december 2013 newsletter · lee crockett literacy is not enough: 21st century fluencies for the...
TRANSCRIPT
December 2013 Newsletter
2014 Calendar of Events
Event Location Date
AASSA Board Meeting Atlanta 4:00 pm, December 3, 2013
AASSA Business Meeting Atlanta 5:30 pm, December 3, 2013
Latin American Leadership Institute:
Implementing the International Schools’
Teacher and Leader Evaluation Systems
(pre-conference)
Atlanta December 2, 2013
Latin American Administrators
Conference Atlanta December 3-5, 2013
AASSA Recruiting Fair Atlanta December 5-8, 2013
Margaret Sanders Scholarship
Applications Due to AASSA December 6, 2013
VANAS Conference Carabobo January 17, 2014
Math Specialist Institute Brasilia January 25-26, 2014
AAIE Annual Conference Boston February 6 – 9, 2014
AASSA Global Citizen Award Deadline March 1, 2014
AASSA Educators’ Conference
Registration Deadline March 1, 2014
AASSA Educator’s Conference Sao Paulo March 19 - 22, 2014
2014 – 2015 Events
AASSA Business Managers’ Institute Miami July 21 - 23, 2014
AASSA Board Meeting and Planning
Session Miami September 16 & 17, 2014
AASSA Governance Conference Miami September 18 - 20, 2014
AASSA GIN Conference 2014 Buenos Aires October 31 – Nov. 2, 2014
Latin American Administrators
Conference Atlanta December 1 – 4, 2014
AASSA Recruiting Fair Atlanta December 4 - 7, 2014
Innovate Conference (Graded School) Sao Paulo March 4 – 7, 2015
AASSA Educators’ Conference Curacao March 26 – 28, 2015
From Your Executive Director
As we approach the holidays and the midpoint of another academic year
(hard to believe!), it’s fulfilling to look back on all that has been accomplished so
far this year. We have held successful and well-attended Business Managers’
and Governance Conferences; offered our third annual GIN Conference kindly
hosted by the American School of Quito; the American School of Brasilia hosted
both a Math Specialist Institute and an institute on Planning Instructional Equity
for English Learners Using Differentiation and Scaffolding Tools; AASSA will soon
hold what promises to be the largest Recruiting Fair to date; a Google Summit
was offered by the American School of Rio; AASSA held a Leadership Institute
on evaluation led by Dr. James Stronge for both AASSA and Tri-Association
members; and we finalized shipments to a record 27 schools that use the AASSA
Purchasing Service.
The second half of the year promises to be equally robust with the launch of a
new purchasing season, the annual AASSA Educators’ Conference hosted by
Graded School in Sao Paulo, the Venezuelan VANAS Conference, and the
planning for all of next year’s events.
From the AASSA staff (Esther, Marie, Arianna, Miriam, Terri and Alex) and yours
truly, thank you for your support. We wish you all the best for the holidays and
the New Year.
Our Office Holiday Break
The only time of year that our office is closed for more than a couple of days at
a time is the Christmas-New Year period. We will be closed from December 16
through January 5. While I will be on email, I am also looking forward to a bit of
a break from the ever-present electronic “tether.” My hope is that you will take
a well-deserved break and know the AASSA staff will be doing the same.
In Memorium
Joe Houston Walker – Educational Leader and Human Being
It is with profound sadness that I share with you the fact Joe passed away on Tuesday
afternoon, October 8th, 2013, at the Tucson Medical Center in Arizona.
Upon his return from a recent trip with his wife, he was taken ill and was hospitalized.
Medical personnel discovered he had contracted two viruses; which, due to the
weakened state of his immune system from radiation and chemotherapy, he was not
able to overcome.
Joe and Lizz served the international school community with distinction and passion for
38 years at Colegio Jorge Washington in Cartagena, Colombia; Costa Rica Academy
in San Jose, Costa Rica; the American School of Las Palmas in the Canary Islands,
Spain; the International School of Curacao, in the Netherlands Antilles; Colegio Nueva
Granada in Bogota, Colombia; the International School of Curitiba in Curitiba, Brazil,
and Colegio Internacional de Carabobo in Valencia, Venezuela. Joe retired in June of
this year from Colegio Internacional de Carabobo after nine years as school head.
Joe has been described as gracious, welcoming, honest, sincere, empathetic,
honorable, kind, courageous, as a leader, and a role model for both staff and students.
He inspired those around him and created a sense of community. I found the fact Joe
truly cared about others his greatest quality. Those who knew and were able to work
with Joe were certainly the better for it; and he will surely be missed by us all.
In lieu of flowers or donations, the family requests that schools continue with their
humanitarian and community services efforts, which were always very important to Joe.
Lizzbeth Walker may be contacted at: [email protected]
Congratulations
to the New AASSA Board
Board elections were held at the annual Business Meeting of the Association in
Atlanta. The newly-elected members of the Board are Catarina Song Chen and
Gregory Hedger, both of whom are new to the AASSA Board.
Officers were then elected by the Board, resulting in the following Board
structure for the period from December 2013 – December 2014:
Barry Dequanne, President
Gregory Hedger, Vice President
Bill Pearson, Treasurer
Mike Martell, Secretary
Susan Williams
Catarina Song Chen
I would like to recognize both Phil Joslin and Steve Herrera for their dedication to
AASSA and the work of the Board. Each has completed two terms totaling six
years on the Board: Phil has served as President and Steve as Secretary
throughout. Both have been instrumental in the continued development of
AASSA and the smooth working relationship we have all enjoyed.
I would like to publicly thank the Board for their leadership, support and the
essential role they have played in the growth and development of AASSA. It’s
no exaggeration to say I have the best board in the world!
Welcome!!
Our New Member Schools
Invitational Members
Saint Joseph School, Dominican Republic (IM)
Freeport Mining Schools in South America (IM)
…And our Newest Associate Members
Carolina Biological Supply Co.
Curriculum Associates
Deporte Conex
EduChange, Inc.
Merriam-Webster
Search Associates
ASCD Discounted Rates
A contractual agreement has been signed between ASCD and AASSA whereby AASSA
member schools receive substantially discounted rates (50%) on ASCD online course
offerings.
Please go to www.ascd.org/AASSA-pdonline (case sensitive) and enter the discount
code Z111 at checkout.
Upcoming AASSA Conference News
2014 AASSA Educators’ Conference at Graded School in Sao Paulo
The conference overview is posted online at: http://www.aassa.com/page.cfm?p=428
Register online by March 1, 2014 at: https://www.aassa.com/page.cfm?p=666&LockSSL=true
Conference Hotels: There are 9 Conference Hotels and the reservation deadlines are early (they range from
December 18 – February 20th
. RESERVE ASAP: http://www.aassa.com/page.cfm?p=433
………………………………………………………………………….
The Conference-At-A-Glance
Pre-Conference Institutes
A. Two-day institute with Jason Ohler:
Getting in Touch with the Digital Storyteller Within: Creating Powerful New Media in the
Classroom Across the Curriculum Using Free Tools
B. Two-day institute with Judy Willis:
Powerful Classroom Strategies from Neuroscience Research
C. Two-day institute with Dennis Klumpp:
AdvancED's ASSIST Platform: A Hand's On Practicum
D. Two-day institute with Sheri Stice for PE Teachers/Athletic Directors
NIAAA Athletic Certification Course
E. The College Board will offer two-day AP training institutes as follows:
Pre-AP Strategies in Science: Inquiry-Based Labs & AP Biology: Transitioning to Inquiry-Based
Labs
AP English Language and Literature (combined)
F. Two-day institute with Charles Mitchell of Seton Hall University:
Recharging Your Physical, Emotional, and Spiritual Battery
(Sponsored by Seton Hall University)
G. One day institute with Lee Crockett:
21st Century Fluency Institute
H. WIDA beginner to intermediate training:
Introducing WIDA Standards and Assessments for English Language Learners
I. One day institute facilitated by CIS:
College Counseling Institute for High School Counselors
An Overview of the
Main Conference
Keynotes
Lee Crockett Literacy is Not Enough: 21st Century Fluencies for the Digital Age
Jason Ohler New Media, New Students –New Literacies, New Citizens
Judy Willis
Constructing Concept Memory Networks for Enduring Understanding,
Transfer, and Creativity: From Neuroscience Research to Classroom
Strategies
Main Conference Featured Presenters
Lee Crockett: Solution Fluency for Real-World Problems
Beyond Text to Media Fluency
Doug Fisher: Better Learning Through Structured Teaching
The Purposeful Classroom
Going Beyond Feedback to Feed-Forward
A Formative Assessment Action Plan
Michael Furdyk: Becoming a Future Friendly School
Take Your Classroom Global with TakingITGlobal for Educators
Zach Goncalves Innovation in Teaching and Learning with iPad
Jason Ohler: Transforming your Classroom Using New Media – Tools, Assessment,
Social Media
Digital Community, Digital Citizen – Leading During a Time of Extreme
Change
Russell Robinson: Music Teaching in Today's International Schools: Making Quality Music
Regardless of Quantity!
Best Practices in AASSA Music Programs
Creating Poetry and Songs to Teach ANYTHING!
New Materials and Music for Music Teachers
Silvia Tolisano: Modern Skills, Literacies & Fluency
Building a Personal Learning Network
Upgrade and Amplify your Curriculum
Jeff Utecht: Flipping Your Classroom (Reverse Instruction): Getting Started with the
Flip
Google Apps in the Classroom
Building Student Centered Blended Learning Environments
Judy Willis: From Neuroscience Research to Classroom Ready Engagement
Strategies for Attention, Motivation, and Mindset
Teaching for Construction of Durable, Long-term Concept Memory
Networks with Knowledge that Transfers
Recently-Held Conferences
AASSA Governance Conference
“From Good to Great”
Our second conference of the year, the Governance Conference for School
Heads and Board Members, was attended by a record 100 participants from 37
schools as well as 12 associate members. Teresa Arpin, Susan Hintz, Claudia St.
John, and Charles Norris from Transformation Systems facilitated both the Pre-
Conference and Main Conference sessions.
Next year’s conference will take place from September 18-20 and will be
facilitated by Mina Merkel. Information will be forthcoming and registration is
scheduled to open in April.
AASSA GIN Conference 2013
The GIN conference at the American School of Quito was a great success. We
had 235 students and advisors from 22 member schools and 3
non-member schools in attendance. In addition, an impressive
team of 95 students from the American School of Quito worked
the conference.
…………………………………………………………………………….
Announcing the 2014 AASSA GIN
Conference
Lincoln School, Buenos Aires
October 31 – November 2, 2014
……………………………………………………………………………
Student Scholarships and Awards
Margaret Sanders Foundation Scholarship
Application Deadline: December 7th
Margaret Sanders, long-time friend of American/international education
through her association with Walsworth Publishing Company, established a
scholarship fund, the Margaret Sanders Foundation, to help graduates of our
schools attend college. Over each of the past four years, AASSA students were
selected as recipients.
Four scholarships ranging in value and to be decided by the overseeing
foundation are awarded each spring to graduating seniors at international
schools who demonstrate persistence, motivation, resourcefulness, and
acceptance of other cultures and points of view. Attendance at a 501C (non-
profit) university is mandatory, academics, educational and vocational
aspirations, financial need and involvement in journalism are also considered in
the selection process.
Each regional association ultimately chooses one candidate for consideration
by the Margaret Sanders Foundation. Each AASSA member school may
nominate one candidate, whose application must reach AASSA by Friday,
December 6, 2013. Any applications received after this date or that are
incomplete after December 7th will be disqualified.
Instructions and the application forms are available on the AASSA website at:
http://www.aassa.com/page.cfm?p=384
AASSA will then select a maximum of one student from our region and forward
that student's papers to the United Way Foundation. Recipients will be
announced at the AAIE Conference in February.
AASSA Global Citizen Award
(Sponsored by TIECARE International)
The AASSA Global Citizen Award sponsored by TieCare International recognizes
a student or group of students selected from AASSA Member Schools in good
standing that has made exemplary contributions through a school and/or
community-based service program which has led either to: greater
international understanding, positive local or global change, addressing a
global challenge, or changed lives—thereby setting an example for us all.
Each award may be up $1,000 with funds going directly to the school for
delivery to the project or charity in the name of the student(s) involved with
TieCare International’s sponsorship. The recipients of the award will receive a
certificate from AASSA recognizing their achievement.
Eligibility:
There may be only one submission per AASSA member school each year.
The project must be the work of the student(s).
Student applicants may be in any grade and must be able to clearly
demonstrate the following award criteria:
Commitment to at least one program or undertaking which demonstrates
exceptional involvement as a global citizen
Involvement in meeting a legitimate need
Actions that have led to greater international understanding, local or
global change, addressed a global challenge, or changed the lives of
people in a lasting and meaningful way
*Note: This award is not meant as recognition of academic achievement nor
will students be considered based upon the sheer number of activities in which
they are involved. It is, rather, recognition of an outstanding contribution to an
organization, project or charity as described above.
Application Process: Please visit the AASSA website for details of the process:
http://www.aassa.com/page.cfm?p=618
The deadline for submission of all items is March 3rd. Any applications that are
incomplete or not submitted on this date will not be considered.
PROFESSIONAL DEVELOPMENT FOR MUSIC PROGRAMS IN BRAZIL
In November, with the assistance of the US Office of Overseas Schools, Dr. Russell Robinson,
Professor and Head of Music Education at the University of Florida provided professional
development for music teachers and programs at the American Schools of Rio, Belo Horizonte
and Brasilia. Robinson is an international music consultant and presenter and his data has shown
that if schools raise the quality of the music programs, they raise the quality of the whole school.
He typically spends two days at the school, observing Pre-K through 12 music programs and
working in the classrooms with the teachers and students showing “creative teaching techniques”
to create student interest and maximize their musicianship. Robinson’s on-site professional
development has been welcomed and well-received from music teachers and schools
administrators who have participated in this opportunity. Following the visit, the school is
provided with a comprehensive summary and recommendations report regarding curriculum,
staffing, and resources. There will be follow up to this professional development as a part of the
AASSA conference in March in Sao Paulo.
Dr. Robinson with members of the EAB Jazz Band and their teacher, Valerie Terman
Dr. Robinson and members of the GleE AB with their music teacher, Celiane Junker
From Left: Jason Baxley, Upper School Coordinator; Ruth Pesses, Lower School Coordinator; Dr.
Robinson and Catarina Chen, Head of School at EABH
Dr. Robinson and “young conductor” at EABH
Thanks to Our Highest Level Sponsors
In addition to annual grants from the U.S. Department of State Office of
Overseas Schools, we would like to thank our greatest contributors for having
attained the following levels of sponsorship for the year to date:
*PLATINUM LEVEL*
Seton Hall University
TD Bank
TieCare International
*SILVER LEVEL*
International Schools Services
SUNY Buffalo
The College Board
Articles for the next Newsletter are due by March 3rd
.
And now on to articles kindly submitted by our schools…..
High Noon
Posted by Barry Dequanne
American School of Brasilia
How do you inspire a generation of students to make a difference? Simple – publish a
book that details the problems of the near future students will face, while underscoring
the importance of immediate action. This is just what Jean-Francois Rischard, a
Luxembourgian economist, did through the 2002 publication of his seminal book, High
Noon: 20 Global Problems, 20 Years to Solve Them. Though he probably did not realize
it at the time, his book has served as the catalyst for today’s student-led Global
Initiatives Network (GIN).
GIN was founded on the belief that the future belongs to the youth and that complex
problems require creative and comprehensive solutions, which can only be realized
through effective communication and cooperation. The purpose of GIN is to empower
students to collaborate locally and globally to find solutions to the most pressing global
problems we face today.
Last week, a team of EAB students and advisors traveled to Quito, Ecuador, to
participate in the South America Quito 2013 GIN Conference and work with other
students towards finding solutions to the challenges outlined in High Noon. While Jean-
Francois Rischard could not attend the conference, he did send a video recording to
share his most recent thoughts associated with our global challenges. Mr. Rischard
frames our future using the modified Dickensian phrase, “it will be the best of times and
the worst of times”. While his work as the World Bank’s vice president for Europe from
1998 to 2005 provided Mr. Rischard with a unique perspective on the future, I do hope
he is wrong about what will constitute the “worst of times”, as outlined in his video.
It is my optimistic belief that the “worst of times” will be avoided, not due to a naive,
Pollyannaish view of the future, but rather through the conviction and actions of
organizations, such as GIN, that support and empower students to make a positive
difference. As Margaret Mead states, “never doubt that a small group of thoughtful,
committed citizens can change the world; indeed, it’s the only thing that ever has.”
At last week’s GIN conference, a “small group of thoughtful and committed EAB
students and advisors” contributed to the collaborative dialogues towards solving
societies greatest challenges. Our students, buoyed by EAB’s whole child education,
which focuses on leadership and environmental stewardship, arts and activities, and
academic excellence, represented our community at the highest level of
achievement. From EAB Goes Green to the Eduartes program, a student initiative to
provide Brazilian public school classes with arts education, EAB’s students are applying
their leadership skills in an effort to solve both local and global problems.
It is true that the road ahead is fraught with challenges and the end of Mr. Rishard’s
twenty-year window is fast approaching. However, it is possible for the “best of times”
to still be before us through the concerted efforts of adults in conjunction with the
realization of whole-child educational programs and the support of important
organizations, such as GIN, where students are empowered to affect positive change.
True Ardor or
The Dreamers of Tomorrow
Carlos Sevilla, Grade 11 Student
American School of Quito
This past Friday, (God, as if I knew when this will be published) I had the spectacular honor of visiting the
Global Issues Network Conference, or as most came to know it or at least here it is known: the GIN
conference, A gathering of nations at our doorstep to discuss the issues mentioned in Jean Francois Rischard’s
book, High Noon: 20 Global Problems, 20 Years to Solve Them. The event, in all its grandeur, was a spectacle
to behold, a testament to the passion for knowledge our school may sometimes lack, put into practice,
becoming quite a miracle to witness.
If there is any way to truly describe this great reunion of minds is that it was civilized, mindful, inspiring and
most of all real, a gathering of students who give importance to knowledge. As I observed, there was a very
real fascination with what was being done, with the speeches, with the projects, with the issues, as Jasmin
Akhavan from Brazil put it, “I wanted new project ideas to take to school, because we’re seniors now. It’s
kinda our last chance to do something worth… doing.”
Our international guests began by separating into small mixed groups dedicated to
discussing and solving each of these 20 issues, which included such problems as Carbon
emissions and Glacial melting. Issues that we, here in Ecuador, are all too familiar with.
Coupled with these meetings, an assortment of keynote speakers, going from Ecuador`s very
own Randy Borman, to David Poritz from the States, were given the chance to regale us with
their own exploits and inspire our own, when the time comes. Then, invested in the true
spirit and dedication of the affair, our diverse guests where given a chance to present their
own accomplishments and dreams, not dismissing our own enterprise, which, and I say this
with quite reserved and awkward pride, did a fantastic job.
If there was any criticism I would have with the GIN conference,
it would be that I almost missed such an inspiring event, one that
definitely took me by surprise. It simply was nothing I had seen at
our school before.
It was not only environmental concern.
It was not only people looking to get socialized.
It was not only people looking to feel important.
It was not only people looking to inspire.
It was not only people following what they feel is right.
It was our schools true potential, as if we all had passion for knowledge, and I seek to abase all who
missed it, or never knew it existed.
My only problem now will be trying to forget how dedication without criticism felt,
and I dearly hope I can take part in the next conference in Buenos Aires, and I, as
the Argentinian guests plainly expressed, “We wanted to get inspired and to get
other people inspired with it as well, back home.”
That is what I now hope to accomplish, that is what I want our school to have,
inspiration. And to become such dreamers that any of us could set the world right.
Jasmin Akhavan
from Brasil
People Unexpectedly Photographed
Argentinian Guests
“Shaping leaders with a HEART!”
Andrew Frezludeen, Director of La Sierra International School LA SIERRA INTERNATIONAL SCHOOL
Website - http://lasierrainternationalschool.edu.co
Nestled in the heart of the northern region of Colombia (in Valledupar), La Sierra International
School opened its doors on August 15th
, 2012 and is now in its second year, on a brand new site.
In August 2013, our new site has opened its doors, offering a K3 to a Grade 7 cohort. Many are
touting our school as the premier school in the city! Its international flair is a big part of that
reason!
La Sierra International School is a private, coeducational, English medium school which
highlights its curriculum with the IPC (International Primary Curriculum). Enrolment has
surpassed expectations, more than doubling from 65 students in the first year to 150 students in
the second year!
Although students learn French and Spanish,
English is the primary language of instruction. La
Sierra has a mix of qualified foreign teachers (from
the USA, Canada, France & Spain) and qualified
English speaking Colombian teachers.
La Sierra likes to vaunt about its great teaching
staff who work tirelessly to assist their students on
a daily basis. Our dedicated teachers have seen the
value of the IPC, in inspiring our students to become aware of the international & multicultural
sphere of the world and in embracing ecological appreciation. The students themselves will
admit to you that they have learned a great deal about the world (outside of Valledupar) since
August 2012. This gives our students a feeling of exuberance and a great sense of pride! Parents
report that their children are doing their homework on their own and are motivated to come to
school. La Sierra Parents also get a chance to partake in the international content which their
children learn. To enhance internationalism, each morning during our assembly we say HELLO
in 20 different languages. La Sierra students also work on instilling strong values such as
responsibility, trustworthiness, caring, respect, citizenship and fairness. Our students had the
opportunity to be the youngest group to attend the GIN conference, this past October, and are
continuing their efforts in community service projects which are linked to GIN.
It is truly a pleasure to witness the
interaction of the students with the teachers and
the students with their classmates. In our second
year, it has also been fascinating to watch the
tremendous growth in the skills and abilities of
our students! In the future we would love to
engage in some student exchanges with other
schools both in South America and abroad.
Some great things are happening at La Sierra!
Condors News in the Primary School
Colegio Roosevelt
Ximena Núñez del Prado
Primary School Technology Coordinator
"Quiet please, we are ready to record the news!" says a student
as he clicks the record button in Photo Booth.
- Silence for three seconds -
“Good morning, Condors! My name is Alex and my name is
Sophia. Today is November ...”
It is 1:15 pm and the fifth graders
have just finished lunch. They are
volunteering their recess time to
report and record the news for
Grades 1 - 5 for the following
morning.
We began this initiative in August
2013, just as the school year was
beginning. An idea brought to us
by our Associate Principal, Kristy
Csensich, was received
enthusiastically by the Primary Technology Team who organizes and helps produce the daily
news for the elementary school. Three months later, our students and teachers cannot imagine
starting the day without streaming the Condor News at 8 AM in every classroom. All students
expect to hear the cheerful jingle, to see our mascot the Condor and to learn the news from their
older peers in grade 5. It helps them all to know what is happening in the elementary and it has
brought us all together.
During the first month, we had teachers reading the news and we, the technology coaches,
worked on editing and publishing the videos into Weebly. We started with a very "homemade"
recording station in the Tech Lab, which only included a bulletin board decorated with the school
colors and logos. We soon realized that we could only record with teachers after school hours
due to the ongoing learning-noise in the tech labs, yet our goal was to have the students read the
news during the school day.
A month later, we moved our recording station to a nearby classroom, which was available and
was quiet during the upper grades' recess time. We proceeded to paint the wall our FDR-blue and
again we decorated with the logos and letters. At this point, the fifth graders were ready to be in
charge of most of the news process. We organized teams of four students each who had
volunteered to either report the news or record and process the video. Their new responsibilities
soon included:
● getting the news from the office
● preparing the poster with the reporters' names, tomorrow's date and tomorrow's birthdays
● setting up the laptop to Photo Booth (we use Macs) to record and connecting the USB
microphone
● managing the camera (in Photo Booth)
● reporting the news
● pointing at the poster to guide the reporters on what to report next
● putting it all away for the following day
Unfortunately, at this point, the students have limited time and are not able to produce and
upload the videos, yet we plan to implement this with them soon.
We began this initiative with no new or professional equipment. We record the news using an
old USB microphone connected to a MacBook Pro. Students read the news from a poster and
their slips of paper. We edit the video using iLife (iPhoto and iMovie). We reduce the size of the
video in Miro Converter and upload it into our Weebly.com webpage:
http://fdrpstech.weebly.com/condor-tv.html
We have plans for using an iPad teleprompter for
reading the news and plans for using higher
technology for lighting, recording and improving
the quality of sound. We have created a form in
our school's intranet, where students and teachers
can submit the news. Most of our entries,
however, are jokes submitted by students, which
our Associate Principal reviews and approves.
The daily newscast varies every day. We include the Joke of the Day and different videos or
images to support the news. Clubs, like the Student Council, produce "Be" messages on
important issues like placing backpacks in their assigned spaces, bullying or being caring friends
with new students. The "Be’s" have become common knowledge with all students since they
hear them every day: "Be Safe, Be Respectful, Be Responsible".
The Condors News has proved to unite the students into feeling that they ARE Colegio
Roosevelt. Coincidentally, this school year's theme is "We are Colegio Roosevelt!" in an effort to
foster a sense community and unity. It has favoured our internal communication and it has
allowed a means of expression for the 16 students who volunteered to participate. Go Condors!
Now we all identify with our school mascot.
Like every project, the Condors News needs a new creative and innovative touch every once in a
while in order for our viewers to maintain the interest. We are looking forward to additional
reports like "This Day in History" or other educational pieces that will air to keep the excitement
and the learning alive. All students begin their day with the final message of every newscast:
"We hope you have a great day, work hard and learn a lot!" Certainly, a great start to each day
for students and teachers!
The Elementary Condors News is coached by Anais Buckley, Magaly Mora, Ximena Núñez del
Prado and Carla Puppo.
Children of Haiti Project
Established February 2, 2010
COHP Bulletin, October 2013 (Vol. 1, Ed. 1)
“In the Face of Human Tragedy, Doing Nothing is Not an Option”
Dear Respected and Appreciated Friends of COHP:
The third school year of the COHP educational operations
commenced very successfully on September 2, 2013, in the Delmas
sector of Port-au-Prince, Haiti. So much of distinction during the
first two scholastic years has been accomplished at this beacon of
hope for a strong contingent of impoverished youngsters. These
amazing students will eventually graduate from high school under
the special auspices of the COHP international and US support
communities. Beyond the sound educational aspects of the
program peripheral vital assistances provided to our students
include impressive nutritional, medical, and psychological support
systems. So much of extraordinary substance at the COHP facility has materialized since the major earthquake
event on January 12, 2010. Yet, in reality so much, so very much, still requires serious attention. Without the fiscal
and spiritual contributions from our international school communities and other COHP unique friends, absolutely
nothing can be achieved.
The COHP Board is henceforth committed to everyone affiliated with the support for the COHP program to receive
regular up-dating for generic information three times per year (October, January, May). This streamlined
publication will provide brief narration overviews, photographs, and pertinent announcements. It is wished that
this informational vehicle will bring everyone closer to the nature of what COHP is impressively providing and to
convey in truth, that all benefactors of the program have special “pieces” of themselves uniquely residing in Haiti.
These contribution exposures result in support for some of the beloved young citizens within this beleaguered
nation to obtain a better quality of life through sound education and other forms of nurturing. Culmination of the
central phase of the program will result in our eventual COHP graduates providing effective leadership for others.
Recent Highlights: The Delmas Refugee Camp where COHP currently provides services has been substantially decimated. Most of the inhabitants have been displaced to other equally unenviable locations. Several of our students now travel (mostly on foot) 2-2 ½ hours one way--- yet, they invariably (and yes, amazingly) still arrive on time in order to enthusiastically receive their educational and nutritional nourishments.
We have been so very fortunate to have continued impressive
leadership from our indefatigable Director, Dominique Pierre, whose
presence keeps all features of the program together. She exemplifies
the true spirit of the “the little engine that could”! It would take an
encyclopedia to convey all the complexities with which she is daily
obligated to provide solutions in order to keep the program on an
even keel. This year’s entire support staff also demonstrates sound
commitments to the welfare of each of the students.
The full-day academic segment of the program for the students is rigorous. Achievement by our students is
favorably compared with strong local schools. An optional Saturday three hour reading enrichment program has
been incorporated this year with impressive attendance. Two extraordinary local/international style high schools
provide some of their most gifted juniors and seniors to assist with tutoring and mentoring twice per week. Several
older siblings and parents of our fulltime students who have never had the prior opportunity to attend school are
being provided with limited scope literacy, mathematical, and vocational (mothers-sewing) instruction. These
peripheral part-time opportunities help with the strengthening of our COHP family units and do not interfere with
the prime mission of the school which is to graduate the central core students.
Director’s Message: (abridged due to space constraints)
COHP is an inspiration for our entire region
Our eventual long-range graduates will strengthen our Haitian society and will contribute to a portion of the renaissance for our respected Haitian culture and values
The food many of our students regularly receive at school is the only food they will receive on many days
We hope to be able to replicate our type of strong COHP program at other sections of Haiti which constantly “cry out” for help since they have nothing educationally to offer their children
Miscellaneous of Importance:
A. Finances Contributions to COHP have ebbed due to the perceptions of some who view the plight of Haiti as “yesterday’s news”. We also respect that many of our supporters possess very worthy philanthropic avenues within their own “neighborhoods “. Yet, many associated with the beginnings of COHP spear-headed by TIE remember that this was the one program that the international school communities agreed to put forth as a united front. We hope that our long term benefactors and new supporters will be inclined to visit the COHP website at www.childrenofhaitiproject.org and follow the easy pathway for donations. With recent revenues being somewhat curtailed, we still need to fulfill our commitments to the children. Many thanks for your continued or new donation! Please be reminded that it costs approximately $2500 to support one full-time student per year. B. Silent Auction Please be aware that Elsa Lamb, Executive Director of AAIE, has kindly granted permission for COHP to sponsor another Silent Auction at the next AAIE Conference to be conducted in Boston during February 2014. All friends of COHP are encouraged to be creative and generous in soliciting/providing/ etc. special items to be eventually bid upon at the Conference. Please encourage others who are considerate with the welfare of COHP to do the same! Please advise in advance your donation prizes ASAP c/o Eva Carbonaro at [email protected] and/or utilize via phone at 508-790-1990 / 347-723-6001. C. International Conferences Arrangements have been conceived for COHP to be visible and active for fundraising and information purposes at
the forthcoming October 9 – 11, 2013, Tri-Association Conference to be conducted in Mexico City. We are
extremely grateful for Sonia Keller’s, the new Executive Director, encouragement and support. Last year we were
so invigorated by the fact that within this region 11 of the 15 Mexico ASOMEX schools committed to sponsor 1
COHP child! Opportunities at other international professional conferences will be soon announced.
D. Special Aspiration The current building which we currently rent is adequate, but possesses significant limitations. We have been
unexpectedly offered for purchase an intriguing, near-by large property which also contains a large solid/safe
structure. Perhaps there is an individual, family or corporation who/which would be interested in providing the
$295,000 - $325,000 required for the purchase of the land, creation of a field and extensive refurbishing of the
current building. The new envisioned building would permit badly needed new situations as our children mature
in size; green space (there are actual shade trees on the lot!); physical education; a decent culinary area;
technology; a couple of simple apartments for significantly needed external professional enrichment volunteers for
lengthy periods of time, (currently we have no place to have them safely reside); ventilated, larger classrooms;
toilets; enhanced security, etc. etc. We would consider naming a portion or the entire new facility on behalf of
the extraordinary donor as an individual, family, a child, a grandchild, or as a corporation.
If you are interested in this major donation proposal and wish to discuss the matter further, please contact Frank Anderson at 001-770-639-4600 or [email protected] We realize that this type of special one-time support is a “long-shot” or even “pie in the sky”. But, one never knows what can materialize, unless we dream! Closure: Thank you for your kind attention to all of what has been shared above. We are so very grateful for all types of support which you are in a position to consider and subsequently provide!
Investing in Technology Means
Investing in Teachers
By Lois Page, Mary Anne Mather, and Kevin P. Dwyer, Simply Teach Tech
Many educators noticed this recent Twitter post (shared below) and passed it on to others. The graphic it
points to, based on the work of Ellen Mandinach and Hugh Cline, makes the point that as teacher
confidence with technology grows, so grows the impact it delivers as a tool for student learning. Savvy
education leaders understand that meaningful professional development must be an essential element in
any technology plan—and not just training on how a tech tool works, but specific examples about how it
supports teaching excellence.
Via Twitter, November 2013:RT @principalspage Poster shows teacher confidence in #edtech. Admins:
crucial that staff get proper PD. http://t.co/yXdeAZA38P
Simply Tech Tech recently saw this understanding revealed first-hand in Mexico:
In a picture perfect setting—an historic Hacienda outside Mexico City—Simply Teach Tech met with
educators from more than 40 Mexican private schools. The beauty of the surroundings never faded, but
the purpose of the work soon took our full attention. We were there to help teachers effectively use
technology to support student learning. In some cases, the biggest challenge facing participants was the
limited technology available in individual classrooms. With that in mind, we shared hands-on activities
designed to model how technology can have big impact, even with limited resources.
We focused on a three interlinked ideas to frame the use of technology in the classroom: presentation,
collaboration, and assessment.
By focusing on purpose, rather than technology, we hoped that participants would leave with a strong
message that the technology is always secondary to teaching and learning goals and objectives.
The technologies available to teachers in many of the participating schools are a single computer, an LCD
projector, and Internet access in each classroom. Even in that context, there are many free and low-cost
technology tools and opportunities available that can enrich lessons and learning. Participants tried out a
sampling of these resources and discussed immediate applications in classrooms at all levels for
presentation, collaboration, and assessment.
First, we explored using Google Drive (http://www.google.com/drive/about.html), a powerful tool that
enables students to co-create and share documents at any time from any computer. For instance, students
can get instant feedback from peer collaborators on writing assignments and then publish their final
papers directly to the Web.
We helped each participant set up a free Symbaloo account (http://www.symbalooedu.com/). With
Symbaloo, teachers can readily organize and share website lists related to any content area or unit of
study. Students can use the teacher-created lists as project research references and study tools, or they can
co-create their own lists related to an assigned topic. Teachers can also use Symbaloo to generate and
share website lists for professional collaboration and peer learning.
Next we had participants join ePals (http://www.epals.com/#!/main) where teachers can virtually take a
class to the top of Mount Everest or to a beach in Florida to study marine life. Once session participants
saw the power of the ePals Global Community and the ease of communication through its safe, secure
email system, they were hooked on how simple it is to bring authentic learning into the classroom by
connecting with experts or sharing and comparing information with other classes around the world.
And one last activity had everyone buzzing with ideas. Most teachers, and even most students, have
access to a Smart Phone. We engaged in an animated discussion about how to take advantage of any
Smart Phone’s camera feature. We identified ways to use the Smart Phone to take a nature walk and
create a class photo journal, how to document family history, or how to create an electronic art gallery.
The ideas were creative and enticing.
Presentation
Collaboration
Assessment
The participants in our session were coordinators who work at multiple sites. Their discussions revolved
around how they could take an active leadership role to help teachers use these resources to serve the
unique needs of each of their schools—both in upper and lower school settings.
A coordinator of pre-schools instantly saw the benefit of using the digital camera, and a high school
science coordinator wanted to know more about using the technology resources to support a flipped
classroom model (http://www.knewton.com/flipped-classroom/).
Perhaps the greatest take-away from the workshop was not at all about the technology. These coordinators
came away understanding the need for sustained, hands-on ed-tech professional development for their
teachers. As one participant said, “Our school has just implemented iPads, but our teachers really don’t
know how to make the best use of them. This workshop opened our eyes to the need for training.”
For more ideas and specific examples of how to enrich lessons with even limited technology, see the
November issue (http://www.simplyteachtech.com) of INTERACTIVE, Simply Teach Tech’s electronic
newsletter.
If you are interested in receiving ongoing technology-inspired learning news, pointers to free and low-
cost technology applications, and ideas for how to integrate technology into classrooms in ways that
support high quality teaching and learning, take a moment to:
• Follow @simplyteachtech on Twitter (http://twitter.com/simplyteachtech).
• Sign up to receive INTERACTIVE, Simply Teach Tech’s free electronic newsletter that highlights tips
and techniques for interactive teaching and special offers and opportunities for learning more about
effective classroom technology use.
About Simply Teach Tech:
Simply Teach Tech is a team of professionals with decades of experience in teaching, training and
educational technology. Our goal is to work with schools to bring focus to the use of educational
hardware, software and services. We have deep roots in education and educational technology and have
worked with schools across the world. We enjoy sharing our experience and are ready to offer practical,
real-world insights that can be applied immediately.
We offer products from leading companies including Mimio Interactive Technologies, ePals, Adapative
Curriculum and Symbaloo. We support these products with in-school and online workshops as well as
providing a growing collection of on-demand resources available through our website.
Contact: Lynn Notarainni +1 617.388.4127
Library Vision for Learning
Mary Pierce
Escuela Campo Alegre
Late September found Librarians from around Venezuela, at Escuela Campo Alegre for two days
of professional development. We had a delightful opening session, via Skype, with Maureen
McQuerry (YA author of The Peculiars) and even got a preview of her new book, which will be
released in the spring.
Virtual, interactive sessions were an integral part of our program including sessions with Nick
from Teaching Books and Jose from Follett. Fellow librarians; Tamara Irons, Kris Feller and
Juan Facendo as well as ECA teachers Kerri Chan and Martin Cannon rounded out the program,
providing us with thoughtful insight and information to improve our Library programs.
We look forward to a similar professional development opportunity next year.
International Astronautical Congress:
Beijing, China
Margot Solberg (http://margotmania.blogspot.com)
Academia Cotopaxi, Quito, Ecuador
Lower School Teacher, NASA Endeavor Fellow
Education Consultant for the Ecuadorian Civilian Space Agency
From September 23 to 27 I had the privilege to present and participate in the 64th International
Astronautical Congress (IAC) in Beijing, China (see http://www.iac2013.org/dct/page/1). The IAC is an
annual event, held globally, in order to bring the top people in their
professional fields together for the purpose of promoting space
development for the benefit of mankind. This event includes the
publication of current space science research, the presentation of
technical sessions, plenary sessions, highlight lectures, technical visits, an
astounding exhibition and much more. On this occasion I was honored to
represent the educational sector of the following organizations: Academia
Cotopaxi, the Ecuadorian Civilian Space Agency (EXA) and the NASA
Endeavor Fellowship Program.
The paper presented for the educational sector of the technical sessions,
and co-authored with Ecuadorian astronaut Ronnie Nader, was titled,
“The Effects on Math Achievement and Self-Efficacy when Incorporating
Satellite Education in a 4th Grade Classroom.” The paper is an extension of
the ongoing aerospace activities which have been embedded into my
curriculum - when applicable to the educational standards being taught
at any one time - and with the goal of bringing authentic learning to the
school environment. Before initiating this action research project, a
literature review revealed that little has been published regarding the
implementation of satellite education research in the regular classroom.
Furthermore, review of the body of work to date revealed that the
undertaking of such an innovative approach to education would: address
the need to better prepare our students for 21st century expectations, satisfy the core objectives of the
US national math standards and Next Generation Science Standards (NGSS), implement research-based
teaching practices, and have positive impacts on attitudes towards math, science and technology.
The methodology of this project included the use of live weather satellite
downloads, made possible through the utilization of a virtual ground station in
the classroom, as provided by EXA. Throughout the school year, math lessons
utilized this real-time data when implementing – and adjusting as needed for
better implementation in South America - targeted math lessons developed
by NASA’s Weather Data Learning Center. Data collection was both qualitative
and quantitative, and the triangulation of this information included: student
and parent surveys, journal reflections, interviews, photographs, videos,
observations and math assessments (both standardized and internal). Analysis
of the data revealed that when authentic, satellite education was embedded
into the curriculum, students showed a notable increase in both their
attitudes and achievement in mathematics. Additionally, the media in both
the local and international community took an interest in this pioneering
approach to education.
As the educational consultant for EXA, the congress was also an opportunity to network and plan with
others; a position which has proven beneficial in
bringing the importance of science, technology,
engineering and mathematics (STEM) initiatives to our
school over the last 6 years.
Personally speaking, the highlights of the congress
involved many occasions where upon I was able to sit
next to, and converse with, astronauts, heads of
agencies, scientists and engineers participating in
cutting edge explorations.
As an example, at one moment Canadian astronaut, Robert Thirsk, was
giving me resources to learn more about tomato seed flown on the
International Space Station (ISS), and then I turn around and am able to ask
human space science researcher, Dr. Sutton, rarely known statistics
regarding Felix Baumgartner’s recent jump from the edge of space. As our
Lower School students had, at two grade levels, followed the myriad of
advancements of this historical jump - leading up to, during, and after this
2012 historic event (Felix even sent the students autographed photos!) – I
knew that our students would be very interested in learning more about
what Dr.Sutton had to say. If interested in viewing this specific example of how aerospace developments
can be incorporated into the curriculum, you can view the “Parachute Math…” student video on their
blog at http://msmargotsclass.blogspot.com/2012_06_01_archive.html.
Also worth sharing is that during one Highlight Lecture, given by a NASA’s ISS Program Scientist, Ecuador
was included on a slide that showed the 44 countries that have utilized the International Space Station
to date. What is important to be aware of is that Ecuador was included in this international presentation
because of the educational initiatives that Academia Cotopaxi has aboard the ISS…twice!
21st century learning experience with a
limited network is possible
Colegio Internacional Puerto la Cruz, Venezuela
Dan Larson-Knight
How do we as educators promote 21st century learning in
South American schools when the network connection is
anything but stable, reliable, or fast? This is the question that
our school has been continuously confronting since the school
year started in August. The solutions we’ve come up with are
complex to say the least. The technology team began by
identifying this as a goal for which we wanted to improve this
school year, but as with many goals, this isn’t something that
will improve overnight. So while our gear heads prepare
proposals on how to improve the situation, our students and educators strive to engage education
in an innovative manner. The results have been nothing short of inspirational. Through a shift in
our innovative team’s ideology, utilizing programs that don’t require an online component,
preloading materials for class, testing alternatives to wifi, maximizing the network that is
available, and networking with other educators, all while keeping a backup plan in our
metaphorical back pockets, we continue to strive to provide a 21st century learning experience
for our students.
Our innovative team has shifted focus to supplying opportunities for teachers to submit
applications that promote innovative directives in this regard. An example of this would be our
fourth grade class submitting an application for the Lego Mindstorm EV3 robotics technology.
This kind of innovative initiative embraces Science, Technology, Engineering, and Math
(STEM) education in the classroom, while not relying on a network connection. All while
playing with Lego? Awesome.
Utilizing programs that don’t require a connection has our third grade classroom producing
engaging lessons that deliver all six key stages of Bloom’s Taxonomy - Learning In Action. By
using programs such as, ‘Show Me’ in their 1:1 iPad classroom, they have had students
recording math lessons that have the students relating to math in a manner that is displaying
knowledge, comprehension, application, analysis, synthesis and evaluation, all within half an
hour per lesson.
Preloading materials for class puts the ‘pre’ in prep time at our school. Ensuring that videos are
downloaded as opposed to streamed is key in not bogging down our existing network. Staff has
been diligent in this regard, front loading videos before the school day starts, or downloading
them in their entirety overnight. Educating staff about online utilization has had a great affect on
the bandwidth we do have available, keeping it for research related browsing, and using our
Google apps for education.
Testing alternatives to standard wifi has also come with it’s successes. We have tested the using
of 3G networks through sim cards in smart phones and iPads to provide a hotspot instead of a
wifi connection with positive results. The most noticeable advantage of using 3G instead of a
wifi connection is that you are not reliant on who’s using internet in the next room. This geek is
currently in the process of writing proposals to move forward with an initiative to either have the
school; provide 3G capable devices to classrooms school wide, promote students to bring in
devices with 3G, or to have it be a requirement upon entry for the next school year, fingers
crossed.
Maximizing the network that is available is another aspect of being successful in delivering a
21st century learning experience to our students. Above and beyond the examples above, a key
component of maximizing our network is diligent communication between our technology team,
and our staff. In order for our systems administrator to be successful, staff must communicate a
lack of connection, or speed, so that he is able to assess the problem. The communication
between these two parties has been very productive thus far this year, and has lead to an
improvement in systems utilization.
The backup plan is, as you all know as educators, essential in our profession. But this is much
more apparent when trying to deliver a 21st century initiative, with a limited network. You must
be willing to be frustrated, in order to succeed. You must have plan B for when the network is
moving like a snail. Technology is great when it works, but enough cliches, more importantly I
wanted to take the opportunity to congratulate and celebrate the staff’s efforts in this regard. It is
really easy to throw the papers in the sky when technology doesn’t work, but it is the
perseverance of our staff that enables our students to continue to receive a 21st century
education. Daily this perseverance is necessary to be successful under this circumstance, and it
is applaudable the effort that is applied to this issue.
Networking with other educators is another essential aspect of this process. By utilizing social
media outlets in their entirety, our students and staff remain connected to the international
community. Sharing ideas, and initiatives online keeps our school cutting edge in terms of
utilizing the technology and network we have available to us. An example would be our students
being involved in projects that involve 14 countries worldwide researching for their global issues
network class. Another example is our staff tweeting internationally in multiple educationally
like minded groups. Being connected to the international community on a regular basis is
essential in striving to provide a 21st century education to students.
Through innovative thinking outside of the box, delivering a 21st century learning experience
with a limited network is possible, it occurs on a daily basis at CIPLC. It’s truly an art to be
innovative in this environment at times, but this isn’t an art one must create alone. Sharing our
experiences, successes, and ideas is what allows for success in this regard. Together we can
move forward towards discovering new and inspiring ways to engage our students. Start with
this connection, if you follow me, I’ll follow you. @danciplc
AASB Student Services Conference
Meghan Burns
American School of Brasilia
The American School of Brasilia (EAB) welcomed twenty-seven educators to the second AASB
Student Services Conference in September 2013. Following the first conference in Sao Paulo
last year, EAB offered to host the second conference. The Student Services Team worked with
counselors and learning support specialists from around Brazil to gather experts in their field to
learn and understand best practices associated with supporting students’ learning needs. The
guiding principle of the Student Services Conference is to share what we do and learn from each
other with regards to what we can do better. The goal of our student services team at EAB is to
inspire discussions and raise awareness of the tools and strategies available to student services
specialists while furthering discussions about how to best implement them within the context of
Brazil.
One of the most important topics for the Student Services Teams is what is legally allowed and
required to be done for students with learning needs in Brazil. To explore the issue further, a
two-hour session with EAB’s lawyers answering questions and providing examples of how the
law is applied and interpreted was organized. The conference also hosted a session with Dr.
Virginia Rojas, Differentiation Specialist, as she was spending the week with EAB faculty. She
was able to spend time with the group during the conference to increase our understanding of
how differentiation strategies can be utilized in schools.
Throughout the conference we worked in cohorts – job alike groups – to focus on best practices.
One participant stated, “The cohorts were a wonderful opportunity to understand what other
schools are doing and get ideas for our programs.” This was the purpose of the conference: to
gain insight into how others support students in their schools and understand how each of us can
do our jobs better. By way of modeling, EAB’s Leadership Team has focused on structuring
professional development opportunities that embrace the expertise of those within the school
community, which is how our conference was structured. While discovering new practices from
experts is extremely beneficial, the information our colleagues have to share was of particular
importance, especially as they are encountering the same challenges and frustrations. Finding a
peer with an inspiring idea who is willing to exchange emails can lead to fantastic conversations
which conclude with both of us incorporating best practices in our fields.
The 2014 AASB Student Services Conference is something I look forward to taking part in.
Sharing what works best as well as gaining useful insight from my colleagues, is an important
method of learning.
Meaningful “Family Connections” that
Support
Authentic Family Partnerships
Elizabeth Clarkson, Early Childhood Director
Colegio Menor Santiago de Guayaquil, Campus Samborandón
All schools committed to quality education will focus on including families in their
school culture. As a new campus in Samborondón, we wanted to develop that
relationship with families in an authentic way.
As a standard practice, most educators send home children’s work on a regular
basis and write positive comments on report cards. We wanted to truly connect
with families and show them we recognize and value their children for their
specific qualities, talents, interests, or preferences. With this goal in mind, we
developed the concept of “Family and Child Connections” in place of the generic
comments teachers often fall into the trap of using with all children. These
concepts and system of communications are specific and frequent, although not
necessarily lengthy. As in any quality relationship,
we always encourage families to share information
with the teacher to allow us to feel uniquely
connected to each child.
Family Connections include a piece of
information, suggestion of an extension to a
classroom activity, or prompt to help families
learn about their child’s day from their child. For
example, a teacher might email families “ask me
about what happened in the Jack and Bean Stalk
story” or “tell me about your science experiment
with the bubbles ” and include a picture.
Child Connections are unique to each child and are shared in a variety of
formats. A schedule is important to help teachers organize their time, but Child
Connections should highlight or focus more spontaneous learning moments and
teachers should be wary of trying to schedule them in advance. Several examples
include:
** A five year old class was searching around the school for different types of
plants. They planned to classify and then graph them. It was quite an unexpected
surprise to find this frog sitting outside the front door
on the door mat. The children were surprised, and
some quickly lost interest. Others tried to get the
frog to move by pushing it with their foot. Maria Paula
stepped in and warned her friends to be careful with
the frog, worrying the frog would be hurt and “run
away” from the school. The teachers took the
opportunity to talk about respect for all living things,
one of Menor’s six Character Count values. The teacher shared the experience
with Maria Paula’s mother during pick up and thanked the girl for her compassion.
Smiling broadly, her mother said she was proud of the daughter’s active voice.
* In a 4 year old class, Maximillio was singing for his friends. When asked about it. he wanted to talk with the whole group about his “favorite singer,” Andrea Bocelli, the Italian opera singer. The teachers wrote a note to his family, telling them about Max’s impromptu concert at school and his clear passion for the singer. The mother shared that Max and his grandfather have been singing together since Max was a baby. * In a three year old class, the teacher was learning to play guitar and often used the instrument during morning meeting. Luciana seemed particularly fascinated with its sound and strings. When the teacher shared Luciana’s intense focus, her parents encouraged the interest at home. After several weeks, Luciana’s father shared the picture below and says his daughter sits on the bed at home and sings all the songs she learns from school. Luciana also brings the guitar to school to play alongside her teacher.
We will continue to develop and refine this concept of family partnership, and are
greatly encouraged with the feedback from families in our first year. As one
family wrote in an email… “I see how much he “[Nico] loves his school. You make me feel like I get to share it with him.”
Fostering Student Leadership
in the Primary School
Starting a Student Council at Colegio Roosevelt
Sandra Vasquez and Maria Angela Novoa
The Elementary School Student Council
There must have been over six hundred shoes strewn all over the classroom floor. Sneakers,
high-heels, glittery sandals, running shoes, slippers and rubber boots in all colors, styles and
sizes. The collection containers were now empty and it was time to get organized.
“I’ve got a red slipper and a green tennis shoe,” yelled Nicole as she rummaged through the pile
looking to reunite the mixed-up pairs. “Red slipper, got it! Does anyone see tennis shoes? I’m
collecting a whole pile over here,” Gabriel answered, holding the slipper in the air. Their first
match. “Can you believe we’ve collected all of these shoes? It’s incredible!” Martina stated to
the Student Council members who were all working to organize the results of their week long
shoe drive.
Last April, the Elementary school staff at Colegio Franklin Delano Roosevelt, The American
School of Lima (FDR) gathered on a Wednesday afternoon to discuss creating new initiatives in
order to fulfill the school’s mission to empower its students to pursue their passion for learning,
lead lives of integrity and create socially responsible solutions. One of the new initiatives to
emerge was the creation of an elementary school student council. The idea was to encourage
more student involvement, improve communication between students, teachers and
administration and to foster leadership and responsibility in the students. The FDR Student
Council would also represent the voices, ideas and concerns of the entire student body.
How It Began
The first step was to come to a goals and
expectations of the Student Council would be.
As there was no formal student leadership
structure in place, we knew that in order to
succeed we would have to put an emphasis on developing
independence and leadership skills within the students. We decided that we would start the
program with fourth and fifth grade representatives. It was an open application process that
would be reviewed by the three Student Council Advisors and the administration. We asked
candidates to tell us why they would be a good fit for the council, what they hoped to accomplish
as a member and which PYP attitudes they possessed. We encouraged them to be creative with
their application by letting them represent themselves in whatever medium they chose. We were
amazed with the results. Students made videos, brochures, oral presentations and more to
communicate their desire to be part of the team. In the end, we decided that 22 students fit the
criteria for inclusion in the Student Council. After delivering the news to the candidates and their
parents we were ready to get started.
Getting Started
We agreed from the start that we wanted this to be a student lead group. In order to do that, we
believed that we first needed to set up a structure for success. At our first meeting, students
worked together to determine what their individual roles and overall council focus would be.
After settling on a weekly meeting time the students were tasked with creating a council logo and
setting up an Edmodo group to facilitate communication and the exchange of ideas between
members and advisors. Through this online platform they share surveys, videos they create,
possible topics for weekly meetings, praise, community news as well as jokes, funny pictures
and more. This has been the greatest tool to establishing and reinforcing our council community
and identity.
The Student Council
It was decided that the Student Council’s primary focus would be getting more involved with
community opportunities outside of the classroom.
Coincidentally, our school’s theme this year is “We Are
Colegio Roosevelt” which aims to bring the community
and all of it’s diverse members closer together. Although
the council has been together less than a year we have
still managed to spearhead a number of activities and
events, such as:
“Wannabe Day”
For our first activity, the student council members encouraged the student body to come to
school out- of-uniform and dressed as what they want to be when they grow up. They got the
word out through eye-catching bulletin boards, announcements and an online campaign. The
turnout was great. It was an incredible event with young artists, teachers, actors, scientists, vets
and explorers role playing throughout the entire day. The student council photographed the
participants and put together a slideshow that was posted on the school website and Edmodo
page. They also collected donations, 5 soles from each participant that was given to the local
firefighters of Peru.
“Condor New contributions”
This year the elementary school has also launched Condor News, a daily 4- minute student
produced video that details the announcements of the day. The Student Council has contributed a
number of short videos to encourage involvement and participation in community events such as
“Family Fun Night’ an event each semester that encourages reading. They have also started a
segment, ‘Joke of the Week’ which is a big hit with everyone. “Un Techo Para Mi Pais”
For the past four years the secondary school at FDR has been actively involved with Techo, a
nonprofit organization that mobilizes youth volunteers to fight extreme poverty in Latin
America. This semester the Student Council was approached by the secondary school student
leaders to get involved in an effort to increase
awareness and fundraising activities in the
community. As a result, the elementary students
agreed to hold an out-of-uniform day to collect funds
for the upcoming community build. Once again, the
council members wrote and produced a video to
communicate this message. This was a big step
towards helping to link the initiatives between the
primary and secondary schools.
“Share a Pair”
After the success of the Techo drive, the Student Council teamed up with Barbara, a
secondary student who had recently returned from a family trip to Huaraz, a small city in the
mountains of Peru. During her time there, she was shocked to see that many of the children she
came across were walking barefoot in cold and dangerous conditions. Once back on campus, she
decided to start a collection of slightly used footwear that could be donated to those that were
less fortunate. The Student Council members enthusiastically agreed to get involved and set
about creating an awareness campaign across the primary school that focused on not only the
need for footwear but also the risks of going barefoot in those conditions. They designed and
developed logos, eye-catching posters and an engaging and informative video segment for the
Condor News to maximize student participation. The results were astounding.
Success
“Look, it’s like a centipede going around the whole room,” Martina said with a laugh as all the
other council members looked proudly at their efforts.
There were 300 plus pairs of shoes neatly placed side by side ready to be packaged and delivered
to the people of Huaraz. What started as an idea had transformed into a community wide effort to
make a positive change in the lives of not only the unfortunate but the lives of the students
involved in the campaign.
Looking Ahead
The “Share a Pair” shoe drive, along with the other student lead initiatives to date have solidified
our belief in the power of student leadership. The council’s Edmodo page is alive with comments
and suggestions as to what we should focus on next. We have started planning and organizing a
primary school Field Day and are brainstorming ideas for our 100th day of school celebration. If
given the opportunity, structure and support young students can truly get involved in setting the
course of not only the school but their own learning. We are confident that this is just the
beginning.
Everyone here at AASSA wishes you and your family a joyful
holiday season and a Happy New Year!
