAS) and UWCSEA East, the 2012 Glob- focused on nature, technology or education. al Issues Network conference in Singapore Activities included installation of a green Consecutive Year (GINSING) was By Benjamin Jance IV the largest GIN conference to date. More than 450 obert Malley, International Cri- High School stu- sis Group Program Director for dents converged at RMENA, kicked-off the third annual SAS while more Washington D.C. Global Issues Network than 260 Middle (GIN) Conference to an international School students audience of high school students who gathered at UW- shared a passion for change and progress CSEA East for at the grassroots level. The event centered the first GIN con- around ‘Political Reform and Its Effects ference-within- on Global Issues.’ a-conference for Victoria Anders, a junior at Washington Middle School International School (WIS) and one of students. four conference organizers, remarked GINSING grows green. that these students “realize that they Students and staff can’t solve [the issues] alone,” and cites from UWCSEA the importance of the network for shar- East and SAS ing and developing ideas across borders. worked together over 18 months to design, roof project, exploring preserved ecosys- The conference featured five 25-minute organise and implement the conference. tems and visiting sites that address solu- breakout sessions, Malley’s keynote, and a The students who served as conference or- tions to environmental and resource man- panel discussion moderated by Washing- ganisers and facilitators gained invaluable agement issues. Following the first day’s ton Post writer Douglas Jehl. Sounds like experience and leadership development excursions, all participants gathered at SAS a full plate. that will continue to serve them long after for the official opening including keynotes the conference. GINSING was planned as from Room to Read founder John Wood Students immersed themselves in the an actionoriented conference, evidenced by and magician Scott Hammell as well as knowledge and resources made available the theme ‘Time to Act, Time to Change.’ dance performances by SAS students and to them. “I don’t think of it as a burden Epic Arts. - it’s not work,” said Jana Korn, also a The GINSING name and roots in the conference organizer and a junior at the student-designed logo reflect the gin- The evening culminated with a Peace School Without Walls. Students heard seng plant. As ginseng roots are used for Concert and Global Village exhibition of from organizations such as Amnesty In- their healing abilities, so GIN contributes NGOs. Throughout the weekend, an im- ternational and the Wegene Ethiopian to healing the planet. According to Mike pressive group of keynote speakers and Foundation while discussing issues rang- Johnston, Middle School Principal at UW- NGO mentors engaged students with ing from social activism and the role of CSEA East, the real benefit of GIN is that knowledge and inspiration while also social media to the importance of brain delegates are empowered to act. “The key coaching them in leadership and organi- cancer research and the characteristics of to GIN is that each student walks out of sation skills. To support the conference’s a modern day leader. the conference with an action plan to im- commitment to action, GINSING intro- plement a sustainable solution to a global duced Global Action Network Groups Indeed, GIN has proven to be an op- issue in their school or community.” The (GANGs) to allow students from different portunity for students to collaborate first day, all delegates participated in ac- schools across the region to share and learn with like-minded individuals around the tivities designed to enhance their knowl- from their experiences with a global issue world. The conference has been hosted in edge about possible responses to a variety of choice and to network with one another over 50 cities worldwide with hundreds of global and sustainability issues. Middle to create effective solutions to that issue. of schools participating. So why Wash- School participants visited the Wallace ington DC? “We happen to be within a Environmental Learning Lab (WELL) in Technology and social media played a large quarter-mile of the IMF, the World Bank, Dairy Farm Nature Park for an experiential part in the conference and are continuing to DC STUDENTS, cont'd on page 37  session led by the JUMP! Foundation, fol- GINSING, continued page 49  36 spring 2013 intered AASSA GIN, continued from page 35  cal NGOs share their various projects and As the host school says: Dream it! Plan it! ideas to show how impacting our local Act on it! We’ll see you there! of young people eager to right the wrongs community can have global consequences. they will inevitably inherit when they take The NGOs at the GIN conference in- possession of this planet.” Global Issues Network cluded environmentally-minded groups Conference 2013 GIN was also joined this year After this October’s very successful second by Bruno Massote, President of annual AASSA GIN conference hosted by TerraCycle Brasil. TerraCycle, Graded School in Sao Paulo, planning is one of the world’s foremost already underway for next year’s conference leaders in recycling, has a re- which will be held at the American School markable system for reclaiming of Quito from October 18-20, 2013. or repurposing just about anything. Massote shared an amaz- If your school is not part of GIN, well, it ing and informative video with should be! Find more out about GIN by conference-goers that outlined visiting the AASSA website: http://www. the company’s ecologically- aassa.com/page.cfm?p=418 minded approach to capitalism. Massote, who holds a bachelor Stay tuned and look forward to the open- degree in Industrial Engineer- ing of registration in April 2013…… ing, noted that with the right business model, recycling can be profitable as well like National Geographic, Go Green, Mata On behalf of our sister organization in Lat- as socially responsible. TerraCycle’s entire Ciliar, Quintal Criar, SABESP, Terracycle, in America, the Tri-Association will offer business model is founded upon the idea and YouGreen. These groups help to service its first GIN Conference from April 19-21 that there should be no such thing as gar- our local community of São Paulo in vari- at Country Day School in San Jose, Costa bage. Everything, even used chewing gum ous ways. For example, SABESP is respon- Rica. As AASSA has offered Tri-Association and diapers, can have a second life as a re- sible for helping to regulate water within schools member rates to attend our GIN the state of São Paulo. Also, Mata Ciliar is conferences, Tri-Association will extend the newed, usable product.  responsible for re-planting of forests, in- same to AASSA member schools. eturning to GIN following an impres- creasing the protection of wild animals and sive series of workshops in Lima last helping to increase environmental educa- For further information, please visit: www. Ryear, Linda Ragsdale held audiences spell- tion for the people of Brazil. global-issues-network.org bound in her presentations on how a moment of hatred can be transformed into a We also had representatives from NGOs DC STUDENTS, cont'd from page 36  life of working towards peace. Founder of that service social justice issues in São the White House, and many other inter- The Peace Dragon Project, a “creative arts Paulo. For example, Centro Comunitario national institutions,” notes WIS Head of site dedicated to inspiring children and de Paraisopolis is an agency that provides School Clayton Lewis. There is “incredible adults of the world to celebrate individual an educational day care center for people potential to bring kids together in a mean- differences as an infinite resource ofpos- of our local favela; Caritas Santa Suzana ingful way with meaningful people.” sibilities to resolutions in art and life,” is a group that takes the core values of the Catholic Church and applies them to their Linda explores how to engage in “inclusive, The conference was co-organized by WIS non-judgmental . . . artistic expression with social mission of helping people in need. We also had our local Red Cross chapter, and the School Without Walls, and host- a focus on creating peaceful images chal- ed at The George Washington University. lenging the validity of existing myths by Cruz Vermelha, in attendance at the NGO fair, along with Graded Community service With new schools involved, a wider array exploring the transformation of the peace- of non-profits present, and a committed or- ful, benevolent dragon.” The effect is life-al- groups like FALA and Ilha do Cardoso. These student-led groups attend to the ganizing team, the Global Issues Network tering. Ragsdale has a way of telling stories can only grow in DC and across the United of encountering the “other” that leads to a community of São Paulo in various capaci- ties to improve environmental and social States of America. Only time will tell how new sense of perspective: a view of oneself far these young minds can go. as part of a “universal family” that requires conditions. These NGOs helped to show understanding and active engagement of how the people of São Paulo are making For more information on GIN, visit the rede- all members. Art and stories are Ragsdale’s a positive impact in our local community signed website at http://newsaction.org/gin/.  medium; peace is her message. Visit The which, hopefully, will inspire people from Peace Dragon website at http://www.the- other communities to make a collabora- Benjamin Jance IV is a sophomore at NYU peacedragon.com for more details. tive effort at home after returning from the Abu Dhabi, currently on study abroad at GIN conference. NYU Washington DC, majoring in Political Science with a concentration in the Environ- The NGO Fair fter a memorable and enlightening ment. He served as the Executive Director conference, GIN hosts at Graded and On Friday October 12th the GIN confer- of the first collegiate Global Issues Network conferenceA participants are looking for- ence hosted an NGO fair. The purpose of Conference, hosted at NYU Abu Dhabi last ward to next year’s conference in Ecuador. this fair was to have representatives of lo- January 2013. [email protected].

intered www.aaie.org 37 Educational Services Overseas Limited (ESOL) Moves in Sync with a Globalized World hen Walid Abushakra, the growth has enabled it to attract and add a founder and Chairman By Tammam Abushakra number of outstanding educational leaders of Educational Services and other professionals to its ranks. To- Overseas Limited (ESOL), two Dubai schools, the Universal Ameri- day the leadership and management team established his first American school in can School in Dubai (UASD) and the that supports the ESOL schools includes a Kuwait in 1976, the notion of an American Deira International School (DIS), opened number of highly accomplished educators, W the same week. The openings of the Cairo school serving predominantly non-Amer- complemented by capable and experienced ican students was somewhat novel. Today English School and AISE’s West Campus professionals in the areas of technology, ESOL’s ten international schools, spread followed in 2006 and 2009, respectively. All finance, operations, law, and communica- across five countries and three continents, told, the total number of students in ES- tions. move in lockstep with an increasingly in- OL’s schools increased from 3,300 to close tegrated world. Over the course of the in- to 10,000 over a seven-year period. The ESOL leadership team, led by Mr. tervening 37 years, thousands of students, Abushakra, has been careful to maintain teachers, and others have been a part of the the organization’s decision-making au- organization’s journey, enhancing their own tonomy and has involved its educational lives and the lives of many others in the leaders in charting ESOL’s future course. process. Over the past year the ESOL leadership team and the Heads of the ESOL schools Mr. Abushakra’s vision of establishing in- have been deeply engaged in crafting the ternational schools in the Middle East and organization’s new Mission Statement, Mediterranean regions, delivering high Vision Statement, and Strategic Plan. quality American or British education to The resulting Mission and Vision State- host country and expatriate children alike, ments capture ESOL’s overarching goal proved prescient. His first school in Ku- and its aspira- wait spawned a trend in that country just tion: as the oil boom was transforming it from a remote pearl diving and fishing town into a M i s s i o n : bustling modern city-state. To provide outstanding When Mr. Abushakra relocated to Cairo ES and DIS represented ES- education to and established the American Interna- OL’s first venture into inter- students and tional School in Egypt (AISE) after the Cnational British education. Prior to excellent pro- Iraqi invasion of Kuwait in 1990, AISE 2005 all of its schools followed an fessional op- was the first international school to open American curriculum and model. portunities for there in decades. Again, the arrival of a true The expansion into British educa- educators in American school serving a predominantly tion has diversified the organiza- international Egyptian student body led to the opening tion’s capabilities and expanded its reach. communities, of scores of international schools of varying Today ESOL’s schools vary considerably instilling the knowledge, skills, and charac- quality over the ensuing years. in their curriculum offerings, in the com- ter necessary for success in the 21st century. position of their student bodies, and in A key component of Mr. Abushakra’s for- other respects. What remains consistent Vision: To be the most reputable and trust- mula for success was his own background across the family of schools is an empha- ed provider of high quality international as a teacher, Principal, Director, and a co- sis on quality, a holistic and comprehensive education. author of textbooks, particularly in math- approach to education, and a positive and s different as ESOL is today from its ematics. He felt that a school run by an pleasant student-centered environment, all educator with a working understanding of beginnings in 1976, its new Mission of which have been hallmarks of its schools andA Vision Statements would have been business could fare far better than one run from the very beginning. by a Board of non-educators or a school as appropriate back then as they are now. owner motivated solely by the prospect of The rapid growth ESOL has experienced ESOL has grown slowly and consistently making money. has presented some challenges to ESOL’s over the decades but continues to be guided leadership team, including the challenge of by the same mission towards its vision of its ESOL has undergone considerable growth maintaining its emphasis on educational future self. in recent years. In 2005 the organization’s quality and ensuring that key decisions As a larger and far more developed organi- largest school, the American International are made by individuals with a thorough School in Egypt (AISE), relocated to a zation, ESOL carries out its mission very understanding of the needs and priorities differently today than it did as a smaller or- new and more spacious campus. ESOL’s of high quality schools. The organization’s 38 spring 2013 intered ganization in decades past. It has developed focus of any school, along with everything schools in Egypt, Cyprus, Lebanon, and an innovative and highly effective operat- else that is part of the life of a school com- Abu Dhabi making the journey to Dubai ing and governance model that facilitates munity, from arts and athletics to facilities for 3 days of workshops and sharing of best close collaborative relationships between and finances. Its annual surveys of teachers, practices. In addition to the improvement the individual schools and the managing parents, and other stakeholders have been this will bring about in the quality of teach- organization, with the managing organiza- particularly informative, and the high levels ing and learning at the ESOL schools, the tion supporting the individual schools in of stakeholder satisfaction they reflect have conference will serve to create closer bonds many areas and maintaining accountability served to validate all of the hard work that between the individual schools. of its school leadership teams through a has gone into developing the organization simple and effective reporting and appraisal and its schools. ESOL has been an engaged participant system. in AAIE’s activities for a number of de- ESOL has some exciting new initiatives cades. The ESOL Dinner has become a oday ESOL collects and analyzes a on its horizon. In October 2013, the first fixture on the agenda of AAIE’s annual substantial amount of data from its ever ESOL-wide professional development conference. Over 150 educational leaders schoolsT about student academic achieve- conference will take place in Dubai, UAE, attended this year’s dinner in San Fran- ment, which should always be the central with teachers and others from the ESOL cisco and witnessed the introduction of the Walid Abushakra Award for Im- pact on International Education. Dr. Keith Miller, Director of the Office of Overseas Schools, accepted the award on behalf of its first recipient, Dr. Ernest Man- nino, founder of the Office of Overseas Schools.

Not a month goes by without the organization receiving an expression of interest from in- vestors or developers seeking to partner with ESOL to establish a new school. ESOL chooses its new projects carefully, ensuring that it will be able to equal or exceed the level of quality it is known for. The organization has some new expansion plans in the works and will be making some announcements about those in the near future. It is now looking beyond its current regional base for the first time with a view to reaching new students in other regions. Its pioneering founder can look back on many decades of successful school operation, with thousands of alumni having gone on to leading universities and successful careers in North America, Europe, the Middle East, and elsewhere, and can look ahead to a world where many others share his vision of bringing high quality international education to every corner of the globe. 

Tammam Abushakra is a member of ESOL’s Senior Executive Board. [email protected]

intered www.aaie.org 39 Benchmarks—Within & Without n consultation with his board, and at this, many, if not most, schools do not pub- its request, an international school head By Gilbert C. Brown lish metrics for public consumption. Those agreed to the establishment of school goals that do announce statistical data probably for the coming school year, among which a metric of performance that is then com- do it on an annual basis only. It becomes was one that said, “Varsity teams, both male pared to others.” difficult to track trends in school develop- and female, that compete with other schools ment of others in whom one school’s gov- I “Also referred to as ‘best practice bench- in the local area and in international schools ernance and administration may be inter- competitions with achieve a winning percent- marking’ or ‘process benchmarking’, this ested. Indeed, very few schools, if any at all, age of above fifty percent.” It seems one trustee, process is used in management and par- even bother to investigate or publish trends tired of the school’s teams being the ‘doormat’ ticularly strategic management, in which within their own institutions. in athletic competition, convinced the board to organizations evaluate various aspects of adopt this as a means of improving the image their processes in relation to best practice External benchmarks companies’ processes, usually within a peer of the school in the community and improving ertain benchmarks are available. school spirit. group defined for the purposes of comparison. This then allows organizations to de- None may have anything to do with A consultant was visiting an international velop plans on how to make improvements Cthe success of the schools involved unless a school that had perhaps the lowest student tu- or adapt specific best practices, usually with correlation is postulated between published ition in the world, and by far. She was asked the aim of increasing some aspect of per- data and the prediction of successful opera- by the board after the consultation to address formance. Benchmarking may be a one-off tion. For instance, below is a table of the a meeting of parents. A question and answer event, but is often treated as a continuous top 10 US states and the bottom 10 states period followed her report. One parent asked, process in which organizations continu- (Washington, DC in this report is counted “You have visited a great many schools around ally seek to improve their practices” (http:// as equal to a state) in per pupil expenditures the world. How does our school rank with en.wikipedia.org/wiki/benchmarking). as reported by the US Census Bureau for the others you have seen?” For a moment, the the 2009-2010 school year: consultant was at a loss to give a diplomatic International school boards and individual answer to convey that this school was perhaps trustees frequently ask for the identification States Ranked According to Per the worst she had seen in curriculum, program, of criteria by which they may compare their Pupil Public Elementary-Sec- appearance, facilities, and so forth. Then a schools with others, whether these others ondary School System Finance suitable idea struck her to assuage the ques- be in the US, or in the host country or in Amounts 2009-2010 in US Dollars some other country. Those of a business tioner’s concerns. She replied, “Among schools Rank State Total of your tuition level, in my opinion, you are background have difficulty understanding why the identification of these compara- 1 NY 12,984 number one!” This was met with a round of 2 NJ 9,740 loud applause of those present! tives, these ‘benchmarks,’ are so difficult in the realm of education, and particularly in 3 CT 9,273 4 VT 9,254 “Among the blind, the one-eyed man is king!” that of the widely scattered international schools. Many reasons exist for this diffi- 5 MA 8,964 Benchmarking defined culty in identifying areas where compara- 6 WY 8,959 tive data become meaningful. 7 AK 8,773 “Benchmarking is the process of comparing 8 MD 8,427 one’s business processes and performance chools have different tuition levels, or 9 DC 8,394 metrics to industry bests or best practices levels of support. Although the finan- 10 RI 7,980 from other industries. Dimensions typi- cialS support levels can be compared, com- 42 SC 5,237 cally measured are quality, time and cost. In paring school success is perhaps a challenge 43 AL 5,205 the process of benchmarking, management beyond the reach of the most adept ana- 44 CO 5,117 identifies the best firms in their industry, or lyst. Thus, as the consultant in the anecdote 45 TN 5,079 in another industry where similar processes cited above indicates, if one wishes to make 46 NV 4,996 exist, and compare the results and processes a valid comparison of one’s institution to 47 MS 4,754 of those studied (the ‘targets’) to one’s own another’s, the benchmark may be limited to 48 OK 4,438 results and processes. In this way, they learn a discrete numeric variable, as indicated in 49 AZ 4,381 how well the targets perform and, more the definition above. 50 ID 4,349 importantly, the business processes that ex- 51 UT 3,861 plain why these firms are successful.” The paucity of these metrics, and the ques- tionable similarity of one international (Source: http://www.census.gov/govs/school/) “Benchmarking is used to measure perfor- school to others far-flung around the world, One may conclude that the public schools mance using a specific indicator (cost per make traditional benchmarking not just a in those states at the top of the list in terms unit of measure, productivity per unit of most difficult task, but one whose results of per pupil expenditure are probably bet- measure, cycle time of x per unit of measure may lack the necessary validity to be useful ter than those at the bottom. Washington, or defects per unit of measure) resulting in in organizational decision making. Beyond DC, whose per pupil expenditures in 2009- 40 spring 2013 intered 2010, as reported above by the US Cen- cost-of-living and hidden perquisites of is, but I know it when I see it!” So, too, do sus Bureau, ranked in ninth place among expatriate personnel have to be considered many conclude from personal opinion that the states, has the unfortunate public im- and, where possible, indexed so that resul- may be scientifically indefensible, a good age, perhaps exaggerated, of ‘poor’ public tant data is meaningful, if not completely school can be identified in their view by schools. However limited its validity, one is reliable. However, the validity of predict- certain data that has impressed them and almost invited to conclude that those states ability of school success may not be as- thus should impress everyone else. with the highest per pupil expenditures sumed as the correlation is highly doubtful have the more successful public schools. between this data and the result desired by Internal benchmarks policy decision analysts from governance If external benchmarks are elusive, then Similar financial data, with a small differ- and administration. ence in interpreting per pupil cost rather perhaps another form of them may be iden- than expenditure, are available for interna- he International Baccalaureate and tified. These may be more readily available, tional schools. The International Schools the College Entrance Examination anyway, than those external to the organi- Services, a private nonprofit organization BoardT (SAT, ACH, AP, etc.) also publish zation. In the opening anecdote, a school of high regard that supports and operates test results for their organizations’ testing head was told to make winning teams of his international schools around the world, programs around the world. Mean scores various varsities. A metric was created and publishes an annual list of almost all inter- are published for a wide variety of tests to defined at 51% of games played or meets national schools with each one’s tuition and which any school may compare its own competed. Lo, the achievement of this as- fee structures, in terms of US dollars (ISS, mean results. The scores published are for pect of someone’s image of school success 2012; Directory of International Schools. the universe of international, and other, could be very easily measured. Unless, of Available online, www.iss.edu). In addi- schools, but never for any individual school. course, one misrepresents the data by snap- tion, a cost-of-living index published on Thus, the comparisons cannot be made to ping victory from defeat by another, nefari- the internet can be applied to the city and a benchmark that is similar in size, popu- ous system of accounting, or, more ethical- country in which each school is located to lation, location, tuition level, and socio- ly, or perhaps less, by refusing to compete increase the reliability of a comparison of economic status (etc.) to the analysts’ own against any team that is liable to win the tuition levels between two schools, creating school. competition. an indexed basis for conclusions as to the As a foreman said to his crew, “I can lick similarity between one school and another And, of course, the standardized tests stu- any man in my crew!” When one man in a remote location. Thus, a benchmark is dents take each year have pre-published called out, “You can’t lick me!” the foreman obtained for assessing relative tuition levels. norms for each tested area, determined by the universe of those to whom the test is replied, “Then you’re not in my crew!” The ISS Directory also presents data on administered—yet one more datum that es, one has a much harder time ma- school enrollment at differing grade levels, may be of very limited use in comparing nipulating benchmarks with intent to numbers of faculty, nationality of students the limited population of one’s own school Yproject an image of accomplishment when and faculty, and other similar metrics, facil- to another that is similar when that other is they are internal from the schools’ own itating comparatives in these areas. How- not available. data. Governance and administration know ever, what is not indicated is staff salary their school, and when an attempt is made levels. Comparisons may be skewed by the The external benchmarks that trustees and to skew data and benchmarks to suit a de- ability of schools in low socio-economic, administrators may seek are surely elusive. sired image, someone in the organization developing countries, to be able to hire ad- Those that exist are of limited value in de- will ask the pertinent questions to correct ditional personnel because required salary termining and projecting the success of any what is being projected to reflect reality. levels are much lower than found in devel- school. A personal proclivity may exist to oped nations. For example, two schools in view certain attributes of school operation This is also true of measures such ascol- the same country may have widely differ- that are indeed considered highly correlated lege acceptances. If reported solely as ac- ing tuition levels. One school has a policy to the potential for school success. It would ceptances or admissions, the ratio of ac- of hiring a certain percentage of expatri- be understandable for one to assume that ceptances to graduates can be skewed to ate staff at much higher cost than another higher tuition, great numbers of expatriate show a greater achievement in competitive school that has the same size, numbers of faculty that present a broader possibility of admissions compared to class size. Indi- staff, but whose staff is hired from the local retaining more able and qualified teachers, vidual students apply to many competi- population to a much greater extent and at higher salaries, and location in a more de- tive universities in the hope of admission much lower cost. It is uncertain if a higher veloped country will correlate highly with to one. These able students often receive percentage of expatriate hired faculty is school achievement and success of both the multiple acceptances from which they have predictive of greater success in one school institution and its students. Yet there is no the privileged positions to make a choice than in another. reliable research data available at the pres- at their pleasure. For instance, in a gradu- ent time to confirm this highly personal ating class of only 20 students, the school any regional international school view of the international educational world. may be able to skew the data to show well voluntary associations that unite in- over 100% admissions to the most highly ternationalM schools in defined areas around As Supreme Court Justice Potter Stewart competitive universities. Someone who is the world also study and publish salary lev- said in 1965, in his decision in Jacobellis close to the institution is bound to ask how els for faculty, principals (middle level man- vs. Ohio, of his personal interpretation of agers) and school heads (CEOs). Again, evidence, “I can’t tell you what pornography BENCHMARKS, continued page 42  intered www.aaie.org 41 BENCHMARKS, college admissions, among others, is criti- School boards and individual trustees may continued from page 41  cal. Boards and administrators can create have to yield in their desire for external cri- benchmarks from the previous achieve- teria by which to assess the success of their that is possible eliciting an explanation that ments of the school and its students in institutions and its programs. Rather than would reveal an attempt to embellish the these areas, using each individual year’s spend time and effort seeking what is ex- school’s success in a manner that may be results, especially the year in progress and ternal to the school, as in Reverend Rus- less than ethical. the next one, to measure by the compari- sell H. Crowell’s most famous speech of the th he more important benchmarks are son that using these ‘benchmarks’ will of- end of 19 Century, “Acres of Diamonds,” those that can be identified as trends fer a portrait of how well the institution is one should look internally for the secrets of functioning. Unfortunately, no single met- success for both personal endeavor and that thatT measure and project successful opera-  tion. The measurement of trends in finance, ric defines school success, which must be of corporate endeavor, as well. grading practice, course enrollments, total assessed by a combined image of all those Dr. Brown is Editor Emeritus of InterED. school enrollments, results of standard- factors mentioned, and others that may not [email protected] ized tests, extracurricular participation, and have been suggested here.

MARKET, Looking to the future We predict the market going forward will be  continued from page 27 dominated by for-profit international schools Growth of the market over the next ten which will be bilingual to varying degrees and A profitable market years looks significant. ISC Research pre- increasingly international in their curriculum dicts that within ten years (by 2022), the Another significant change in the interna- and outlook. The continued growth will in- number of international schools will have tional schools market in recent years has crease competition for the best teachers as reached 11,331. The number of students been the increase in the number of schools well as the best students.”  will have increased to 6.2 million; the num- run for profit. Forty years ago, international ber of staff to 529,000. The annual fee in- schools were largely a non-profit phenom- Anne Keeling works in Media Relations for come will reach almost $60 billion. enon. Now most international schools are ISC Research. [email protected] The International School Consultancy Group for profit and the future will continue to be “The next ten years will, without doubt, see includes ISC Consultancy, ISC Worldwide dominated by profit-making schools and dramatic growth in the international schools and ISC Research. ISC Research is the only school groups. market,” says Nick Brummitt. “Demand con- organisation that supplies data and market tinues to come from the expanding expatriate Today, based on annual fee income alone, analyses covering the world’s English- market and the increasing number of wealthy the international schools market is gener- medium international schools; data that it local families who recognise the benefits of ating $33 billion. The next few years will has been tracking for over twenty years. The an English-medium education for their chil- be dominated by the race to keep up with latest market updates plus individual school dren. These days ISC Research is approached demand. A significant number of brand information, news, statistical overviews, continuously for demographic studies and new international schools are in the plan- and country reports are all available from market reports, especially country reports ning stages and many existing schools are www.iscresearch.com for schools and organisations looking to ex- expanding their capacity to cope with de- pand and open new schools, which suggests mand. public recognition of a very healthy market.

WEEKS, that somewhere, something will happen, yai/) began in his college dorm where he continued from page 1  someone will appear to make things better. undertook, successfully, fundraising for He gave credit to his many teachers, from other organizations. This dorm-room be- Liberia, activities which endangered his life. his preprimary school through his under- ginning evolved into his own organization Weeks later managed to get asylum in the graduate days at Amherst College for the funded by young people and implemented United States where he finished his edu- inspiration he carries to strive to prevent in the field by young people working in cation, earning a Masters Degree from the what has happened to him in his youth education, health care, and economic em- University of Pennsylvania (2008; Amherst, from ever being repeated. He proposed that powerment. Honorary PhD., 2012). this generation of youth can go on to end Weeks closed his remarks reminding all that Weeks began his remarks, entitled “Chalk world poverty. As someone said to him, today’s youth has mounting capabilities to and Gunpowder: How Students Can Unite “Stop bitching and start a revolution!” bring hope and assistance to those in need, to Transform the World,” showing a short Africa, he averred, can best be empowered to end senseless ethnic killing, and to unite video of the horrors of Liberia during the with business development. The opportu- people of different cultural origins into a war, pictures of young boys with weapons nity from development gives the hope of single force for good. Mr. Weeks received a and little restraint in their use. He spoke of an end to the crushing poverty and its ac- standing ovation from the audience.  his frightening beginnings that led to a life companying disease and debilitation. His of service to youth and women who have organization, Youth Action International so little in their lives, other than the hope (http://www.youthactioninternational.org/ 42 spring 2013 intered AAIE Institute for International School Leadership Becoming an International School Leader Just Got Easier

In roughly two years, you can earn a certificate of completion and graduate credit from Wilkes University* on a wide range of topics important to international school leadership. With courses facilitated by renowned international education experts and accessible globally online, the AAIE Institute is the best way to prepare for your next opportunity.

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intered www.aaie.org 43 Best Practices for Second Language Acquisition in Bilingual, International Pre-Schools

he literature and pedagogical Use the common language to information that is tradition- By Robert Summers support the learning of the sec- ally part of international schools’ and Julia Ferreira ond language professional development pro- ternational preschool teacher can use to Using the common language to support grams is geared toward elementary and create an anxiety-reduced environment the learning of the second language is quite Tsecondary grade levels. However, there is where language acquisition can more read- often seen as controversial in international little attention paid to the international ily occur. One worth consideration is how schools. Some parents and teachers feel preschool. The purpose of this paper is to a teacher creates an inviting learning en- that because English is not spoken out- outline what the authors consider some of vironment that promotes a safe space to- side of school, that all of the language used the best practices that make up an effective wards developing students’ positive self- in school should concentrate on English. bilingual, international pre-school. efficacy. From the very first day in school, Other parents and teachers feel that using only English in school is too difficult and n ongoing argument amongst scholars a teacher’s attitude towards children is im- intimidating for students. Research in this of second language acquisition centers portant for students to feel comfortable in area quite clearly shows that using the com- onA age in regards to how an individual re- class. This concept is very complex because mon language to support the learning of a tains and develops the ability to speak, read, through teachers’ behaviors, students inter- second language is effective. Most notably and recognize a non-native language (Ellis, pret teachers’ non-verbal meaning as much, the work of Cook (2001) demonstrates the 2008). However, regardless of what one be- if not more, than the words used. Reflect- usefulness of the first language as a tool to lieves pertaining to the correlation between ing on these impressions, simple gestures facilitate the learning of the second. He age and developmental aspects of language such as standing outside of the classroom states instead of the first language “creep- acquisition, the age of the learner is impor- and greeting your students energetically ing in as a guilt-making necessity, it can be tant in testing the theories and subsequent each day for class time can go a long way deliberately and systematically used in the practices related to language pedagogy towards creating positive learning environ- classroom” (p. 14). (Larsen-Freeman & Long, 1991). There- ments (Wong & Wong, 2002). fore, this paper proposes possible best prac- Also worth considering is the role the arts ook’s ideas are influenced by the work tices that one can adopt in bilingual, in- play in creating a more open classroom. of Anton and DiCamilla (1998). In ternational preschools. Namely, preschool Ctheir research about common language use teachers should: create an environment that Music is one of the most powerful tools due to support the learning of a second lan- reduces anxiety; use the common language to the multiplicity of lesson designs that guage, they investigated groups of students to support the learning of the second lan- one can construct using music. In fact, “mu- in the midst of collaboratively carrying out guage; promote literacy in both the com- sic is so natural for children” (Harp, 1988, p. a task in the second language. They found mon and second languages; scaffold class- 454) that its use becomes an important way that the first language is “used as a pow- room interactions among students with to engage young learners. Playing some erful tool of semiotic mediation between realia, and encourage language acquisition background music may help students get learners” (p. 415). In this way, students are through movement. used to the target language subconsciously. encouraged to use the common language to This helps to create a more relaxing envi- independently help themselves gain an un- Create an environment that re- ronment, which, in turn, makes students derstanding of the second language. duces anxiety more open to the second language. Teach- ers can also work with nursery rhymes be- In the bilingual, international pre-school The understanding that language learning cause “the repetitive lyrics in songs have there are several different strategies that should occur in a stress free (or stress re- a positive effect on the students’ language teachers can implement to use the common duced) environment is supported by the lan- acquisition level” (Mora, 2000, p. 151). language to support the learning of the guage acquisition theorist Stephen Krashen. Children can learn some vocabulary, pro- second. First, teachers could give instruc- In 1985 Krashen posited that there is a nunciation and intonation of the target tions in the common language. This should filter in the human brain that, in times of language when teachers use music in their merit consideration when giving instruc- stress, becomes less likely to allow language lessons (Richards & Rogers, 2001). Along tions in the second language is deemed input to pass easily to the language acquisi- with songs, teachers can also tell stories too inefficient. Second, teachers could tion device. In fact, he defined the affective and ask them to act them out. These stories encourage, or at least not discourage, the filter as “a mental block, caused by affective can become plays children are encouraged use of the common language during group factors” that negatively affects language ac- to participate in through performance, art, work. Keep in mind the work of Anton quisition (p. 100). When the affective filter design and construction— contributing to and DiCamilla (1998) who demonstrated is lower, the mental block is lessened and the production in many ways, like drawing that the common language can effectively language acquisition occurs more readily. and painting the scenery and creating their achieve language objectives through collaboration with fellow students. Third, teach- There are numerous strategies that the in- own costumes. 44 spring 2013 intered ers should encourage use of the common secondly seeing, and finally, having physical carry different ideas about identification language to facilitate learning the second interaction with the concept. Such prac- through gesticulation. language. An example of this is watching tices extend not only what Vygotsky (1978) Conclusion a film in a second language with subtitles in called the zone of proximal development the common language. (ZPD), but also learning through peer col- The purpose of this paper was to outline laboration, which is when peers share a task some best practices that can create an effec- Scaffold classroom interactions and receive meaning and create context tive bilingual international pre-school ped- among students with realia through working with one another (Bruner, agogy from the perspectives of researchers The notion of scaffolding was first put forth 1984; Ratner, Foley & Gimpert, 2002). The in the field of second language acquisition by Wood, Bruner & Ross (1976). They picnic example prepares us to discuss the and those of a seasoned preschool teacher in used the term to describe the assistance that next practice for successful second language an international, bilingual school. Through a teacher provides a student so that they acquisition--Total Physical Response. experience and observation we believe that may better able to complete a task. An in- best practices concerning second language Encourage language acquisition acquisition come from the following: cre- tegral part of scaffolding is that the teacher through movement helps the student appropriately, contingent ating an environment that reduces anxiety; on identified needs (Aljaafreh & Lantolf, Teachers can encourage language acqui- using the common language to support 1994). In other words, the teacher does sition through movement via a teaching the learning of the second; and scaffolding not provide too much, nor do they provide method known as Total Physical Response classroom interaction with realia and en- too little, assistance. There are, of course, (TPR). Asher (1977) developed TPR as a couraging language acquisition through the numerous practices in which scaffolding is method that capitalizes on the use of the use of movement. All such practices are ef- applicable, and the following is but one ex- physical to promote language learning and fective and useful strategies for the interna- ample of such utilization. use. In fact he posits “most of the grammat- tional, bilingual classroom, but by no means should one consider these as the only effec- Realia ical structure of the target language and… vocabulary items can be learned from the tive strategies for this context. The message The term realia refers to any item that skillful use of the imperative” (p. 4). In this for teachers here is to use these strategies as a teacher brings into the classroom that way he sees the command form of verbs as a starting point and at the same time not to fear experimentation with new and varied has a purpose outside of the classroom. the central language function around which  It helps to build an associative bridge be- language use and learning are structured strategies. tween the classroom and the world (Smith, (Richards & Rogers, 2001). TPR is essen- Dr. Robert Summers is Assistant Dean for 1997). This is an expansion upon the idea tially a modeling activity based on extrinsic International and Exchange Programs, of learning through utilizing the natural motivation of the learner-- an idea sharing Buffalo State College (SUNY). Ms. Julita senses—bringing as many kinesthetic and similarities with the cognitive and psycho- Ribeiro Ferreira Nogueira holds an M.A. in tangible artifacts as necessary to ensure logical approaches to learning in the studies Education from the University of Alabama. that students are making connections, not of conditioning and connectionism in B.F. She is a Ph.D candidate at the University only through the words and images upon Skinner and Edward Thorndike. The goal is of Illinois at Urbana-Champaign where a printed page, but touching and interact- to reduce the anxiety of the learner when she taught Portuguese as a foreign language. ing with the object. For instance, one can trying to acquire new language structures in Currently, she teaches English to children and find a small, useful activity in incorporating the hopes that the learner begins to retain adults at ACBEU in Bahia, Brazil. ferreira- items (or concepts) that foreign language and then create a dialectic output. This is [email protected] learners may not easily associate with or not as complicated as it would seem as the properly identify context if discussed in following example elaborates. References isolation. One example is the idea of the Aljaafreh, A., & Lantolf, J. P. (1994). Negative feed- picnic in American culture. Such a concept he ways that a teacher in an interna- back as regulation and second language learning in the has many pictorial and literary representa- tional school can use TPR to facilitate zone of proximal development. The Modern Language tions, but to better understand them from languageT acquisition depend on what the Journal, 78, 465-483. an outsider cultural perspective, one needs teacher feels comfortable doing with the Anton, M., & DiCamilla, F.J. (1998). Socio-cognitive to examine physically the components that students. For example, TPR instruction can functions of LI collaborative interaction in the L2 simply stand as modeling through action classroom. The Canadian Modern Language Review, constitute the whole, i.e., actual plates, cups, 54, 314-42. blankets, baskets and such, brought into and transmission pedagogy, e.g., having the subjects model actions and speaking the ac- Asher, J. (1977). Learning another language through ac- the classroom with the intention of helping tions: The complete teachers’ guidebook. Los Gatos, CA: students to understand the idea of picnics. tion in the language one is trying to learn. Sky Oaks Publishing. Therefore, as an example, if one were to Bruner, J.S. (1984). Vygotsky’s zone of proximal develop- The illustration of the picnic is an idea that apply this theory to teaching English, the ment: the hidden agenda. In B. Rogoff & J.V. Wertsch can be further expanded in the classroom teacher could have all students sitting down (Eds.), Children’s learning in the “zone of proximal develop- context. Once the class is introduced to the and then as the teacher rose saying “stand ment” (pp.93-97). San Francisco: Jossey-Bass. components of the picnic, students might up” the students mimic the speech and the Cook, V. (2001). Using first language in the classroom. then travel to a place where the picnic may action (Krashen, 1998). However, to imple- Canadian Modern Language Review, 57, 402-23. occur. If this is not possible, the setting ment TPR in the classroom requires a great Ellis, R. (2008). The Study of Second Language Acquisi- could be recreated within the classroom. amount of preparation and knowledge of tion. New York: Oxford University Press. This reiterates the concept of first reading, the student population, as different cultures SLA, continued page 47 intered www.aaie.org 45 News & Noteworthy U of Alabama Honors Dr. Barrie Jo Price —Annual 'BJP Award for Innovative Technology'— Each year The University of Alabama will sponsor the Barrie Jo Price Award for Innovative Technology Use in International Schools (BJP-IT)

t is all about connecting. and the kids in these schools will eventu- By Kim Eaton ally be our world leaders,” said Price. “You For more than three decades, Dr. Bar- certainly want to make sure that they have rie Jo Price has worked to bring those Over the years, the trio moved from Arkan- every opportunity and every tool available in the international community closer sas to Miami and, finally, to UA, where they to them.” together through the use of technology. continued working with I“We’re connecting them to the world,” said the international commu- UA’s work in the inter- Price, a professor in The University of Ala- nity. “We’re a team,” said national arena not only bama’s College of Human Environmental McFadden. “We each had benefits the international Sciences Institute of Interactive Technology. our individual jobs to do, schools and their students, but together, we made a but it also provides an op- In recognition of her dedication to the whole.” portunity for the univer- international community, UA’s College of sity’s faculty to immerse Education has established the Barrie Jo he group’s initial themselves in different cul- Price Award for Innovative Technology involvement with tures while they are work- Use in International Schools. The annual theT overseas community ing overseas with the inter- award, which will be presented at the As- began in the late 1970s. national faculty and school sociation for the Advancement of Interna- Each with a background administrators. tional Education in February, will recognize in special education, they individuals or teaching teams internation- were tasked with help- “They see what’s really hap- ally who are doing something innovative ing embassies work with pening in other countries Dean James McLean of the with technology. families who had special University of Alabama Col- and that plays a role in needs students. The three lege of Education their teaching here,” said “Since 1966, (UA’s College of Education then discovered Apple McLean. “It helps ensure International Programs) has offered pro- and delved into technol- our curriculum is an inter- fessional development and degree pro- ogy advancement. They national curriculum.” grams to teachers at private international started working with schools throughout the world,” said Dr. different international It also helps with advanced Robert Summers, director of International private schools, nonprofits, government student recruitment. Many Programs. “Dr. Price has been doing this groups and various ministries in setting up teachers working in the international longer than anyone else at UA. We couldn’t computers and, eventually, satellite classes schools will finish their time, return to the think of a better person in which to name and Internet access. United States and come to UA to begin the award.” work on their doctorate, he added. “Her efforts essentially brought these hile humbled by the honor, Price schools into the 21st century, further de- ut for Price and McFadden, their acknowledged that she could never veloping their curriculum and building up work is about empowering or help- haveW accomplished what she did on her her reputation,” said Dr. James McLean, ingB individuals or groups. “Isn’t that what own. Her colleagues, Dr. George E. Marsh former dean of UA’s College of Educa- higher education is all about?” Price said. II, now deceased, and Dr. Anna McFadden tion and professor of educational research “With this award, UA is recognizing two have been with her every step of the way. in the Department of Educational Studies core concepts: the idea of sharing what you in Psychology, Research Methodology, and know, passing it on, and team work. It’s not McFadden, an associate professor in the Counseling. about me. It’s about Alabama’s core values Institute of Interactive Technology in UA’s that were here before I came and will be College of Human Environmental Sci- McFadden, Marsh and Price came to UA around long after I’m gone. That’s what ences, first met Price in 1975. While Mc- about 24 years ago, continuing their work we’re known for in the international com- Fadden was a senior at the University of in the international community. Their focus munity.” (Released January 30, 2013)  Arkansas, Price was asked to do some work evolved as new technologies became avail- in McFadden’s sorority. A couple of years able; their current efforts are on cloud com- Kim Eaton is a Communications Specialist, later, the two reconnected and they’ve been puting and mobile devices. “These schools Office of Media Relations at The University working together ever since. really represent a window on the world, of Alabama ([email protected])

46 spring 2013 intered News & Noteworthy Educators Worldwide Ready for Next AAIE Institute for International School Leadership Class, March 2013 First-of-its-Kind Initiative Developed By AAIE and PLS 3rd Learning Prepares Aspiring Leaders for Positions in International Schools

he AAIE Institute for Inter- ing deeper into international school ad- pants with the instruction, course material national School Leadership, an ministration,” said Patricia Puia, secondary and tools required to become effective lead- online educational initiative co- principal at Pechersk School International ers in schools around the world.” created by the Association for in Kyiv, Ukraine. “Since educators at inter- the Advancement of International Edu- national schools are often very isolated, I’m The AAIE Institute for International cation (AAIE) and PLS 3rd Learning, is taking this opportunity to build a stronger School Leadership courses are delivered T through a custom-designed professional excited to launch its second class on March global network.” 18, 2013. learning community (PLC) developed by he initiative supports participants in PLS 3rd Learning that integrates social The AAIE Institute delivers eight online obtaining real-world knowledge with media functionality into the course plat- courses featuring the fundamental com- research-basedT frameworks for leadership form. This unique platform enables en- ponents that are unique to international within international schools. While educa- rolled students to communicate with co- school guidance. Each seven-week course tors may engage in the individual courses horts and mentors around the world in real covers a variety of topics, including gov- on an as-needed basis, those participants time, as well as fulfill assignments from any ernance in international schools, manage- who successfully complete all eight compo- location. ment and leadership skills, building and nents will receive a certificate of comple- sustaining a healthy school culture, and tion. Graduate credit for this program is “We’re excited about our PLC, which diplomacy in school communities. An as- available through Wilkes University, a was specifically developed to support this signed mentor supervises the eighth course, partner of PLS 3rd Learning for nearly 30 groundbreaking initiative,” said Donald which focuses on continuous professional years. Jacobs, Ph.D., CEO of PLS 3rd Learning. growth for educators and completes the “Our online learning environment, in col- two-year sequence. Education leaders from “We want to maximize professional de- laboration with our history in coursework more than 15 countries enrolled in the In- velopment opportunities for current and from and the vision of AAIE, produce a stitute’s inaugural class in the fall of 2012. aspiring international school educators, dynamic, global community to support wherever they may be,” said Elsa Lamb, leaders in international education.” “I’m looking forward to learning with col- Executive Director of AAIE. “Partnering leagues from around the world, expanding with PLS 3rd Learning on this initiative For more information about the AAIE Insti- my online learning capabilities and delv- enables our association to provide partici- tute, visit www.aaieinstitute.com.

SLA, continued from page 45  Cambridge University Press. Smith, B. (1997). Virtual Harp, B. (1988). When the principal asks, Why are realia. The Internet TESL your kids singing during reading time? The Reading Journal, 3(7), 1-5. Teacher, 41, 454-456. Wong, H.K. & Wong, Krashen. S. (1985). The input hypothesis: Issues and im- R.T. (2002). The first days plications. London: Longman. of school: how to be an ef- Krashen, S. (1998). TPR: Still a very good idea. Re- fective teacher. Mountain trieved from http://www.languageimpact.com/ar- View, CA: Harry K. ticles/other/krashentpr.htm Wong Publications. Larsen-Freeman, D., & Long, M. (1991). An intro- Wood, D., Bruner, J., & duction to second language acquisition research. London: Ross, G. (1976). The role Longman. of tutoring in problem solving. Journal of Child Mora, C. F. (2000). Foreign Language Acquisition Psychology and Psychiatry, and Melody Singing. ELT Journal 54 (2), 146-152. 17, 89-100. Ratner, H.H., Foley, M.A., & Gimpert, N. (2002). Vygotsky, L. (1978). The role of collaborative planning in children’s source- Mind in society: The devel- ~ See You at the 48th Annual AAIE Conference ~ monitoring errors and learning. Journal of Experimen- opment of higher psycholog- tal Child Psychology, 81, 44-73. February 6 - 9, 2014 ical processes. Cambridge, Richards, J. & Rodgers, T. (2001). Approaches and MA: Harvard University register online today: www.aaie.org methods in language teaching (2nd ed.). Cambridge: Press.

intered www.aaie.org 47 News & Noteworthy PSAT/NMSQT Exams Ready for Order

tarting April 22, education profes- who take the PSAT/NMSQT generally • An enhanced score report with each sionals around the world, includ- perform better on the SAT than students test question, the student’s answer and ing secondary school principals who do not take the PSAT/NMSQT. SAT the correct answer with explanations; and college counselors, can register performance data for the class of 2012 their students for the Preliminary SAT/ showed that students who took the PSAT/ • A customized SAT study plan high- National Merit Scholarship Qualifying NMSQT before taking the SAT scored lighting skills for review and practice S based on PSAT/NMSQT perfor- Test (PSAT/NMSQT®). By participat- 136 points higher, on average, on the SAT ing in the PSAT/NMSQT — which will than those who did not take the PSAT/ mance; be administered at participating second- NMSQT. • Tools to help the student discover ary schools on either Wednesday, Oct. 16 potential majors and careers that fit or Saturday, Oct. 19 — students and their The PSAT/NMSQT--adminis- strengths, interests and personality; families will receive free, comprehensive feedback about students’ performance in tered at participating secondary • A starter list of colleges to consider reading, mathematics and writing that will based on the student’s indicated choice help them better prepare for the SAT® and schools on either Wednesday, of major; and college. Oct. 16 or Saturday, Oct. 19-- • Access to My AP Potential™, which Administered annually, the PSAT/ enables students to view online their po- NMSQT is a low-stakes, standardized is a 2 hour and 10 minute exam tential to succeed in up to 24 Advanced exam that provides an early indication of Placement Exams, get recommenda- a student’s readiness for college-level work. consisting of five separate tions for courses related to their intended More than 3.5 million high school students major, and see which AP Exams were took the PSAT/NMSQT last year, and it is sections: two critical offered at their school last year. the most widely used 10th- and 11th-grade precollege readiness assessment in the reading sections, two Research indicates that PSAT/NMSQT United States. Cosponsored by the Col- scores are strong predictors of a student’s lege Board and the National Merit Schol- mathematics sections and likelihood of success in Advanced Place- arship Corporation (NMSC), the PSAT/ ment course work and exams. When used NMSQT measures fundamental reading, one writing skills section. in conjunction with other criteria (e.g., mathematics and writing skills and knowl- high school GPA, grades in previous same- edge that students learn in high school and The fee for the 2013 PSAT/ discipline course work, the number of that are necessary to succeed in college. same-discipline courses a student has tak- NMSQT exam is $14. en), the PSAT/NMSQT is a reliable tool “The PSAT/NMSQT is a preliminary ver- to identify students who may be ready for sion of the SAT,” said Matt Lisk, Executive the rigor of AP. AP Potential was designed Director of the College Board’s College and ducators that register students for to help increase access to AP and ensure Career Readiness Pathway. “The PSAT/ the PSAT/NMSQT will be provided that no student who is likely to succeed in NMSQT is an ideal way for students to withE one copy per student of the Official AP is overlooked. learn what skills they need to improve be- Student Guide to the PSAT/NMSQT, fore they take the SAT, so that they can which includes a full-length practice test. Research shows that students who score submit their best work to colleges during The PSAT/NMSQT Score Report Plus — a 3 or higher (on a 0-5 scale) on an Ad- the admission process. We recommend that which is distributed by secondary schools vanced Placement Exam typically experi- educators set up an information session for in December — will provide access to My ence greater academic success in college, students so they fully understand the exam College QuickStart™, a free, personal- are more likely to earn a college degree and and how to make a plan based on the score ized college planning tool developed by graduate sooner than their non-AP peers. report, including if a student’s performance the College Board. Students can sign up To learn more about ordering PSAT/ on the PSAT/NMSQT indicates readiness for My College QuickStart by using the NMSQT exams for your students, please for Advanced Placement course work.” unique access code provided on the score visit: www.collegeboard.org/psateducator report. Features of My College QuickStart, The PSAT/NMSQT is similar in con- which the student can use through gradu- tent and format to the SAT, and students ation, include: PREP EXAMS, continued right  48 spring 2013 intered News & Noteworthy New Overseas Income Reporting Requirement

New IRS Form 8938 Statement of Specified Foreign Financial Assets

he IRS has added an additional same as above. Threshold amounts are filing requirement for US tax- By Rick Gray $200,000 or more at the end of your payers with significant foreign tax year or $400,000 or more at any assets (includes US citizens, US or more at any time during the tax year, time during the tax year. resident immigrant aliens, US corporations you must file the form. or partnerships, non-US citizens/resident Reportable assets include the T • Married Filing Jointly: Rules are the following if held for investment: immigrant aliens if electing to file jointly same as above. Threshold amounts are with a US taxpayer spouse). This is in ad- $100,000 or more at the end of your • Stocks issued by a foreign company; dition to filing US Treasury Form TD 90- tax year or $200,000 or more at any 22.1 for foreign assets that equal or exceed • Partial or full ownership of a foreign time during the tax year. $10,000 at any time during the calendar company, partnership or corporation; year. Resident outside the US and a capital or profit interest in a foreign qualifying to exclude foreign partnership; There are reporting thresholds. Only if earned income using either the • Bonds, notes or debentures of non-US your reportable foreign assets equal the bona fide resident test or the issuers; threshold amounts are you required to file physical presence test: the Form 8938 with your income tax re- • Interest rate swap, currency swap, com- • Single, Head of Household or Mar- turn. Thresholds are as follows: modity swap, or similar; ried Filing Separately: If your report- • Options or other derivatives from non- Resident in the US: able assets equal or exceed $100,000 US sources.  or more at the end of your tax year, of • Single, Head of Household or Mar- $200,000 or more at any time during ried Filing Separately: If your report- Rick Gray, long-time member of AAIE, is a the tax year, you must file the form. able assets equal $50,000 or more at representative of GLOBAL Tax Service, Co- lumbia, SC. [email protected] the end of your tax year, or $100,000 • Married Filing Jointly: Rules are the

PREP EXAMS, tion. Today, the membership association is which were to be creative, do-able, realistic continued from left  made up of over 6,000 of the world’s leading and sustainable. PSAT/NMSQT Essential Facts educational institutions and is dedicated to promoting excellence and equity in educa- In addition to preparing and sharing ac- The PSAT/NMSQT is a 2 hour and 10 tion. Each year, the College Board helps more tion plans in their GANGs, Middle School minute exam consisting of five separate than seven million students prepare for a participants submitted ‘I will …’ statements sections: two critical reading sections (25 successful transition to college through pro- expressing a personal action they would minutes each), two mathematics sections grams and services in college readiness and take upon their return home. These com- (25 minutes each) and one writing skills college success — including the SAT® and the mitments to action are ultimately what section (30 minutes). The fee for the 2013 Advanced Placement Program®. The organi- GIN is all about.  PSAT/NMSQT exam is $14. zation also serves the education community through research and advocacy on behalf of As one student said, “Bringing together The College Board is a mission-driven students, educators and schools. For further like-minded, passionate, ready-to-take- not-for-profit organization that connects information, visit www.collegeboard.org or action young adults enables intellectual students to college success and opportunity. contact College Board International, inter- exchanges and …enriches and expands Founded in 1900, the College Board was [email protected]. the knowledge base of the leaders of the created to expand access to higher educa- future. GIN conferences are integral in educating and inspiring younger genera- GINSING, afterwards. On the final day of the confer-  continued from page 36  ence, both the Middle and High School tions to act now.” student do so as participants stay connected online. GANGs developed plans and articulated Visit eDunia to read about the green roof Facebook, Twitter, Instagram, YouTube and their commitments to action. At SAS, project initiated by two Grade 11 students other online tools all played a part in com- High School GANGs wrote and pre- for the GINSING High School excursions. munication and sharing during the con- sented their Local Action Plans. Some ference and in maintaining connections even shared videos expressing their plans,

intered www.aaie.org 49

Remembering Alan Travers ~A Personal Tribute by Walid Abushakra

lan Travers served as the coor- with Alan. We spoke several times a week. dinator of educational services We would exchange ideas and update each at the Faculty of Education at other on placement issues, international Queen’s University for 33 years, education, ideas we had and other matters. retiring just last year. He had dedicated the Through these years of phone calls, we be- Amajority of his career to quality interna- came sounding boards for one another. tional education. He had a masterful talent for finding the perfect fit between quality hen he started the Queen’s Teachers’ teachers and international schools. It was Overseas Recruiting Fair, we would his passion. arriveW to a tiny airport without a terminal in the midst of a harsh winter, but Alan’s His sudden passing last month is a huge touch and impeccable organization made loss to our community of international the experience warm and pleasant and educators, but his years of work and dedi- that’s why it is now in its 25th year and go- cation have left an indelible impact that ing strong. It is truly a model for efficiency remains steadfast not only on international and organization and was an essential stop education but also on education in his na- for recruiters. tive Canada. He is quoted on the Queen’s and vision made him a great counselor. University website as saying: “I have always Alan would attend other international believed if teachers teach abroad and have education conferences such as AAIE. He When Alan was informed by Elsa Lamb that that experience, they’ll come back to Can- would never miss a seminar or a workshop AAIE was going to induct him into the Hall ada and be stronger teachers as a result.” and used to walk around with a pile of of Fame, he was taken by surprise. He was Alan truly believed that. Queen’s University resumes, for he knew humbled and touched with special apprecia- he would be asked for a candidate and he tion to Connie Buford for nominating him. I met Alan in the late 1970’s. I was in would without fail pull out a great fit from the early stages of establishing a quality his stash. He was recognized by AAIE on Febru- American school in Kuwait. A colleague ary 15, 2013 and inducted into the Hall of in Cleveland got me in touch with Alan I was one of the beneficiaries of Alan’s Fame. Two days later, Alan and I went to when I was looking for teachers late in the great work and insight. Alan singlehand- Chinatown in San Francisco for lunch. He summer. Alan arranged for some nine can- edly helped my schools grow and flourish was in good spirits and good shape and had didates to meet me for interviews in To- in quality and size with the good candi- no issue braving the hilly streets of the city. ronto. I drove from my home in Michigan dates he used to refer to me. He would in- He even walked again with Jane Larson af- to Canada with my wife and children to sist on visiting the schools where he placed ter we ran into her, while I declined. meet them. his teachers and paid us a handful of visits to the Middle East. Through his work, he We discussed his semi-retirement and Some time after, three superintendents of ended up visiting most countries of the opportunities that came his way. I knew American schools in Colombia made a trip world. That gives you a sense of his impact. where his passion was and advised him not to Queen’s University to interview candi- to be dragged back into a grind of a full Alan Travers was a man of unique qualities. dates Alan lined up for them.. Later on time work cycle. He said he wouldn’t. He Alan established his now prominent annu- He was extraordinarily kind, uniquely com- did not want to give up his relaxing morn- al recruiting fair in Kingston, Ontario, and mitted to his work and reliably wise. ings reading the morning paper. kept mentioning those three superinten- When Queen’s opened up the opportunity dents as his first foray into placing Queens Alan arrived home on the morning of of early retirement to all its staff a few years University graduates in overseas schools. Monday, the 18th of February, but home ago due to budget cuts, Alan chose to stay was not home for him without stopping by would always tell him that I came first, on. He said he would have missed dealing the placement office at Queen’s University. but he disagreed. Some time later, I got a with the students. He wouldn’t fail them. So he did. Icall from Alan saying: “Walid, you’re right. This was Alan’s life. He did what he loved You were the first.” He was that meticulous. hen his walking buddies called and he loved what he did. He went to the trouble to look it up and him Tuesday evening to schedule to be honest. I was proud to be the first, Alan retired last year, or more accurately, theirW daily walk, they received no answer. because I believed in him and the work he he semi-retired for he couldn’t completely They eventually found him the next morn- was doing. leave his love for education behind. His ing in his home in his easy chair with his greatest enjoyment came from advising the glasses fallen to his lap. He was reading the That phone call was one of countless ones I students in their career paths. His warmth Queen’s University News Bulletin. have had over the decades of my friendship TRIBUTE, continued on lower right  50 spring 2013 intered

WeRemember...

Editor’s Note: The policy of InterED is to limit notices of the passing of AAIE members and other friends of our Association to a limit of 125 words. Additional descriptions of their lives and honors can be found at the site indicated, if available.

ALAN TRAVERS HERMAN PENLAND lan Travers was a long time member of AAIE having been erman Penland, 81, began as Head of School in Karachi, inducted into AAIE’s Hall of Fame in a special award cer- Pakistan. He then moved to La Paz, Bolivia as the director of emonyA on Friday, February 15, 2013. He passed away peacefully, theH American Cooperative School for 20 years. After visiting Am- apparently while reading the Alumni Review of Queen’s Univer- bergris Cay (Belize), he and his wife purchased property planning sity, Kingston, Ontario. Alan had been the Coordinator of Career to retire there. At retirement, he purchased Southwind Properties. Services at Queen’s for over a quarter century. International school From real estate sales, his interest grew into development and he heads remember him as the organizer of one of the earliest and worked on plans for Belizean Shores Resort. He moved on to de- most successful recruiting fairs providing excellent young teachers velop Belizean Cove Estates and Coco Beach Resort. At age 80, for AAIE member schools. He just recently had retired from the he was involved in planning development of his current project, position he held for so many years. Venezia Del Caribe.

His successor, Elspeth Morgan, wrote: “It is with great regret that He is survived by his wife Linda, his five children, Marcee, Pamela, I inform you that Alan Travers, my dear friend and long-time col- Doug, Christi, and Katalina and three grandchildren Jake, Cole, league, passed away on Wednesday, February 20. Alan played his and Jonathon. game of hockey at noon, as he has done for as long as I have known him, then dropped in to see us in the office, and then went home. DAVID WEINSTEIN He was found the next morning by his two best friends, in his easy chair, with his glasses on, with a copy of the Queen’s Alumni avid Weinstein, long time member of AAIE and a constant Review in his lap. Peaceful and gracious even at the end. He was so attendee at Annual Conferences, was Principal in two finan- excited and proud to have won the Association for the Advance- Dcial advisory firms, Paramount Financial and Philadelphia Finan- ment of International Education Hall of Fame award last week. cial. He has been an investment counselor to many AAIE mem- He told me that many people had been in touch, and I could tell bers and their schools, assisting with retirement planning, medical that he was very appreciative and humbled by everyone’s enthusi- insurance and other forms of investment advice. He was highly asm for his accomplishments.” respected for his knowledge and sage, conservative counsel in the application of both personal funds and school endowments. He In keeping with his wishes, no formal service was held. In lieu was a great teller of stories which went well with his well-known of a service, several small, private memorials and celebrations of sense of humor. He was a welcome addition to the functions of the his life will be held at appropriate times. [Editor’s Note: Please Annual Conferences over many years. see the personal memoir on the facing page, written by Mr. Walid Abushakra].

TRIBUTE, from left page 

I hope he was able to finish that bulletin. nternational education has lost a pioneer. We have lost a dear colleague and I have His life of 66 years ended suddenly, but it Ilost a cherished friend. I will always think ended at a time when he was fulfilled. He of our talks, his wise words and our camara- had accomplished all he had set out to do. derie and joint dedication to international He felt truly honored by his Hall of Fame education. Alan had a lasting impact on my induction and truly deserved it. schools professionally and on me person- ally. I am sure those of you who knew him My consolation is that he went away happy. feel the same. I really hope he finished reading that bulletin, because I know just how much he loved Dr. Walid Abushakra is the Chairman of Queen’s. I am also consoled to hear from ESOL FZ and Superintendent of ESOL Elspeth Morgan that they had received Schools. [email protected] hundreds of emails about Alan’s passing. The impact he had is amazing. intered www.aaie.org 51 Please join us for our future events!

48th Annual AAIE Conference February 6 - 9, 2014 Westin Copely Place Boston, Massachusetts

Summer 2013 AAIE Institutes Translating Brain Research into Effective Language and Literacy Instruction Consultant: Dr. Virginia Rojas Reach and Teach All Students: How to Address Diverse Educational Needs Consultant: Dr. Yvonne Bui Meeting the Social and Emotional Needs of Students in International Schools Consultant: Dr. Pamela Ward Monday, June 24 - Friday, June 28, 2013 Nova Southeastern University, Davie Campus Fort Lauderdale, Florida

Details and registration at www.aaie.org

52 spring 2013 intered