INSIDE
AUGUST 2012 P1 P1 P2 P5 P5
AISA-GISS in special African Summit Welcome Note! Connecting with Morning Glory International Independent Student competing at Olympics AISA 2012 Art Challenge Winners
P6 ISK is expanding! P7-8 Expeditions abroad P9 Robotics improves analytical skills P10 Transforming Words into Action P11 Welcome to new School Heads
P21 AISA welcomes new members P12 Nurturing Gifted “Digital Natives” P39 All about Accreditation P14 AISA expands and supports our CoPs P40 Poems from the American P15 Attention Deficit Hyperactivity Disorder International School of Lomé P16-17 Distorting Reality as a Good Thing in Art P19-37 AISA 2012 Detailed Information
Global Issues Network & AISAGISS come together in special African Summit By LeeAnne Lavender, International School of Kenya For several years, the international school community throughout the world has been buzzing about the Global Issues Network (GIN). And with good reason. It is a movement designed to empower students to become agents of change in our world, and it has been responsible for the stirrings of a powerful youth movement. In Africa, GIN has a unique twist, one that allows young participants to tangibly engage with service projects. In countries where poverty and many other serious global issues exist, the African conferences have a particularly powerful flair and flavor. Called the AISA-Global Issues Service Summit (AISA-GISS), these conferences are now in their fifth year and are gaining momentum at a tremendous rate. The African summits began at the International School of Uganda with a service conference in 2009. The success of this event led key teacher leaders to think about merging the service conference with GIN ideals, and AISA-GISS was formally born in 2010 at the American International School of Lusaka in Zambia. In 2011 the summit was hosted by the American International School of Mozambique in Maputo, and in 2012 at the American International School of Johannesburg in South Africa. The International School of Kenya (ISK) in Nairobi will host the 2013 summit, and plans are now in full gear to host an event that keeps growing bigger and stronger. The theme of the 2013 summit will be “Amani: One World, One Harmony”. This theme is particularly poignant as Kenya will be on the verge of a national election as the summit takes place. Given the post-election violence of late 2007/early 2008 in the wake of Kenya’s last election, this theme reflects some crucial local and national concerns. Of course, the theme also extends into major global issues, from environmental degradation to poverty and the digital divide. With the support of AISA, the ISK summit will take place from February 21 – 23, 2013. High profile keynote speakers, a plethora of panelists, and local experts from the United Nations (which has a major base in Nairobi) will help student participants understand more about global issues and about how they can become active participants in making our world a better place. It is anticipated that 200 students from all over Africa will participate, as well as 40 – 50 teacher advisors. For more information about the Global Issues Service Summit, please contact ISK (www.isk.ac.ke). For more information about the Global Issues Network movement, worldwide, please go to www.global-issues-network.org/.
Welcome!
Jambo
Recently I have been travelling quite a lot across our region. As I learn to say ‘hello’ to folks I am reminded of the incredible diversity that exists within our schools and our communities. In 2012/13 we intend to celebrate that diversity.
(NFI) Professional Conversation with the American International School of Johannesburg scheduled for March 14th-16th, 2013. In keeping with our need to recognize diversity, AISA will support a special strand for smaller schools, some in fairly remote locations, to attend the NFI. Details for all these events are available throughout this edition of AISA ConneXions and on our website.
Throughout the year we have a wide variety of professional development and community serviceopportunities available to our members beginning with our institutes and workshops during the October 2012 conferences in Johannesburg. We will also offer service learning opportunities for our students during the AISA Global Initiatives Service Summit in Kenya in February 2013, a number of performing arts and sports activities across the region, visiting authors, and school exchange visits. AISA will also be cosponsoring the Sixth Next Frontier Inclusion
I would like to take this opportunity to welcome our new school members (see page 21 for details) including the new Heads of School (see page 11), all the teachers who have come to live and work in Africa and our new Associate members. Those of us who have been here a while know how special the African continent is. I hope you will make a special effort to register on AISA’s myConneXions portal where you can join in professional conversations with your colleagues across Africa. I also hope you will have a chance to connect with us in person at one of AISA’s events. Please see our website for details.
Greetings from the Association of International Schools in Africa (AISA).
Sawubona Oli otya Molo Mhoroi
Jambo
AISA prides itself on being a community focused learning organization whose members actively seek out and share their knowledge with each other. As a result our online Communities of Practice (CoP) and AISA’s SchooLink services are fast becoming among the most popular we offer. If you or your CoP have ideas for articles for the next edition of AISA ConneXions or for workshop leaders please send them through to us.
na nga def
ete-sen
Bom Dia
i-ni-cheh ee-bow-lah-chee teanastellen Lumela Kawula Bonjour salaam aleikum
Bonjour
For now, on behalf of the AISA Board of Directors and staff, I wish you a successful year, filled with much joy and diversity.
sannu Dr. Peter Bateman Executive Director
meeng-gah-bou
teanastellen
Association of International Schools in Africa • P.O. Box 14103-00800 • Peponi Road • Nairobi, Kenya Tel: +254 20 269 7442 or +254 20 8076067 • Email: info@aisa.or.ke • Web: www.aisa.or.ke
Connecting with Morning Glory International Interesting moments from the just ended academic year
By Micahlord R. Lamptey, Head of Sixth Form- Morning Glory International School Hello AISA Connexion Readers, welcome to a brief story on Morning Glory International School (MGIS). As an institution of International learning, MGIS has consistently provided quality education to a diverse student make-up in Cote d’ivoire. These students, over the years, have come from well over 35 different countries. Morning Glory International school has achieved growth in all aspects owing to continuous structural and instructional improvements. This growth and development has led to turning a small place of learning into an educational complex with up to date facilities and an alumni of graduates learning in some of the best universities in the world. MGIS has a very excitingly busy academic year as teachers balance academic benchmarks with extra-curricular fun activities essential for the holistic development of students. The just ended year was no exception. In this edition of connexions, we will share with you a few of the key events that took place during the 2011/2012 academic year.
International Peace Quilt Drawing Against the backdrop of recent political happenings within Cote d’ivoire, our students started off the year with a first time participation in the International Peace Quilt Drawing Project. Students at MGIS participated in this year’s International Day of Peace by expressing their voice, in a drawing with a message: ‘we all wish for peace because it is the key to a better world.’ This wish could not have been more relevant as many of our students have witnessed first-hand what a world without peace looks and feels like. In the heat of the political unrest that followed the disputed electoral results in this country, a bloody war ensued which shook not only buildings and strong holds but the fragile minds of the young. This awoke them to a new reality and they were eager to express themselves with a drawing to the peace quilt. The moment of drawing was marked with solemn excitement. Their final work, which made it to the organizers and was highly appreciated, is reproduced here for the wider AISA Connexions family. Their collective hope is that never again should such acts of torment be visited upon this land and the world at large.
Launch of School Journal by the Writers and Debaters Club Another key moment of excitement in the year was the launch of the School Journal by the members of the Writers and Debaters club. They called it ‘L’ecolier,’ French for ‘young student,’ and they worked hard in diverse positions and roles to see the first edition successfully launched. The Journal publishes under the motto; ‘Our Experiences, Our Stories’ catalogues key moments in the school year in pictures and writing and gives students the opportunity to share their thoughts on the countless topics that come up every day both in school, at home and in the society at large. The journal was highly patronised by students and teachers alike with immediate demand for a next edition coming from all directions. This request was taken up by the members of the club as they set to work on the next edition.
A happy Grade 10 student taking time out to read her copy of the journal (above). The editorial team for the School Journal; all senior high school students, and the club patron (left).
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World Maths, Science and Spelling Day marked at MGIS This year’s participation in the global event was bigger and intense than in previous years and, with the inclusion of spelling and science categories, there was something for everyone. The day is fast becoming a traditional calendar event on the school’s agenda. In this vein, it receives the same level of excitement and anticipation that precedes the celebration of events such as International Day (UN Day), Dear February, Sports week and End of year Graduations. MGIS adds another twist to the day; the school organises its own in-house Maths, Science and Spelling competitions from Primary school through to Senior High School. Participants receive certificates and gift awards. This is what gets the whole day really charged up as student work hard to prove themselves able in performing blinding mathematical, science and spelling feats. There were more interesting events, including a Kindergarten Graduation attended by the Prime Minister’s wife and the Ambassador of South Africa to Cote d’ivoire (H.E Mr Vusumuzi Sindane). There was a speech and prize giving event at which students received awards for all the work they have been doing in the year; there were visits to Orphanages and participation in diverse forms of community service; a book fair and more. MGIS had a handful of a year and plans for even more in the coming years. Here are some few pictures from activities that happened during the year. We wish all AISA Schools and members a happy summer break and a great time in the coming year.
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World Maths Day: Some Grade 4 Participants
End of Year Celebrations Primary & Secondary: Primary School Choir
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Independent Study High School Student to Compete At London Olympic Games By Katelyn K. Ideus - Assistant Director of Marketing, Extended Education & Outreach The University of Nebraska-Lincoln Independent Study High School (ISHS) is proud to support talented students all over the world as they pursue their academic and personal goals.
Chloe Sutton who will be representing the United States at the London 2012 Olympics
One such student is Chloe Sutton who will be representing the United States at the London 2012 Summer Olympic Games. This is Sutton’s second trip to the Olympics where she will be swimming the 400-meter freestyle. She qualified for the U.S. team with a swim of 4:04.18, a personal best. Her 2008 performance at the Beijing Olympic Games landed her in 22nd place in the 10k open water swimming marathon. She is the first American swimmer to make an Olympic team in both pool and open water events. Growing up in a military family, Sutton moved around a lot. Training became a challenge and she often found herself switching coaches, teams and teammates. Added to this was the pressure of balancing her schoolwork and being an elite swimmer. Sutton and her family turned to ISHS to accommodate her demanding schedule. The flexibility of the online high school program allows Sutton to train and travel for competitions. “It has been an amazing experience being a part of the UNL ISHS program,” Sutton said. “The flexibility helps me be a better athlete. I am thankful to have such a great education from such a great school.” For more information about the flexibility and academic excellence ISHS can provide students and schools, please visit highschool.unl.edu or contact Charlotte Seewald at cseewald2@unl.edu.
AISA 2012 Art Challenge Winners The AISA Art Challenge is a new AISA project that seeks to foster and strengthen the connections amongst students in our member schools through art. AISA received 66 wonderful submissions and finally had to expand the finalists from 12 to 14 as initially planned. AISA congratulates the all winners; each has won an I-pod!
AISA congratulates the following students whose art will be published in the 2013 AISA Calendar: 1. Natalie Laurel, Age: 17 years, Rosslyn Academy - Kenya 2. Arielle Ayotte, Age: 12 years, Rain Forest International School - Cameroon 3. Chloe Pinney, Age: 13 years, Khartoum International Community School - Sudan 4. Damilola Aiyenuro, Age: 9 years, Grange School - Nigeria 5. Ha Yeong Kim, Age: 17 years, International School of Uganda - Uganda 6. Kammonke Obase - Wotta, Age: 13 years, Surefoot American International School - Nigeria 7. Kayleigh Dekoker, Age: 11 years, International Community school of Addis Ababa - Ethiopia 8. Kimberly Epee Ngando, Age: 11 years, International School of Dakar - Senegal 9. Omilabu Tofarati, Age: 8 years, Grange School - Nigeria
The judging was not an easy process as all submissions were extremely interesting and each artist’s keenness to illustrate AISA’s philosophy, mission and goals was clearly evident. Due to this the judging team eventually had to expand the finalists from the 12 we planned to 14.
The AISA Art Challenge is a new AISA project that seeks to foster and strengthen the connections amongst students in our member schools through art.
10. Osamagbe Charles, Age: 13 years, Emerald Schools – Nigeria 11. Rachel Phillips, Age: 12 years, Iringa International School - Tanzania 12. Samuel Teame, Age: 17 years, International School of Kigali - Rwanda 13. Julia Bengtsson, Age: 12 years, American International School of Johannesburg - South Africa 14. Lekë Moesman – youngest entrant (just 5 years old), Khartoum American School - Sudan
AISA thanks all the schools, supervising teachers and students who participated in the challenge. The project has revealed that within our diverse and interspersed AISA community lays a rich reservoir of creative talent. We intend to make this challenge an annual tradition and encourage schools to continue to take part each year.
Deadline for receipt of the AISA Art Challenge 2013 is March 30th, 2013 5 Check our website www.aisa.or.ke for more details
International School of Kenya is expanding! By Barb Petty, Director of Development - ISK
This first stage of a $30 million expansion will add a new central hub to the school, built as a soaring atrium, equipped with wireless internet, leisure and work spaces, and housing an extensive library, new computer labs and a restaurant. The Commons is envisioned as a thriving and active center of academic and social life on campus. Through the creative combining of dining areas, library functions, and state-of-the-art technology, the Commons will reflect trends in today’s best teaching and learning environments. Subsequent stages of the Facilities Master Plan include the rebuilding of all of the classrooms for the Elementary and Middle schools to upgrade the science, language and technical facilities, and adding new arts facilities and gyms, an Olympic-standard running track, and new operational and teacher housing complexes.
Artistic rendering of what ISK Commons will look like in January 2013
May 26, 2011 - Groundbreaking Ceremony with H.E. David Collins, the High Commissioner from Canada to Kenya on the left, and H.E. Jonathon Scott Gration, the Ambassador from the USA to Kenya on the right.
May 26, 2012 - The Commons, a year later
Introducing the International Schools’ Assessment (ISA) Each year, the ISA is used to assess over 50 000 grade 3-10 students from over 75 countries in mathematical literacy, reading and writing. over time and to confirm that your internal assessments are aligned with international expectations of performance.
Are your students performing to international standards?
“As a senior assessor for a large international educational organisation, I have some experience in assessment matters, and am hugely impressed by the tests and the reporting systems. I was initially a bit sceptical about their value, but I am a convert and believe that they are a superb tool. The longitudinal graphics are arresting and serve as an excellent method of drawing staff into a statistical analysis that would otherwise be impenetrable for many. ” Nick AlchiN
Dean of Studies, Aga Khan Academy, Mombasa, Kenya
www.acer.edu.au/isa
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ACER - AISA AUGUST NEWSLETTER
The ISA makes it possible to monitor your students’ performance
Expeditions abroad – how teachers and students can benefit Three teachers stories on how they and their students benefited from a school trip abroad with Camps International
By Camps International Rebuilding schools, digging ditches for freshwater pipes to a rural village, cementing the floor for a community kitchen, plastering toilet walls, shelling peanuts for a women’s project. Hardly sounds like typical summer holiday activities, but these are just some of the tasks that over 850 school students and their teachers volunteered to do this summer in Africa and Asia. The expeditions were all organised by Camps International, one of only a handful of companies offering overseas expeditions to have been awarded the Learning Outside the Classroom Quality Badge. Nina Lister led an expedition of students and three teachers from The Burgate School and Sixth Form to Borneo this summer. She says that her 23 students learnt some important lessons over the four weeks: “They all worked together and really learnt the importance of teamwork. They also learnt to respect the environment and the importance of conservation as well as the impact one person can have on a small area. I think overall they gained a great deal of confidence in themselves to overcome obstacles whether that of having to wear the same clothes for several days or finding a belief in themselves to complete a scuba diving qualification.” According to Laura Watt, her students from Southfield School for Girls not only gained an immense array of practical skills, but more importantly they developed a new perspective on life: “It was wonderful to watch them flourish as their confidence grew. By the end of the expedition they truly realised that there is nothing that can’t be achieved so long as you set your mind to it. Boundaries were redefined as they learnt just how far they could actually push themselves. They learnt to appreciate everything they have and not to take things for granted.” She says that many of her students commented on how happy people in the rural communities seemed despite often having very little. “I think that they realised that it’s not what you have that makes you happy – the material things – but what you actually do. In the long run however, they have certainly matured as individuals and become well-rounded people. I am very proud of them.” Julie Lax, a cover supervisor who went with 30 students and three teachers from Ringwood School to Kenya this summer was impressed that her pupils survived without the trappings of modern teenagers: “They learnt the importance of being able to converse with a variety of people and how to survive without high-tech gadgetry. Both skills are a dying art for today’s teenagers who attach so much importance to their phones/texting/social networking & music to the exclusion of many other interactive and social skills.” “Key to service based trips is the opportunity to join hands with hosting communities on various activities”
Students can also gain the Certificate of Personal Effectiveness (CoPE) Level 3 for their expedition through ASDAN. This can give them 70 UCAS points, or the equivalent of an A grade at AS-level. The fact that these points can be used with UCAS applications has certainly created controversy and headlines such as “How whale watching can help you get to university” in the Daily Mail. Professor Alison Wolf has commented in The Times that “It underlines the craziness of trying to put points on everything that moves.”
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“They all worked together and really learnt the importance of teamwork. They also learnt to respect the environment and the importance of conservation as well as the impact one person can have on a small area. I think overall they gained a great deal of confidence in themselves to overcome obstacles whether that of having to wear the same clothes for several days or finding a belief in themselves to complete a scuba diving qualification.” Nina Lister – The Burgate School “It was wonderful to watch them flourish as their confidence grew. By the end of the expedition they truly realised that there is nothing that can’t be achieved so long as you set your mind to it. Boundaries were redefined as they learnt just how far they could actually push themselves. They learnt to appreciate everything they have and not to take things for granted. – Laura Watt, Southfield School for Girls “They learnt the importance of being able to converse with a variety of people and how to survive without high-tech gadgetry. Both skills are a dying art for today’s teenagers who attach so much importance to their phones/texting/ social networking & music to the exclusion of many other interactive and social skills.” – Julie Lax, Ringwood School
there are great benefits to be gained for student relations: “I feel that it has strengthened my relationship with them through creating a much deeper understanding. And vice versa, I think my students see me as a person rather than just someone standing at the front of a classroom! It has made it slightly more difficult to teach the girls that came on the trip as they have found it hard reverting back to the formalities of the classroom.” Nina Lister says that an expedition abroad gives pupils that struggle to shine in the classroom to prove themselves to their teachers during the expedition: “I have got to see my students in a very positive light which is not always possible in the classroom. Students who perhaps find the academic demands of the classroom difficult find they excel on expedition, it is positive for the students to demonstrate this in front of the teacher as well as being fantastic for the teacher to see. In school I would imagine that students and I will continue to have a positive relationship.”
However, Nina Lister says that her students did deserve the qualification and credit for the work that they did: “The amount of challenges that the students have to overcome to complete the expedition is huge. They firstly have to commit almost two years of their life to fundraising whilst juggling academic commitments at work or college which is no mean feat. This in itself is a massive undertaking. They then have to demonstrate skills and offer documentation to prove what they have done. Given that it is harder for students to get places in university why shouldn’t they be rewarded with UCAS points for something that they have shown commitment and dedication to?”
The expedition not only benefited Nina’s relationship with her pupils, but also helped her career and she will definitely be adding the experience to her CV: “It is an undertaking which is demanding because of the time it takes up but more importantly I find it shows the students in the school that you are willing to facilitate opportunities that may not otherwise be there.”
Organizing and expedition can contribute to a teachers continuing professional development. Sharing experiences beyond the classroom dramatically improves their relationships with pupils and help them to build lasting bridges with those they find difficult to reach inside the classroom. Beth Gardner, the Chief Executive of the Council for Learning Outside the Classroom. Half of the students from Southfield School for Girls are currently completing the CoPE qualification through Camps International. Their teacher Laura Watt says she fully believes in the merit of the qualification for her pupils: “They learnt far more about life in one month in Africa than they could ever have been taught in the classroom. As a teacher I sometimes feel that too much emphasis is placed on how well students can remember and recall facts in an examination which is a poor indicator of their ability. If we credit this skill why can’t what they have done in Africa be recognised and given credit for?”
Beth Gardner, the Chief Executive of the Council for Learning Outside the Classroom, says that organising an expedition can contribute to a teacher’s continuing professional development: “Teachers tell us that sharing experiences beyond the classroom walls can dramatically improve their relationships with pupils and help them to build lasting bridges with those they find difficult to reach inside the classroom. Of course it also supports CPD and helps promote the school, but most compellingly, LOtC can reinvigorate their enthusiasm for teaching and remind them what they are doing it for.”
She added that universities themselves will decide whether they will accept the CoPE award towards the points score for degree entry.
Laura Watt backs up this sentiment: “It has improved my confidence in my abilities as a teacher and also reminded me of exactly why I became a teacher in the first place!”
Going abroad with a bunch of pupils may not be to every teacher’s taste for a way to spend a summer holiday, but Laura Watts claims
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johannesburg - south africa
HOST SCHOOL AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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AISJ South Africa
ents Stud from ul b Istan glu o Eyub e, g e l l o C bul, n a Ist ey k Tur ipate ic t r a p ics obot a in r aught t class ce a by Sp p m a C ey Turk ics t Robo , h c a o C k Bura , k Imra
Robotics improves analytical skills By Scott Woodham – Director International Marketing, Space Camp Transforming a pile of Lego bricks into a Mars robot is no elementary task. But through tutelage and hands-on interaction, students at Space Camp Turkey learn how to engineer and program a robot capable of conducting up to seven missions on the simulated Red Planet. Any kid can walk into the right store and buy a Lego NXT Mindstorm, complete with directions on how to assemble and operate, but at Space Camp Turkey the programming of software and hardware mechanics become more of a team effort with the opportunity to excel individually.
Students who attend a customized educational/cultural program at Space Camp Turkey will not only walk away that much smarter about engineering and programming, but also more knowledgeable about the history of early cultures in this region of the world. The science center in Izmir, Turkey has seven qualified robotics instructors and offers programs October through May for Turkish and foreign English-speaking students. Since it began the robotics programs in 2006, Space Camp Turkey has hosted students from the U.A.E., Qatar, Israel, Cyprus and Turkey.
“Robots are strong educational tools to motivate kids in science and math. During the past six years we have offered robotics, the feedback we get from teachers indicates there is a significant improvement in students` problem-solving and analytical thinking skills,” said Dr. Mevlude Karadag, Space Camp Turkey Operations Manager. “It`s more than just learning the principles of engineering and digital competency. It`s about teamwork, time management, communication and peer recognition,” added Karadag.
“Pretty much what you see here, which is not in a Lego NXT Mindstorm box, was created by our staff from scratch. That includes the robotics mission tables, robotics power point program orientation and program manual,” explained Ms. Nurcan Subasi, Robotics Program Supervisor at Space Camp Turkey. “And of course, our staff know-how.”
Science, technology, engineering and mathematics (STEM) education is receiving more attention as there is a continuing need to improve K-12 education, prepare students for future academic studies and provide a pool of talent for jobs in different countries. By introducing robotics to students between the ages of 9 and 15, Space Camp Turkey aims to support STEM education in Turkey and abroad and contribute to improving the quality of early education.
“Our programs are intense, but fun. First, we introduce the history of robots. Next, we give real examples of where they are used in space – such as the Mars Rover, Canadian Arm on the retired space shuttle and Robonaut in the International Space Station. We give students other examples such as the CyberKnife used in the health industry and the Roomba Vacuum for households,” added Subasi. Next, students are told about the engineering and building of robots, programming and the competition rules. Teams of 12 students are divided into subgroups of four people, with four robots assigned to each team. Each team conducts seven, two-minute missions on a designated planet. High value targets or maneuvers yield the highest number of points. Winners get to take home the coveted Creative Programming Award, Mechanical Engineering Award or Best Robotics Performance Award.
Students from Qatar Compass International School, Doha, Qatar, participate in a robotics class at Space
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Transforming Words into Action: Service Learning as a Teaching Strategy By Cathryn Berger Kaye, M.A.
Sponsored by
What is service learning? Simply put, service learning occurs in classrooms as students connect academics—skills and content—with authenticated community needs. Students grow a garden in science class that provides produce for a food bank or orphanage. While studying about World War II, students interview veterans of a past or current war to gain a deeper understanding of the particularities that affect men and women who serve, and use these stories to create a publication or performance to share what they learned with others. Students might take on an environmental issue, like the preponderance of single-use plastic water bottles that fill up dumpsters everywhere. They can use their persuasive writing abilities to develop a convincing marketing campaign for reusable water bottles and create PSAs to broadcast on local radio. And after interviewing the head of a local school with minimum resources, students have connected classroom studies to creating teaching resources that improve educational opportunities in their own backyard. The Five Stages of Service Learning The process of service learning can best be understood through the Five Stages. All service learning begins with Investigation: 1) investigation of resources within the student population, called a “Personal Inventory,” and 2) investigation of the community need. A personal investigation is of great value, with students interviewing each other to identify and consolidate an inventory of each person’s interests, skills, and talents. This list, often kept in a visible location in the classroom, is then referenced, employed, and developed while going through all service learning stages. (Note: this idea of interviewing reappears throughout the service learning process; consider how many skills are developed and reinforced through this experience.) Next, young people identify community needs of interest and begin their research to authenticate this need. Often called “social analysis,” students design a survey, conduct interviews, use varied media such as books and the Internet, and/or draw from personal experiences and observations. Students then document the extent and nature of the problem and establish a baseline for monitoring progress. This method can be adapted to all grade levels. Preparation and planning covers a wide variety of activities, as teacher and students together set the stage for learning and social action. Academic standards are alive and well as teachers make certain their curricular intentions are met. The difference from other teaching approaches is students are typically more engaged by having a purpose, a need they authenticated during investigation. Integrating students’ interests, skills, and talents keep them motivated as they learn more about the topic interwoven with class content. As this occurs, teachers and students note what skills need to be acquired or improved to have greater efficacy. Students explore, research, and discuss topics by using books and the Internet, by interviewing experts, and by going into the community or bringing the community into the classroom. Through active learning and critical thinking, students understand the underlying problem and related subject matter. Analysis, creativity, and practicality lead to plans for action. Action is the direct result of preparation. Students carry out their plan, apply what they have learned, and benefit the community. Perhaps they plant flowers to beautify school grounds, write original stories to read to younger children and donate to their classrooms, or reduce the usage of electricity at school to save money and mitigate carbon output—the possibilities are limitless. Always, this action has value, purpose, and meaning as students continue to acquire academic skills and knowledge. In fact, the action stage often exposes a piece of information or skill that is lacking, and students eagerly work to learn what is needed to be more effective in their community action and gain a clearer perspective on the concept of community. Over the course of the experience, students raise questions that can lead to a deeper understanding of the societal context of their efforts. Their action can be direct service, indirect service, advocacy, or research—but always it meets that recognized and authenticated need. By taking action, young people identify themselves as community members and stakeholders and apply what is inherently theirs—ideas, energy, talents, skills, knowledge, enthusiasm, and concern for others and their natural surroundings—as they contribute to the common good. Reflection, a vital and ongoing process throughout all the stages, integrates learning and experience with personal growth and awareness. Using reflection, students consider how the experience, knowledge, and skills they are acquiring relate to their own lives and communities. The academic program is often so jam-packed that it’s easy to miss the meaning behind the details or within the experience. Reflection is a pause button that gives students time to explore the impact of what they are learning and its effect on their thoughts and future actions. By reflecting, students put cognitive, social, and emotional aspects of experience into the larger context of self, the community, and the world. This helps them assess their skills, develop empathy for others, and understand the impact of their actions on others and on themselves. They can also consider what they would change or improve about a particular activity. The modality needs to vary to achieve depth and can emphasize different multiple intelligences through writing, speaking, art, poetry, and movement, to name a few. After seeing how you lead reflection, you’ll find that students can devise their own strategies for reflection and can lead each other through the reflective process. Demonstration or what I often call “The Big Wow!” allows students to make explicit what and how they have learned and what they have accomplished through their community involvement. They exhibit their expertise through public presentations—displays, performances, letters to the editor, photo displays, podcasts, class lessons—that draw on the investigation, preparation, action, and reflection stages of their experience. Presenting what they have learned allows students to teach others while also identifying and acknowledging to themselves what they have learned and how they learned it—a critical aspect of metacognitive development. Students take charge of their own learning as they
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synthesize and integrate the process through demonstration. Always the emphasis should remain on the intrinsic benefits of learning and the satisfaction of helping to meet community needs. Through demonstration, we also recognize student accomplishment in a public way and show students that school and community members understand, appreciate, and value their contributions. Keep in mind that demonstration begins at the beginning, as students document their entire service learning process so they have a comprehensive story to tell about their learning and their service. As you venture into service learning, know that you are joining many colleagues who have been inspired by the essence of what we all entered into teaching for in the first place: To make a difference in the lives of children. Enjoy the journey! Portions of this article are adapted or excerpted from The Complete Guide to Service Learning, revised and updated second edition, by Cathryn Berger Kaye, M.A. (Free Spirit Publishing, 2010, www.freespirit.com), with permission from Free Spirit Publishing. About the Author: Cathryn Berger Kaye, M.A., has written many books on service learning including The Complete Guide to Service Learning, and developed a curriculum Strategies for Success with Literacy: A Learning Curriculum that Serves to advance high level literacy skills and social emotional development with service learning applications and effective teaching practices. Visit her website at www.abcdbooks.org or email her at cbkaye@aol.com.
Service learning always has: 1. Academic relevance, rigor, and application 2. Social analysis and high-level thinking 3. Youth initiative, voice and choice 4. Aspects of social and emotional integration 5. Inquiry 6. Purpose and process 7. Emphasis of intrinsic over extrinsic 8. Career ideas 9. Global connections 10. Literature integration 11. Reflection
AISA offers a special welcome to our new Heads of School:
Martin Hall International School of Tanganyika (Tanzania)
Roger Brumby American International School of Cape Town (South Africa)
Tom Pado American International School of Lusaka (Zambia)
Jason Lewis Morogoro International School (Tanzania)
Barb Gage International School of Dakar (Senegal)
Garry Gibbons International School of Pointe Noire (The Congo)
Timothy Casey American International School of Conakry (Guinea)
Robert Horton International School of Moshi (Tanzania) Robert Bennett (Interim Director) American International School of Libreville (Gabon)
Amy Parish The American School of Antananarivo (Madagascar) Anthony Millward Windhoek International School (Namibia)
Jeff Trudeau American International School of Monrovia (Liberia)
Francois Taljaard St. Constantine International School (Tanzania)
Dr. Al King Bingham Academy (Ethiopia)
Richard Lemoine Banjul American Embassy School (The Gambia)
Massimiliano Imhoff Isamilo International School (Tanzania)
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Nurturing Gifted “Digital Natives” Patricia Wallace, Ph.D., The Johns Hopkins University, Center for Talented Youth
2. Judge online information quality. For a project in which gifted students dig into a topic in greater depth than the regular unit’s material, teachers can add a requirement to evaluate the websites they use for research. Good questions to ask include:
“I couldn’t live without my cell phone because there is always something going on in my or my friends life that needs to be discussed via text!” - CTY student, girl, age 9 “My laptop is something I can’t do without any more…I have most of my life on it.” CTY student, boy, age 11 Gifted students offered comments like these in a research study we conducted at the Johns Hopkins Center for Talented Youth (CTY), that explored how they are using technology and what it means to them. It’s no surprise that young people are flocking to their connected gadgets for learning, socializing, entertainment, and exploration. Gifted students start very early and their favorite technologies are essential. While boys and girls are similar in many respects, their usage patterns and preferences are somewhat different. More girls rely on their cell phones and computers for communication, and texting is the preferred channel by far. Boys tend to communicate a bit less, but enjoy surfing, game-playing, and exploring. How can teachers differentiate these gifted “digital natives,” offer them the academic challenges they need, and also help them become better informed technology users? In our study, over 2/3 thought they knew more about technology than their teachers. However accurate or inaccurate that boast may be, students’ knowledge is often spotty. They might know all about how to search the web for their projects and homework, but don’t realize that Wikipedia articles can be written by anyone on the planet, many of whom may not be experts on the topic. Or they might enthusiastically download “free” apps without recognizing the privacy implications. Nevertheless, these students love to explore technology, and get out on the cutting edge. Over ¾ said they like to be the first one to try out new technologies, and the youngest (ages 10-12) were the most eager of all to experiment. Teachers can tap into these attitudes of gifted digital natives through project-based learning and independent learning contracts -- helping them to develop a growth mindset about technology, and at the same time, offering academic challenges that meet their needs. Here are some examples: 1. Explore presentation tools. Many independent learning contracts for gifted students include a required Powerpoint presentation for students to summarize their findings to the class. But there are other ways gifted students might present their findings, and the contract might include a task in which they compare the benefits and drawbacks of different presentation approaches for their topic. Two examples that offer intriguing and innovative presentation tools are Prezis (www.prezi.com) and Glogster (edu.glogster.com).
o Who is the author? What are his or her qualifications? o How recently was the site updated? o Does the website cite sources to document any claims? Is it biased toward one point of view? Does it ignore relevant information? Students can also do a “Who is?” search (www.networksolutions.com/ whois) to get more background on a website’s owner, including an email address. 3. Create an interactive online lesson. Another way to deepen students’ understanding of a topic is to ask them to teach it, but not by lecturing or tutoring. Instead, students can build an interactive online lesson. For example, mathematically gifted students can take advantage of free software at www.geogebra.org to create a dynamic simulation for their classmates to explore, such as a colorful graph of a straight line in which students can change the y intercept or slope and immediately see the results. At chemcollective.org , advanced chemistry students can develop engaging lessons using a virtual lab -complete with beakers, Bunsen burner, ph meter, thermometer, weighing boat, and lots of solutions to mix. The University of Colorado at Boulder offers a rich assortment of interactive simulations of physical phenomena (http://phet.colorado.edu ). For instance, a gifted middle schooler taking physical science might choose a simulation such as “Balancing Act,” in which students can experiment with different weights on a seesaw to learn about force, motion, and equilibrium. For an enrichment project, the gifted student can create a series of original activities with questions that climb higher and higher into Bloomberg’s taxonomy, and the class can try them out. 4. Analyze authentic data. The internet is loaded with raw data that can form the basis for independent projects involving research, statistics, probability, graphing, and more. For example, Alexa ranks the top websites by country, and provides extensive usage data on each one (www.alexa.com/topsites/countries). The US Census offers downloadable data by state (www.census.gov). Sports fans will find mounds of raw data at websites such as www.olympic. org/medallists-results, www.missoccer.com, or www.mlb.com. After choosing their filters, students can select the table they want, copy it, and paste it into an Excel or Google spreadsheet. 5. Gather photographic data. With a mobile phone equipped with a camera, active learning activities come alive through photos and videos. One creative language arts teacher asked a group of elementary students to invent ways to visually demonstrate prepositions, and the children took photos of one another sitting under a picnic table, or inside a circle. GPS capabilities, QR codes, voice recording, and many other smartphone features will open up even more possibilities. Strategies like these will help engage gifted digital natives, not just in the advanced academic studies and higher level thinking that match their abilities, but in innovative ways to develop their growing skills in technology.
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Administrative Software for International Schools
See us this October at the AISA Educators’ Conference in Johannesburg, South Africa!
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“The American International School of Abuja has been using Administrator’s Plus for over six years and has been very happy with the product, the training and the support system. Two years ago we also purchased Admissions Plus Pro. We highly recommend the software to other schools.” Amy Uzoewulu, Director American International School of Abuja Abuja, Nigeria
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7/10/2012 7:09:52 PM
consider issues of organizational change that support improved classroom practice. The program emphasizes making one’s practice public, continuously assessing teaching in relation to student learning, and routinely adapting teaching practices and school structures to meet the changing needs of today’s students.
AISA expands and supports our Communities of Practice (CoPs)
This session is for new and more experienced facilitators who are interested in exploring the benefits, strategies and challenges of developing professional learning groups in both a face to face and an online environment. While PLC’s /CFG’s have traditionally been face-to-face learning communities, online environments offer great potential for supporting educators who are geographically dispersed or who desire a learning community outside of their school building. Facilitating in such environments requires an expansion of skill sets beyond those of face-to-face facilitation. Participants in this preconference will analyze successful online sessions, discuss strategies for facilitating online sessions, and use online tools to facilitate sessions.
AISA has invited Margaret Maclean to return to Johannesburg this October to assist with the training of AISA’s CoP facilitators. AISA members will know that these professional communities are fast becoming a cornerstone of AISA’s professional development programme. To find out why and how you can become involved –read on…
Professional Learning Communities ~ Building Face to Face or Virtual Communities of Practice The creation of professional learning communities, both face to face and virtual, is complex work, requiring a commitment by administrators, teachers and coaches. To fully develop CoPs, high quality preparation and sustained support is needed. This pre conference will teach participants how to create and effectively sustain a professional learning community in their local setting or as part of an online community.
Goals for this Session During the seminar, you will learn how educators, in collaboration with colleagues, can improve student learning. You will prepare to adapt and translate your experience to group work you will do during the school year. By the end of the session, participants will: • Understand the significance of professional learning communities in improving student learning • Know about and practice several strategies for engaging in reflective discourse based on ideas contained in different kinds of “texts” both face to face and virtually • Understand how to give and receive productive feedback on professional practice • Understand and practice using several methods for increasing learning by examining student and adult work collaboratively— knowing when to use which method with specific attention to methods that can be used virtually • Have a clear sense of the role of a facilitator in creating and sustaining a professional learning community in either a face to face or online environment • Have a practical plan for using the materials in a variety of settings
Pre Conference Description This pre conference will support your ability to initiate or extend adult professional collaboration by developing and sustaining professional learning communities (PLCs) in face to face or online settings. The Critical Friends Group (CFG) model is the basis of the work. Begun in the fall of 1995 at the Annenberg Institute at Brown University, the CFG program is focused on developing collaborative school communities, encouraging reflective practice, and rethinking leadership—all in support of increased student achievement. The CFG program helps educators create what Stanford’s Milbrey McLaughlin calls “learning communities” in their settings, where practitioners collaborate to deepen their knowledge of subject matter, examine their teaching practice with a critical eye, and
Some participant’s comments on Margaret’s session on learning communites:
This session is for new and more experienced facilitators who are interested in exploring the benefits, strategies and challenges of developing professional learning groups in both a face to face and an online environment. While PLC’s /CFG’s have traditionally been face-to-face learning communities, online environments offer great potential for supporting educators who are geographically dispersed or who desire a learning community outside of their school building. Facilitating in such environments requires an expansion of skill sets beyond those of face-to-face facilitation. Participants in this pre-conference will analyze successful online sessions, discuss strategies for facilitating online sessions, and use online tools to facilitate sessions.
“The three schools that comprise my district have several issues that could be decided or resolved by the PLC processes you introduced us to. I am extremely interested in applying what I learned in my setting. Hopefully we will be able to host you at our site in the near future. Great job!” Bob Esenberg, Principal Universal American School, Kuwait
“Thank you for your leadership.... These last two days have allowed me to think deeply about what I value in my own practice and how this impacts on others I work closely with and lead each day” Meryl Siggs, Principal Elementary Division International School of Zug and Lucerne
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Attention Deficit Hyperactivity Disorder – Straight Talk and More Linda L. Meloy, Ph.D., NCSP Professor of Special Education, Western Illinois University – Quad Cities Statement Behaviors of students with ADHD are volitional. Some children with ADHD seem to “grow out of it”. All children with ADHD need to take a psychostimulant medication. If a child with ADHD takes a psychostimulant medication, that is all that he/she needs. Some children with ADHD require special or remedial education. Psychostimulant medications work “paradoxically” on the individual with ADHD. Some children with ADHD also have high levels of aggression. There are probably as many girls withADHD as there are boys. Well-documented assessment of the disorder is lacking for many children with an ADHD diagnosis. Significant numbers of children with ADHD have other learning difficulties. Problems for children with ADHD end when they no longer have to attend school. Immaturity when compared to age peers is a hallmark of this disorder.
Myth _____ _____ _____ _____ _____ _____ _____ _____
Well-founded _____ _____ _____ _____ _____ _____ _____ _____
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Come to Dr. Meloy’s session at AISA2012 and “check out” your responses to these dozen statements, as well as learn about this neurological disorder that, with few exceptions, applies to 3-5 percent of children/adolescents across all cultures and ethnic groups and has been described/ diagnosed for over 100 years. The presentation will provide an easy-to-understand description of the core executive functioning deficits of this significant delay in the development of age-appropriate control of behavior by its consequences, behaviors not due to other causes such as sensory deficits or low mental ability. Ample methods for supporting what are called “point of performance” needs of these children will be provided, assists for use in the classroom and by parents which can be beneficial with or without the use of psychostimulant medications, the latter not available in all parts of the world or contraindicated for some children (Hint for one of the statements above!).
begins Real learning lassroom... c e th e id ts u o
Study & Service Based School Trips Co
Activities include: • • • • • • •
Contact us Contact us to find out how your school could get involved: T: E:
+ 254 (0)733 604 422 info@campkenya.com
Community Service Wildlife Conservation Research Bush Craft Skills Team Building Outdoor Trekking & Hiking Environmental Education
nf AI Vis e S O ren A E it us ct ce du a ob , c t er Jo ato 2 ha rs 124 nne ’ , 2 sb 01 ur 2 g.
Tailor made programs to fit curriculum based requirements. Association of International Schools in Africa Associate Member
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Distorting Reality as a Good Thing in Art By Barbara Sunday There are so many factors to consider in developing a successful unit of study for art. The following is a description of a process that worked well for me. I share it here for your possible adaptation.
Sponsored by
My Art Curriculum states under an “image development” heading that students will demonstrate ability to create and organize space. In addition, in one of our curriculum resource titles, Design Synectics, Nicholas Roukes stresses the importance of trigger words as part of his theory of stimulating creativity. I use this reference quite frequently, and this time in reviewing his menu of over 20 words to describe image development strategies, I focus on the term distortion. The Oxford English Dictionary tells us that distortion is defined as “something being put out of shape, made crooked or unshapely; also to misrepresent”. Perhaps my students would be interested. However, my instructional environment provides a reality check.
Brigitte Matheusik, gr 12
I have students who: • have varying levels of technically competence. • are conservative. • have diverse levels of English language skills. • are busy individuals, involved in many aspects of the school and community. I also have: • limited resources. • large classes. • short time-frames. My students need to: • have guidance and instruction through a unit of study. • demonstrate diverse, quality results. • have parameters on what can be done for a project especially to start. • have choices in ways in which art pieces can be completed.
Alison Seong, gr 11
Borrowing from the Advanced Placement Studio Art Rubrics, I note a few key descriptors for a top quality strong result. Amongst a host of rubrics on the apcentral website, I gather that best work will demonstrate: • an advanced visual concept. • a purposeful, confident intent. • an imaginative, personalized result. • well-informed decision-making in using visual elements and principles. • an experimental, risk-taking edge. • an evocative image, commanding viewer engagement.
Given all this information, I am somewhat overwhelmed in forming a unit of study. Per chance, I have the opportunity to visit The Seattle Art Museum, and there on a wall as part of their permanent collection is a work that shows me a possible avenue for success with my students. I am referring specifically to a piece entitled “Water Babies” 1919, by John Covert. One can see in the image how the artist has observed and recorded the distorted cuts and angles that occur when the “baby” – a popular inexpensive doll (the large head variety) - is submerged in a half full glass of water. The idea, while easily described, has resulted in a complex image that certainly evokes viewer curiosity and engagement. While I am always vigilant to ensure that students do not copy works of art, we can, of course, borrow ideas, appropriate methods, extend notions, and allow ourselves to be inspired by styles, images and creative directions of others. I am inspired to orchestrate an art unit the basis of which is distorted space, the mechanics based on refracted views. The fun of placing an object in juxtaposition with a water line might provide the motivation needed to get students interested in looking and distorting.
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help students “see” what is happening and understand viewpoint. In simpler times, we might have used a viewfinder for this function. Students need to be encouraged to work large – filling most of the format with the subject. Some students expressed that they may be losing the identity of their image – in other words, we can’t tell what it is because it looks weird. I find this kind of comment to be an excellent entry point for discussion on a variety of levels.
My material list is short and very easy: • 1 transparent plastic cup (or glass) shared amongst a small group of students • water • 1 common object to partially submerge in the water Note: This choice is important. It could lead to social comment/ Do Yeon Kim, gr 12 context exploration. I provided wooden clothes pins for one group and common mousetraps for another. Some students substituted seashells and personal items to match their individual portfolio directions. Mousetraps are available universally, however, a bulk order can be made at a very reasonable price through Physics supply catalogues.
Alisha Flipse, gr 11
• a good drawing surface – best quality white paper – these examples are all 22” x 15” • a selection of drawing pencils, B range, in order to achieve a variety of values in tones • an eraser to serve as a blender (material substitutions could include using charcoal, paint, water-soluble graphite, and surfaces to suit)
Tajliya Jamal, gr 9
In completing work some students emphasized drawing issues such as: - adding violent angled marks to suggest the action of the trap or clothes pin - adding additional images to suggest a narrative - creating “lost and found” images which suggest a visual game by using so much tone that the viewer is continuously losing and finding recognizable aspects of the image
Developing the plan is quite simple: Small groups of students are offered a mousetrap and a cup, then invited to partially fill the cup with wa- ter. Students were advised to place the cup at a level that provides the most interesting viewpoint. This is might not be the desktop – perhaps place it a little higher up on an elevated surface. Water levels may need to be adjusted. The “interest” can be discovered when students see multiple angles at once. They need to be able to discern a huge shift in relationships – a fractured image – when observing how what is under the water adds up to what is seen above the water. This refracted and distorted impression is to be emphasized rather than corrected. Students need to know that recording exaggeration and distortion are keys to success for this image. Some may volunteer to really push these aspects (exaggerate) while others may rely on what they can see. In today’s classroom cell phone/tablet camera options can be used to
Design students developed: - a motif to repeat in a balanced completion of the available remaining space within the format - the addition of a colour field that complements the image - text to work with the image to convey a purpose or message Observations: By directing both the subject and the approach, students were comfortable in getting started with the work. Students bounced ideas around as the images developed. Their purpose was not to copy each other but to achieve diversity in their results. Students felt encouraged to become adventuresome with a variety of solutions from the common start and showed confidence in recording the subject using this rather unconventional method. It was rewarding to see that some students went on with in this direction with subsequent work. This unit provides a great talking point, especially at the formative stages, to introduce the work of other artists whose works employ both multiple view- points of one image and subject distortion. About the Author: Barbara Sunday began her teaching career in Jamaica, and has taught AP Studio Art at Sentinel Secondary School in West Vancouver, Canada, for 25 years. Barb, also an experienced elementary teacher, has served as a District Art Coordinator, has lectured in Art Education at both The University of British Columbia and Simon Fraser University, and has been involved in a number of curriculum development projects for the Ministry of Education. Barb has served in a variety of positions and presented workshops for BCATA, CSEA, and NAEA.
work in progress
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“My students have been truly enriched through ISTA”
Anthony Cunningham Teacher at the American School of The Hague The International Schools Theatre Association (ISTA) is an arts organisation commited to providing high quality experiences that develop creative learning and internationalism through theatre. For the last forty years our lively yearly programme provides learning experiences and resources for young people, teachers and artists. ISTA would like to announce the
Dar Es Salaam High School Festival Tanzania th 30 November – 2nd December 2012
Our festivals offer three-‐day international theatre experiences including workshops, ensembles and result in a final performance. They allow young people the opportunity to work together to grow in ability and confidence and discover new friends, places and cultures during the process. The starting point of the Dar Es Salaam High School festival is Survival. How do we survive physically, mentally, at sea, on land, or even at school? How do stories survive? Students will work together in ensemble exploring the starting point and learning and building confidence through collaborating. There is also the opportunity for students interested in theatre tech to focus on the tech during the festival. As part of the festival there will also be the chance to visit Bongoyo Island, a marine reserve with a wooded area, a sandy beach and coral reef for snorkelling. Costs
Deposit per school £500.00
Student registration Members 163.00 ISTA Members £163.00 Non-‐Member 175.00 Non-Member £175.00 Teacher registration ISTA Members £25.00 Members 25.00 Non-Member £87.00 Non-‐members 87.00 Interested in Booking? Visit of website www.ista.co.uk Email Sally Robertson sally@ista.co.uk Call us + 44 (0) 1326 560398 ISTA is an Associate Member of AISA. Having been active in Europe and Asia for the last 30 years we are keen to develop our presence in Africa and would therefore welcome interest from any schools in the region. We look forward to hearing from you.
School Leaders’ Retreat Programme Indaba Hotel - Johannesburg, South Africa: October 19 – 21, 2012
aisa2012
johannesburg - south africa
Friday October 19, 2012 12:30
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14:30
AISA School Leaders’ Retreat Registration (Indaba Hotel) Exhibitors Set-Up from 09:00
14:30
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16:00
Administrators/School Board Job-A-Like Sessions
16:30
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18:30
AISA Annual General Meeting (Session 1) (Full Members Only)
18:30
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20:30
AISA School Leaders’ Retreat Welcome Reception (Dr. Andy Page-Smith’s Residece)
Pre Conference Institutes (see separate schedule)
Saturday October 20, 2012 AISA Secretariat Opens - Late Registration
08:00 08:30
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09:30
AISA 2012 School Leaders’ Retreat Plenary – Introduction and Welcome
09:30
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10:00
Coffee with the Exhibitors
10:00
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12:30
AISA 2012 School Leaders’ Retreat (Day 1)
12:30
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13:30
Lunch
13:30
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15:00
AISA 2012 School Leaders’ Retreat (Day 1)
15:00
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15:30
Coffee with the Exhibitors
15:30
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17:00
AISA 2012 School Leaders’ Retreat (Day 1)
17:15
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18:00
AISA Annual General Meeting (Session 2) Full Members Only
Pre Conference Institutes (see separate schedule)
Sunday October 21, 2012 08:00
AISA Secretariat Opens
08:30
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09:30
Plenary – Thought for the Day
09:30
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10:00
Coffee with the Exhibitors
10:00
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12:30
AISA 2012 School Leaders’ Retreat (Day 2)
12:30
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13:30
Lunch
13:30
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15:00
AISA 2012 School Leaders’ Retreat (Day 2)
15:00
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15:30
Coffee with the Exhibitors
15:30
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16:30
AISA 2012 School Leaders’ Retreat (Day 2)
16:30
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17:30
Plenary: AISA School Leaders’ Retreat Closing Session
18:30
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19:30
Educators’ Conference - Opening Plenary
Pre Conference Institutes (see separate schedule)
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Educators’ Conference & Business Managers’ Institute Programme Indaba Hotel - Johannesburg, South Africa: October 21 – 24, 2012 Sunday October 21, 2012 13:00
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16:00
AISA Educators’ Conference & Business Managers’ Institute Registration (Indaba Hotel)
16:00
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17:30
Educators’ Job-A-Like Sessions
18:00
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19:30
Opening Plenary Keynote
19:30
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21:00
Opening Cocktail
Monday October 22, 2012 AISA Secretariat Opens - Late Registration (Indaba Hotel)
08:00 08:30
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09:30
The Morning Keynote
09:30
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10:00
Coffee with the Exhibitors
10:00
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12:30
Educators’ Full Day Institutes
12:30
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13:30
Lunch
13:30
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15:00
Educators’ Full Day Institutes
15:00
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15:30
Coffee with the Exhibitors
15:30
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17:00
Educators’ Full Day Institutes
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Business Managers’ Full Day Institute
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Business Managers’ Full Day Institute
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Business Managers’ Full Day Institute
Business Managers’ Reception (By Invitation Only)
19:00
Tuesday October 23, 2012 08:00
AISA Secretariat Opens (Indaba Hotel)
08:30
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09:30
Morning Keynote
09:30
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10:00
Coffee with the Exhibitors
10:00
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12:30
Educators’ Full Day Institutes
12:30
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13:30
Lunch
13:30
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15:00
Educators’ Full Day Institutes
15:00
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15:30
Coffee with the Exhibitors (Exhibition Closes)
15:30
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17:00
Educators’ Full Day Institutes
19:00
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Business Managers’ Full Day Institute
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Business Managers’ Full Day Institute
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Business Managers’ Full Day Institute
AISA Executive Director’s Reception (By invitation only)
Wednesday October 24, 2012 08:00
AISA Secretariat Opens (Indaba Hotel)
08:30
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09:30
The Morning Keynote
09:30
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10:00
Coffee
10:00
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13:00
Consultant Led Workshops (3 hours)
13:00
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13:45
Short Lunch
13:45
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14:15
Buses Leave for the American International School of Johannesburg
14:30
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15:30
Participant Led Workshops (American International School of Johannesburg)
15:30
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17:00
Craft Fair (Optional) Meetings for Interest Groups (Request a room from the Secretariat)
18:30
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19:00
Pre-Dinner Cocktail (Indaba Hotel)
19:00
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Late
AISA Gala Dinner 20
aisa2012
johannesburg - south africa
aisa2012
johannesburg - south africa
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AISA welcomes new members: AISA congratulates the following Members who have met the full criteria for AISA Membership:
Full School Members Lagos Preparatory School, Nigeria Rosslyn Academy, Kenya Affiliate Members Ambrosoli Academy, Tanzania Associate Members John Catt Educational Cambridge International International House Johannesburg – Language Lab Corporate Travel Management Ltd. (CTM) Etas Group Walden University
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Pre Conference Institutes 19-21 October, 2012
aisa2012
johannesburg - south africa
International Baccalaureate Training When: October 19- 21, 2012 Venue: Indaba Hotel and Conference Centre, Johannesburg, South Africa Workshop: The Role of ICT in the Primary Years Programme (PYP)
Presenter: Harish Kanabar
Teacher and Academic Co-ordinator, Qatar Academy Harish Kanabar is an educator who has been integrating technology into his teaching ever since the days of the BBC micro-computer (not many of you will remember this 32K Ram machine!) He has been working overseas in a variety of educational institutions in roles that include the offering of Teacher training programmes in local government schools of Singapore to English as an Additional Language for three year olds. He has presented at several conferences including ECIS, NESA as well as offering in-school mentoring to teacher colleagues and supporting the delivery of the Certificate in Education Technologies awarded through the State University of New York at Buffalo (SUNY). Harish graduated from the University of Brighton with an Education degree and has completed several post graduate courses including an Advanced Certificate in TESOL awarded through the University of Leicester as well as an MSc from SUNY. He works at Qatar Academy and loops up with his grade 4 class into grade 5 and finds that he still enjoys being on the front line even after 18 years. Description: This is a category 3 workshop and participants should ideally have completed the PYP Making it Happen prior to signing up. During this three day accredited IBO workshop, participants will develop a better understanding of ICT and take this knowledge as well as skills and practical ideas back to their schools to further the role of ICT in the PYP classroom. This is a practical workshop with plenty of interaction from the participants. Participants should bring their Wi-Fi enabled mobile device, as this workshop will be as paper-free as possible. The format will follow a workshop style with plenty of time for discussion and reflection. Participants do not have to be technically advanced but do need to be risk-takers and open-minded. Objective: • Develop an understanding of how ICT supports teaching and learning. • Effectively engage students to support Transdisciplinary skills and conceptual understanding. • Support student inquiry - Investigating, Creating, Communicating, Collaborating, Organizing, Digital Citizenship. Target Audience: IB Teachers
International Baccalaureate Training When: October 19- 21, 2012 Venue: Indaba Hotel and Conference Centre, Johannesburg, South Africa Workshop: IB Category 3 Librarians Continuum Workshop: Inquiry and the Librarian Across the three IB Programmes
Presenter: Dawn Rutland, E.S.
Teacher-Librarian, St. John’s International School Dawn Rutland is an IB-PYP Librarian at St. John’s International School in Waterloo, Belgium as well as an IB Workshop Leader. Dawn also serves as the Chair for the ECIS Subject Committee - Librarians and Information Services. Dawn began her teaching career in Alabama, USA but has been involved in international education for over two decades, with teaching experience from pre-kindergarten to university level. A dual-national Dawn has lived in Belgium for the last twenty-five years. Dawn is an avid supporter of collaborative relations amongst Librarians and to this end shares her work freely within this network. Description: This IB accredited workshop looks at the critical role of the PYP coordinator in documentation; organizing professional development opportunities; and managing complex relationships, resource management and communication with a range of stakeholders. All of 22
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these responsibilities are integral to the successful implementation of the programme. This hands on workshop will provide opportunities for considering the place of curriculum mapping, policy writing, and reviewing the guidelines for verification and evaluation. The workshop is particularly suitable for administrators, those currently in the role of PYP coordinator or those who will soon take up the position. Objective: • Effective librarians understand and support a continuum of learning across all three IB programmes and have a responsibility to all IB Standards and Practices. • Librarians support collaborative inquiry and action • The library environment models academic honesty. Target Audience: PYP, MYP and/or DP Librarians
International Baccalaureate Training When: October 19- 21, 2012 Venue: Indaba Hotel and Conference Centre, Johannesburg, South Africa Workshop: The Role of the Coordinator in the PYP
Presenter: Angela Steinmann
PYP Coordinator, Munich International School Angela Steinmann has over 28 years experience in education, teaching every grade from early childhood to Year 7. She was also a specialist teacher of ESL and Learning support, before taking on the position of PYP coordinator at Munich International School in 2004. Originally from Australia, she holds a degree in Linguistics, and is currently finishing her masters of Education Leadership through Bath University. Apart from languages, Angela has a particular interest in cross cultural studies. She has been an IBPYP workshop leader for 9 years, facilitating a variety of topics including Inquiry, International-mindedness, The Written Curriculum, Assessment, Action in the PYP, Language in the PYP and the Role of the coordinator. Description: This IB accredited workshop looks at the critical role of the PYP coordinator in documentation; organizing professional development opportunities; and managing complex relationships, resource management and communication with a range of stakeholders. All of these responsibilities are integral to the successful implementation of the programme. This hands on workshop will provide opportunities for considering the place of curriculum mapping, policy writing, and reviewing the guidelines for verification and evaluation. The workshop is particularly suitable for administrators, those currently in the role of PYP coordinator or those who will soon take up the position. Objective: • Participants will become familiar with the responsibilities of the PYP coordinator as described by the IB. • Participants will learn strategies for effective collaborative leadership. • Participants will explore ways to effectively manage change
AISA SchooLink Coordinators Institute When: October 20-21, 2012 (Full day on 20th. Session on 20th ends at 13:00) Venue: Indaba Hotel and Conference Centre, Johannesburg
Presenter: Neven Soric
Technology Systems Coordinator, American International School of Zagreb Neven Soric is in his eleventh year as the Technology System Coordinator at American International School of Zagreb, while he is also in his sixth year as the Central and Eastern European School association representative in World Virtual School project. Neven has degree in Business Informatics and Masters in Informational Sciences, while currently in PhD program on University of Zagreb. Over last eight years Neven has been CEESAnet project coordinator for shared moodle server and services in CEESA region.
Presenter: Benjamin Bett
Professional Development Coordinator, Association of International Schools in Africa A Kenyan, Benjamin is AISA’s Professional Development Coordinator since June 2009. He also coordinates all IT related activities at AISA. 23
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Benjamin previously worked with the United Nations Education Scientific and Cultural Organization’s (UNESCO) Programme for Education in Emergencies and Reconstruction where he was managing Teacher Training programmes modelled for delivery through relevant Information and Communication Technologies (ICTs) in the Horn of Africa region. He was also the head of the UNESCO sub-office in Puntland. He previously worked at the African Virtual University where he was part of a team designing and implementing Open Distance and eLearning (ODeL) programmes for higher education institutions in Sub-Saharan Africa. Prior to this he was engaged in various media and IT companies in the Kenyan private sector. His professional interests are in effective use of appropriate ICTs for education and development in Africa. He studied Electrical and Electronics Engineering and Information Technology both at undergraduate level and is currently pursuing an Msc in International Development Management at the Open University (UK). He also holds various professional certifications and has participated and presented in various international forums and conferences. Benjamin is married to Faith and are blessed with two daughters Victoria and Vanessa. Description: Is your school using Moodle as a learning management system? Should it be? Here at AISA we believe that the appropriate infusion of technology in the classroom is a great way to enhance the learning environment. Moodle also provides opportunities for teachers to share, network and collaborate with other job a likes from other schools. In addition Moodle offers continuity of classroom instruction in times of emergencies. AISA supports its member schools to achieve these objectives. Moodle is a powerful tool for producing Internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education. It is an e-learning platform and learning management system. Moodle can be used in many ways for education and training. Some typical features of Moodle include assignment submissions, class discussion forums, curriculum resources management, grading, moodle instant messages, online calendars, online news and announcements, online quizzes, wikis etc. The first part of this institute will be the annual SchooLink Coordinators’ meeting. The representatives of schools participating in the pilot project will review the status of the SchooLink project and map out the activities for the next year. We will discuss collaboration projects such as the iOlympics and the Virtual Science Fair. The second part of the meeting will be taken up by training of system administrators as well as sharing best practices and experiences. We will share best practices and strategies that will enable you to set up an instance of Moodle at your school and show you how to encourage teachers to use it in their courses. In addition, you will learn how implementing Moodle network trusts can enable your teachers to share teaching and learning resources with their colleagues across the AISA network through the AISA SchooLink platform. Objective: • Review the status of the SchooLink project and map out the activities for the next year • Training of system administrators as well as sharing best practices and experiences Target: SchooLink coordinators from the pilot project participating schools, will be required to attend. In addition, all the Information Technology directors, System administrators from AISA member schools are invited to attend the institute. Contact Benjamin Bett (bbett@aisa.or.ke) if you would like to attend. Moodle Training for Teachers When: October 20-21, 2012 Venue: American International School of Johannesburg
Presenter: Jeremy Schwartz
MAIS Regional Project Manager, American School of Madrid This training is offered free to teachers from AISA member schools wishing to learn about AISA SchooLink. Schoolink is designed to encourage the active, effective and appropriate use of technology in the classroom by teachers in AISA member schools through the deployment of Moodle as a Learning Management System. AISA SchooLink provides opportunities for regional collaboration, teacher technical training and support. Description: Delivering Curricular Content Using Moodle One of Moodle’s most fundamental uses is allowing teachers to post resources for students online. This session will survey a variety of creative uses of standard Moodle tools that can be used to share resources with students. Topics to be covered will include incorporating Google Docs into Moodle, creating and posting web pages vs. Word documents, linking to web page URLs, uploading files to a folder and displaying a directory, sharing images using Lightbox galleries, linking sound and video files to a course page, embedding Flash and Youtube videos to a course page, adding PowerPoints in SCORM format and other useful tools. 24
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Moodle Assessment Tools Collecting real-time formative and summative data on student knowledge, progress, and achievement can be significantly simplified using a variety of interactive assessment tools in Moodle. First, using the Moodle Quiz module, teachers will be shown how to create math and science questions which generate unique numerical values and answers for each question, so that each student sees a different problem with a different solution. Next we will look at the powerful and easy-to-use SCORM tools available for making Moodle quizzes which incorporate multimedia objects and effects, such as Camtasia, iSpring, Articulate Quizmaker, Hot Potatoes, etc. In addition to automatically computer-graded quizzes, several methods for manual grading of expository responses will also be demonstrated in Moodle. Moodle Page Design Teachers often want their Moodle pages to look more like a webpage and less like a Moodle page. This session will survey a variety of techniques available to change the look and feel of a standard Moodle course so that it lends itself to both better pedagogy and a more age-appropriate and inviting appearance. Topics will include inserting labels between activities and resources, importing themes, using HTML blocks to link to Moodle resources, hiding activities and resources in not-displayed units, using the Course Menu block, and inserting text as images linked to resources. Multimedia Evaluation and Learning Using SCORM in Moodle One of the most exciting, interactive, and under-utilized resources for Moodle, SCORM is a set of technical standards for e-learning software products and governs how online learning content and Moodle communicate with each other. A SCORM in Moodle launches learning content, keeps track of learner progress, and sequences learning content. This session will show teachers how to easily develop SCORM content for their Moodle courses, such as quizzes and presentations. Moreover, teachers will learn how to access and integrate professionally designed SCORM objects from online SCORM repositories. Finally, methods for integrating SCORMS that work well with interactive whiteboards, like SMARTBoards, into Moodle will be demonstrate. Moodle Cloud Classrooms Students are commonly being asked to complete their academic work from home and from school using Moodle as the “go-between”. This session will uncover some useful techniques that can be used to assist students to start, complete, and submit their work online in Moodle. Instead of sending copies of files and documents back and forth to/from email accounts, attendees will be shown how to create drop-boxes for student use, submission inboxes for rough and/or final drafts, online text assignments that do not require external software, and complementary Moodle plugins like Turnitin.com and VoiceThread. Other methods for sharing submitted student work among students in Moodle using forums and locally assigning roles will be demonstrated and discussed.
Moodle Tools for School Administrative Tasks As Moodle plays a larger role in your school community, not only students and teachers are logging in to Moodle, but also administrative staff and parents too. This session will uncover some extremely powerful and useful Moodle tools to interact online with state-of-the-art web 2.0 technology. Scheduling parent-teacher conferences can be accomplished online using the Face-to-Face module in Moodle. We will also look at the Questionnaire module, which can be used to collect useful data online and can be exported, sorted, and used for many administrative tasks. We will also demonstrate the Mentee Block, which allows parents to see the Activity Reports and Grades of their children in Moodle. Additionally, more creative uses of these tools will be demonstrated, such as holding student ouncil elections online using Moodle Questionnaire or allowing teachers to sign-up for class picture sessions using a Moodle wiki and allowing students to sign-up for Prom dinner tables using the Face-to-Face activity. Additionally, several examples of how useful internal forms, such as faculty handbooks, petty cash reimbursement forms, etc. can be maintained securely online for employees in Moodle.
Moodle Topics/Collaboration This final session will start as a general “Question & Answer” meeting and will follow a flexible agenda allowing for hands-on experimenting and sharing among participants. The agenda will remain flexible and will be built throughout the course of the 2-day conference as ideas, questions, problems, innovations, etc. are raised and discussed. We will also dedicate time to discussing and promoting new avenues for developing and sustaining online classroom collaboration initiatives within the AISA region. Target Audience: All Educators Measures of Academic Progress (MAP) When: October 20-21, 2012 Venue: American International School of Johannesburg This is a pre-conference institute that will be offered by the Northwest Evaluation Associaton (NWEA). For more information, please see www.aisa.or.ke/aisa2012
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AISA School Leaders Retreat 19-21 October, 2012
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Professional Learning Communities - Building Face to Face or Virtual Communities of Practice When: October 19-21, 2012 Venue: Indaba Hotel and Conference Centre, Johannesburg, South Africa
Presenter: Margaret MacLean An educator with over 30 years experience, in seven countries, Margaret MacLean currently provides professional development services to teachers and school leaders internationally. Margaret has taught at all grade levels from Pre K to grade 6 and served for over 15 years as a school administrator. In 1996 Margaret was named Vermont Principal of the Year. She is a member of the School Reform Initiative. Begun in the mid 1990’s at the Annenberg Institute at Brown University the program is focused on developing collegial relationships, encouraging reflective practice, and rethinking leadership—all in support of increased student achievement. The School Reform Initiative Program, is an intensive professional development program that supports educators who want to initiate or extend adult professional collaboration by developing and sustaining Professional Learning Communities. The Critical Friends Group model is the basis of SRI work. Margaret’s work takes her to school districts throughout the US to provide initial training seminars and follow up school coaching. Margaret has experience as an educator internationally and has previously presented at EARCOS, AISA, NESA and ECIS conferences. Margaret has also worked directly with a number of international schools to develop school wide systems for effective professional collaboration; these include Shanghai American School, the American School in Japan, Seoul Foreign School, the Ishuk Foundation Schools Istanbul and the American International School of Mozambique.
Description: The creation of professional learning communities, both face to face and virtual, is complex work, requiring a commitment by administrators, teachers and coaches. To fully develop high quality preparation and sustained support is needed. This pre conference will teach participants how to create and effectively sustain a professional learning community in their local setting or as part of an online community. This pre conference will support your ability to initiate or extend adult professional collaboration by developing and sustaining professional learning communities (PLCs) in face to face or online settings. The Critical Friends Group (CFG) model is the basis of the work. Begun in the fall of 1995 at the Annenberg Institute at Brown University, the CFG program is focused on developing collaborative school communities, encouraging reflective practice, and rethinking leadership—all in support of increased student achievement. The CFG program helps educators create what Stanford’s Milbrey McLaughlin calls “learning communities” in their settings, where practitioners collaborate to deepen their knowledge of subject matter, examine their teaching practice with a critical eye, and consider issues of organizational change that support improved classroom practice. The program emphasizes making one’s practice public, continuously assessing teaching in relation to student learning, and routinely adapting teaching practices and school structures to meet the changing needs of today’s students. This session is for new and more experienced facilitators who are interested in exploring the benefits, strategies and challenges of developing professional learning groups in both a face to face and an online environment. While PLC’s /CFG’s have traditionally been face-to-face learning communities, online environments offer great potential for supporting educators who are geographically dispersed or who desire a learning community outside of their school building. Facilitating in such environments requires an expansion of skill sets beyond those of face-to-face facilitation. Participants in this pre-conference will analyze successful online sessions, discuss strategies for facilitating online sessions, and use online tools to facilitate sessions.
Target Audience: All Educators and the AISA Community of Practice Facilitators in particular *The AISA Community of Practice facilitators attend this workshop for FREE. (Travel and accomodation not included) AERO and the Common Core: The New English/Language Arts Framework When: October 19-20, 2012 Venue: Indaba Hotel and Conference Centre, Johannesburg, South Africa
Presenter: Naomi Woolsey AERO Project Director, US Office of Overseas Schools Naomi Woolsey is Director of Project AERO, sponsored by the U.S.Department of State’s Office of Overseas Schools. Naomi’s experience includes work as a teacher and administrator, both in the U.S. and abroad, including the American Community School of Athens, the International School of Bangkok, and the International School of Luxembourg. She also served as head of the primary school at Washington International School. She earned her doctorate in educational administration from Teachers College, Columbia University in educational administration. She applies her skills in curriculum and instruction as she assists schools to implement and sustain strong, standards-based curricula. Working with school teams, she provides support and direction for the process of improving student learning through curriculum development.
Description: This institute, designed for teachers, curriculum leaders, and administrators at all levels, will present n in-depth analysis of the new AERO English/Language Arts Framework, which includes standards as well as grade level performance indicators. The Framework, aligned with the United States’ Common Core Standards, provides the foundation for building a solid curriculum across the grades for all, including English Language Learners (ELL), and special needs students. Discussions will focus on standards for student learning, performance indicators, targeted assessments, and information to guide teaching. During the institute, participants will review the Framework, identify its major innovations, and apply its components to their own schools’ language programs.
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AISA Educator’s Conference - Keynotes 21-24 October, 2012
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Objective: • • •
Participants will gain knowledge of the new AERO English/Language Arts Framework and its relationship to the Common Core. Participants will identify new components of the Framework, including text complexity and writing across the curriculum. Participants will apply the principles of the Framework to their schools’ language programs.
Target Audience: Administrators and Educators
Dr. Beverley Naidoo Author
Beverley Naidoo grew up in South Africa, joining student resistance to apartheid, leading to detention without trial and exile in Britain, where she became a teacher, education adviser and award-winning writer of novels, short stories, plays and poetry. Her first children’s book, Journey to Jo’burg, originally banned in her birth country, remains an eye-opener for readers worldwide after 27 years. She won the Carnegie Medal for The Other Side of Truth. No Turning Back, Out of Bounds and Burn My Heart all won Children’s Africana Book Awards. Books for younger readers include Baba’s Gift; The Great Tug of War; S is for South Africa, a poetry alphabet with photographer Prodeepta Das (Children’s Africana Honor Book, USA 2011); and Aesop’s Fables with illustrator Piet Grobler (Parent’s Choice Silver Award, USA 2011, USBBY 2012 Outstanding International Booklist). Adult non-fiction includes a biography Death of an Idealist: In search of Neil Aggett, (October 2012, Jonathan Ball, SA), and Through Whose Eyes? based on her PhD research into reading responses and racism. Beverley is also an honorary doctorate (Open University, Southampton University, Exeter University) and was the South African nominee for the Hans Christian Andersen Award in 2008. See also www.beverleynaidoo.com.
Keynote: Welcome to Jo’burg: We Are Our Stories Description The stories, oral and literary, that we tell ourselves and our children are a vital part of who we are. Like our stories, we can be ‘fixed’ or capable of change. Beverley Naidoo will tell something of her own story, born during WW2 into ‘white Johannesburg’, and how both reading and writing have been a critical part of her own journeys in crossing boundaries. She will reflect on her experiences in returning from exile in the 1990s to work with young South Africans of all backgrounds. She will offer you glimpses into this city ‘Jozi’ and beyond - through Aesop’s ancient tales set in the nearby veld to her newly-launched adult/young adult biography of Neil Aggett who died 30 years ago in a Johannesburg police cell. Beverley upholds that while our stories are our ‘memory against forgetting’, they are also our future.
When: Educators’ Conference and Business Managers’ Institute Opening Plenary (October 21, 2012) In addition, Beverley will also be presenting institutes and workshops www.aisa.or.ke/aisa2012 Sponsored by
Linda Sills
Director of Program Development, Global Issues Network Linda Sills is the Director of Program Development for the Global Issues Network (GIN). Linda has been involved with GIN since 2006. Presently based in Berkeley, CA, she began in East Asia and has since worked in various regions building the Global Issues Network organizing student-led conferences first in Asia: China and Thailand, and now for the Americas: Peru, Brazil, and Costa Rica. GIN’s membership is 1500 strong and growing www.global-issues-network.org. Working in six international schools as a teacher, counselor and school psychologist has proven to be invaluable. Three of these schools were in Kenya, Burkina Faso and Morocco for 18 wonderful years. Having a leadership role with EARCOS was excellent preparation for her current role. Linda received a BA from UC Berkeley, a MA from Harvard and Tufts and is a devoted lifelong learner
Keynote: Responsible Global Citizenship-Service-Student Empowerment (create a circle with arrows between each idea) Description The power of accepting one’s Global Citizenship challenges us to recognize our shared responsibility to act on global issues that affect us all as members of an interconnected global community. Service, carefully and well chosen, is then the imperative to address these shared responsibilities. Student Empowerment comes through taking action. Service with sustainable solutions fuels this powerful relationship.
When: October 24, 2012 Linda will also be presenting institutes and workshops at AISA 2012. See AISA website www.aisa.or.ke/aisa2012 for full details 27
AISA Educator’s Conference - Keynotes 21-24 October, 2012
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Sponsored by
Cathy Berger Kaye
President, CBK Associates When asked, “Where do you live?” Cathryn Berger Kaye often answers “in Los Angeles and airports.” In her work as resident of CBK Associates and ABCD Books, Cathy travels 120 plus days a year throughout the United States and globally providing professional and organizational development, keynotes, in-depth institutes, and exceptional education and learning resources. Most recent journeys include keynoting Singapore Character and Civic Education Conference, leading a three-day service learning institute in Jakarta for educators from 10 countries, leading a yea- long series professional development for educators through the department of education in Hawaii, and addressing critical education needs of New York City teachers. Cathryn authored The Complete Guide to Service Learning, and a Kids in Action workbook series. With Philippe Cousteau she has written two books Going Blue: A Teen Guide to Saving Our Oceans, Lakes, Rivers & Wetlands and the upcoming Make a Splash! A Kids Guide to Saving Our Oceans, Lakes, Rivers, & Wetlands. Her program Strategies for Success: A Learning Curriculum that Serves has been implemented with over 50,000 students in the Los Angeles Unified School District. She reads, dances, cooks, and she is delighted to be at the AISA Conference.
Keynote : In Youth We Trust Description Essential to education and to the service learning process is the concept of youth voice and choice. Yet, our schools all too often lack the essential ingredient of trust that encourages and allows for many aspects of youth initiative and authentic participation. If we trust our students more, what could possibly happen? Let’s embark on a thoughtful exchange to uncover and discover how trust may make all the difference in a school culture. We will examine the connection between trust and creativity. We will see the enactment of trust in schools around the world. And we will uncover the Five Steps to Trust that each of us can take to enact and re-build the most essential ingredient for learning and for service. What may we discover? Welcome (and even joyful) consequences. When : October 22, 2012 Cathy will also be presenting institutes and workshops www.aisa.or.ke/aisa2012
Sponsored by
Brett Dillingham
Director, Performance Literacy Institute Brett Dillingham created the performance literacy process, where students write and tell their own stories to authentic audiences. He has spent the past 20 years teaching in remote villages in Alaska and Canada, high-poverty urban environments in the United States and Western Europe, and international schools and conferences in North and South America, Europe, the Middle East, Asia and Africa. Brett’s keynote addresses include the World Congress on Reading and the International Reading Association. He is the author of the children’s book Raven Day and the textbook Performance Literacy through Storytelling. Keynote: A Pre-history and History of Storytelling… and Why It Matters To Teachers Description Storytelling surrounds us yet it is often difficult to “see” it- we often seem as unaware that storytelling is continuously occurring around us, much like a fish is unaware that it is surrounded by water. In this keynote you will hear stories, learn the likely origin of storytelling, become more aware of the stories around you, and have a basic understanding of what the latest brain research tells us about why storytelling is the means by which humans’ brains remember and transmit information. When the keynote- the storytelling- is over, you will have stories unfolding in your head and breathe the stories that envelop you. When: October 23, 2012 In addition, Brett will also be presenting institutes and workshops www.aisa.or.ke/aisa2012
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Complete descriptions of all institutes and workshops at AISA 2012 are available on our website: www.aisa.or.ke/aisa2012
Pre-Conference Institutes 17-21 October, 2012 Institute
Venue
When?
TBA
IB PYP Workshop Leaders Training (By Invitation Only)
Indaba Hotel and Conference Centre
October 17-21, 2012
Naomi Wolsey
AERO and the Common Core: The New English / Language Arts Framework
Indaba Hotel and Conference Centre
October 19-20, 2012
International Baccalaureate Training (Category 3 Workshops) • The Role of ICT in the Primary Years Programme (PYP) • IB Category 3 Librarians Continuum Workshop: Inquiry and the Librarian Across the three IB Programmes • The Role of the Coordinator (PYP)
Indaba Hotel and Conference Centre
October 19-21, 2012
Margaret Maclean
Professional Learning Communities - Building Face to Face or Virtual Communities of Practice
Indaba Hotel and Conference Centre
October 19-21, 2012
Neven Soric & Benjamin Bett
AISA SchooLink Coordinators Institute
Indaba Hotel and Conference Centre
October 20-21, 2012
NWEA Trainer
Measures of Academic Progress (MAP)
American International School of Johannesburg
October 20-21, 2012
Jeremy Schwartz
Moodle Training for Teachers
American International School of Johannesburg
October 20-21, 2012
Harish Kanabar Dawn Rutland Angela Steinmann
School Leaders’ Retreat 19-21 October, 2012 Presenter
Position / Institution
Duration
Session Title
Target Audience
Carrie Levenson-Wahl & Mike Miller
Partners, MLW Consultants, Inc.
Full Day Institute
Strategic Planning Made Fun - No stress, just success!
School Leaders and Administrators
Dr. Cheryl Doig & Chris Jansen
Director, Think Beyond & Senior Lecturer, School of Sciences and Physical Education, University of Canterbury
Full Day Institute
Leadership Change: Innovation for the Future
School Leaders and Administrators
Business Managers’ Institute 21-24 October, 2012 Presenter
Mr. Marc Levinson & Sarah Daignault
Position / Institution
Principal, Independent School Solutions / Instructor Teachers College, Columbia University
Duration
Session Title
Target Audience
Full Day Institute
Business Manager Institute Day 1
Business Managers, School Leaders & Administrators
Full Day Institute
Business Manager Institute Day 2
Business Managers, School Leaders & Administrators
3-Hour Workshop
Business Manager Institute Day 3
Business Managers, School Leaders & Administrators
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Educators’ Conference 21-24 October, 2012 Presenter(s)
Dr. Beverley Naidoo
Dr. Linda Meloy
Dr. Lori Langer de RamĂrez
Dr. Nancy Robinson
Dr. Patricia Wallace
Brett Dillingham
Position / Institution
Duration
Title
Target Group
Full Day Institute
Exploring perspectives: A creative storytelling and writing workshop
Administrators and Educators
3-Hour Workshop
A Longer View on Today
Administrators and Educators
Full Day Institute
Attention Deficit Hyperactivity Disorder - Straight Talk and More!
Administrators and Educators
3-Hour Workshop
Curriculum-based Measurement: A formative assessment tool for ease in tracking academic performance
Administrators and Educators
Full Day Institute
Empower Language Learners with Tools from the Web
Administrators and Educators
3-Hour Workshop
Language, Identity, and the Multicultural School
Administrators and Educators
Full Day Institute
Figuring Out the Student Who Bugs You
School Leaders and Administrators
1-Hour Workshop
Figuring Out the Puzzling Student
School Leaders and Administrators
3-Hour Workshop
Identifying and Nurturing Gifted 21st Century Students
Administrators and Educators
Full Day Institute
Culturally Responsive Literacy Through Storytelling
Administrators and Educators
3-Hour Workshop
Culturally Responsive Literacy Through Storytelling
Administrators and Educators
Author, Independent
Professor of Special Education, Western Illinois University - Quad-Cities
Chair, ESL and World Language Department, Herricks Public Schools
Professor Emerita of Psychiatry and Behavioral Sciences, University of Washington (retired)
Senior Director, CTYOnline and IT, Johns Hopkins University Center for Talented Youth
Director, Performance Literacy Institute
Opportunities for Business Associates Many of our Associate Members also attend conference and often exhibit their products and services for teachers and administrators. This year Business Associates exhibition will run concurrently with AISA School Leaders Retreat. Some associates also conduct very popular workshops in their areas of expertise.
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Educators’ Conference 21-24 October, 2012 Presenter(s)
Graham Watts
John Ritter
Kevin Simpson
Michael Griffin
Mrs. Barbara Sunday
Cathryn Berger Kaye
Christine Brown
Position / Institution
Founder and Director, Tomorrow’s Learning
Senior Associate, Search Associates
Global Education Collaborator, KDSL - Know.Do.Serve.Learn
Educator, Music Education World
Duration
Title
Target Group
Full Day Institute
Introducing Higher Order Thinking Tools
Administrators and Educators
Full Day Institute
Introducing Higher Order Thinking Tools
Administrators and Educators
3-Hour Workshop
Developing Self Directing Learners with Habits of Mind
Administrators and Educators
Full Day Institute
Board Facilitators Workshop
Administrators and School Leaders
Full Day Institute
School Improvement: Reflect, Plan, Do
Administrators and Educators
3-Hour Workshop
Make It Rich
Administrators and Educators
Full Day Institute
Motivation in Music; Motivation with Music
Educators
3-Hour Workshop
Pathway to Expertise
Educators
Full Day Institute
Idea Fest Encouraging Breadth in student art projects: Drawing, 2-D Design, and 3-D Design
Educators
3-Hour Workshop
Themes, Layers, and Juxtapositions: Creating a variety of lessons from one idea
Educators
Full Day Institute
Transforming Community Service to Service Learning: Academic, Relevant, Engaging
Administrators and Educators
3-Hour Workshop
Going Blue: A Service Learning Experience
Administrators and Educators
Full Day Institute
Planning, Teaching and Assessing Standards-Based World Language Units and Curricula Using Understanding By Design
Administrators and Educators
3-Hour Workshop
Understanding and Constructing Standards Based Assessments in World Language and ELL Learning and Teaching
Administrators and Educators
Teacher, Sentinel Secondary School
President, CBK Associates
Deputy Head, Carol Morgan School- Dominican Republic
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Educators’ Conference 21-24 October, 2012 Presenter(s)
Devon Riley
Elizabeth Imende
Ellen Greenblatt
Karen Boyes
Linda Sills
Sharon Storrier
Position / Institution
Duration
Master and Mentor Teacher, The Bay School of San Francisco
CEO, Spectrum Education
Target Group
Full Day Institute
Drama Integration in the Elementary Classroom
Educators
3-Hour Workshop
Building a Cooperative Classroom through Drama
Educators
Full Day Institute
TBA
Educators
3-Hour Workshop
TBA
Educators
Full Day Institute
Writing to Learn: A School-wide Initiative
Administrators and Educators
Full Day Institute
Strategies for Teaching Literature
Educators
3-Hour Workshop
Student-made Films as a Vehicle to Interpretation
Administrators and Educators
Full Day Institute
Cutting-edge teaching and learning techniques
Administrators and Educators
Full Day Institute
An Introduction to the Habits Of Mind
Administrators and Educators
3-Hour Workshop
Develolping Self Directing Learners with Habits of Mind
Administrators and Educators
Full Day Institute
Educators and Students as Global Leaders & Citizens, your role in Student Empowerment through Service Learning striving for Sustainable Solutions
Administrators and Educators
3-Hour Workshop
Creating a Vision to Support Student Empowerment through Global Citizenship and Service Learning.
Administrators
Full Day Institute
Conversations That Transform Thinking: An Introduction to Cognitive Coaching SM
Administrators and Educators
3-Hour Workshop
Building Trust to Increase Student Achievement : Two Sides of the Same Coin
Administrators and Educators
ES/MS Drama Specialist, International School of Kenya
Consultant, Research For Better Teaching
Title
Director of Program Development, Global Issues Network
Educational Consultant, Independent
32
aisa2012
AISA 2012 Presenters
johannesburg - south africa
Participant Led Workshops 24 October, 2012 Presenter(s)
Title
Ann Olsher & Charles Olsher
Strategies That Work for Teaching English Language Learners, K-12
Dr. Anna Karola
Learning Challenges Within the Classroom
Brooke Peterson
Time-Saving Web Technology in a Fast-Paced World
Cody Claver
Expanding Horizons: Blended and Online Learning for the International School
Darren Sabet
Curriculum Mapping and Standard Based Assessment
Dick Moody
Comprehensive Assessment Planning
Dipesh Pabari
Social Service Learning beyond the classroom walls
Elsa Lamb & Megan Scherer
AAIE Institute for International School Leadership: Advancing Leadership Through On-Line Learning
Gez Hayden
Getting Your Next Job: Navigate the Recruitment
Heather Kissack
The importance of the visual arts (Bringing the power of visual thinking to life).
Jacqueline Gilbert & Kelly Christian
MSA Accreditation Overview Workshop
Jessica Roberts
Communication in the mathematics classroom - does it matter?
Jody Osler
Integrating Differentiated Instruction and Understanding by Design - A Practical Application
John Ritter
Board Facilitators Workshop
Jonathan McGill & Sushila Bakhda
Encouraging action through assessment – responses to 21st Century requirements
Julian Jones
From Dublin to Hong Kong: Locally Operated Models of the Johns Hopkins University Center for Talented Youth (CTY)
Julie Linn & Amy Uzoewulu
Differentiated Reading Instruction: Knowing What They Know and Where To Go With It
Kerri Dolena
Yearbook as an Educational Tool
Makoena Simon
Engage Students Into Think Scientifically
Max Eisl
The Latest Innovations in School Administrative Software Solutions For International Schools
Murray Te Huki
Compete Locally – Win Globally: The i-Olympiad Project
Nancy Robinson
Figuring Out the Puzzling Student
Philip Wileman
Using an effective assessment programme to identify needs and stretch all students
Ryan Krause
What makes an good lesson?
Simone Williams
Beyond edutainment: Using Digital Tools to Effectively Enhance Learning and Improve Cultural Competency
Tamara Studniski
Understanding by Dramatic
Tony Watters
Towards a New Paradigm in Music Education: Opportunities for International School Music Programs
Tracy Hill & Christy Kinkhabwala
Student Led Conferencing
33
aisa2012
AISA 2012 Host School
johannesburg - south africa
American International School of Johannesburg AISA would like to thank Dr. Andy Page-Smith and his team at AISJ for their help in hosting AISA 2012. The American International School of Johannesburg is a pre-kindergarten through grade 12 co-educational school founded in 1982. The school offers an American Diploma Program, the rigorous International Baccalaureate (IB) Full Diploma program and IB Certificate courses.
AISA 2012 Hotel Accomodation The main conference venue for the AISA 2012 Conference is the Indaba Hotel.
Indaba Hotel, Johannesburg Indaba is a 4 star Johannesburg hotel located within easy travelling distance of all the city’s main business and tourist attractions. Renowned for its luxurious accommodation, superior guest facilities and function venues, the Indaba Hotel staff look forward to welcoming you with open arms. It’s award-winning conference, meeting and banqueting facilities are recognised as being some of the best and most comprehensive on the African continent. Designed in keeping with the country-style character of the hotel, each of our 260 en-suite, air-conditioned bedrooms offer luxury accommodation with all the modern facilities. The newly opened Chiefs Boma is an African themed restaurant, which offers 350 seats, open lunch and dinner. Traditional cuisine: A Taste of Africa, show cooking and entertainment. Indaba has easy and convenient access to all main highways, the O.R. Tambo International Airport and is a mere 15kms from Lanseria International Airport.
Room and Booking Information Standard Single Room
R895 (approximately USD.112 depending on the current foreign exchange rate).
Standard Double Room
R1,145 (approximately USD. 143 depending on the current foreign exchange rate). • Rates are inclusive of breakfast • Rates are exclusive of 1% bed levy • Be sure to mention that you are attending the AISA conference in order to get the conference rates • Bookings should be made before September 28, 2012, after which the rooms reserved for AISA will be open for Non–AISA guests.
To make a reservation contact Sharon Thom on this email reservations@indabahotel.co.za. stating that you are attending the AISA Conference. Following which you will receive a written confirmation of your booking. Please DO NOT use any other form of communication for your booking. *All bookings will need to be secured by a deposit.
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aisa2012
AISA 2012 Hotel Accomodation
johannesburg - south africa
City Lodge Fourways Across the road from the popular Monte Casino Entertainment Complex, this modern 211-room hotel is ideally situated in northern Johannesburg, offering easy access to the city’s freeways, facilities and other attractions. A multitude of restaurants, a variety of shows and a wide range of shopping opportunities are just an easy walk away. With two spacious meeting rooms, a sparkling swimming pool and glorious pool deck, a coffee shop, ample parking and wireless internet, it’s an ideal venue for a comfortable business or leisure stay in South Africa’s busiest city. A variety of room types are available to suit the specific needs of individual guests.
Room and Booking Information Standard Single Room
R895 (approximately USD.112 depending on the current foreign exchange rate)
Standard Double Room
R1,145 (approximately USD. 143 depending on the current foreign exchange rate) • Rates are inclusive of breakfast • Rates are exclusive of 1% bed levy • Be sure to mention that you are attending the AISA conference in order to get the conference rates • Bookings should be made before September 1, 2012, after which the rooms reserved for AISA will be open for Non-AISA guests.
For reservations, contact Evie Moutsakis or Rahab Sathekge (clfourways.resv@citylodge.co.za) stating that you are attending the AISA Conference and quote the reservation number #32228. Following which you will receive a written confirmation of your booking. Please DO NOT use any other form of communication for your booking. Tel : + 27-11-244-6000 | Website: www.citylodge.co.za/cl12.php *All bookings will need to be secured by a deposit.
Zulu Nyala Country Lodge and Manor Get a tantalizing taste of the bush while staying just five minutes away from all the glitz, glamour and good times offered by one of Southern Africa’s premier shopping and entertainment areas. Set in 13 acres of beautifully landscaped gardens in peaceful surroundings, the Country Manor is a spacious thatched country estate, offering excellent quality and affordable accommodation. Springbok, Blesbok, Zebra and a wealth of birdlife abound.
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aisa2012
AISA 2012 Hotel Accomodation
johannesburg - south africa
Room and Booking Information Standard Single Room
R695 (approximately USD.87 depending on the current foreign exchange rate)
Standard Double Room
R990 (approximately USD.124 depending on the current foreign exchange rate) • Rates are inclusive of breakfast • Rates are inclusive of 1% bed levy • Be sure to mention that you are attending the AISA conference in order to get the conference rates • Bookings should be made before September 28, 2012, after which the rooms reserved for AISA will be open for Non–AISA guests
For bookings contact Carlo Folchi -Vici, the AISA Account Manager on this email Carlo Folchi-Vici carlo@zulunyala.com and copy Amanda (Reservations) on this email zncmres@zulunyala.com stating that you are attending the AISA Conference. Following which you will receive a written confirmation of your booking. Please DO NOT use any other form of communication for your booking. Tel: +27 11 702 9300 | Fax: +27 11 702 9322 | Website: www.zulunyala.com *All bookings will need to be secured by a deposit.
Hoyohoyo Chartwell Lodge “Hoyohoyo” is a Shangaan / Xitsonga word used to express the highest form of an enthusiastic, festive, zealous, celebratory and “royal” welcome mood.Rooms & Suites Each room of the 15 rooms is spacious and equipped with air conditioning, flat screen TV, DST V, wireless connectivity and fully serviced daily. Ten out of the fifteen rooms are self catering units fully equipped with fridge, microwave, pots, crockery and cutlery, kettle and toaster. Breakfast, lunch and dinner are served in our cosy restaurant with fireplace and free access to the bar.
Room and Booking Information Standard Single Room
R695 (approximately USD.87 depending on the current foreign exchange rate)
Standard Double Room
R990 (approximately USD.124 depending on the current foreign exchange rate) • Rates are inclusive of breakfast • Rates are inclusive of 1% bed levy • Be sure to mention that you are attending the AISA conference in order to get the conference rates.
To make a reservation contact Rumbidzai Chinyoka on rumbietri@yahoo.co.uk or info@hoyohoyoleisure.co.za. stating that you are attending the AISA Conference. Following which you will receive written confirmation of your booking. Please DO NOT use any other form of communication for your booking. Tel: +27 0783868670 | Website: www.hoyohoyoleisure.co.za *All bookings will need to be secured by a deposit.
36
aisa2012
AISA 2012 Conference Fees
johannesburg - south africa
Full School Member
Affiliate School Member
Associate Member
Non Member
US $
US $
US $
US $
Pre-Conference Event Early Bird
Regular
Early Bird
Regular
Early Bird
Regular
Early Bird
Regular
IB - Librarians (Pre-Conference) (October 19-21, 2012)
790
820
790
820
790
820
850
870
IB - Strategies for ESOL Students (Pre-Conference) (October 19-21, 2012)
790
820
790
820
790
820
850
870
IB - The Role of the Coordinator Workshop (Pre-Conference) (October 19-21, 2012)
790
820
790
820
790
820
850
870
Professional Learning Communities (Pre-Conference) (October 19-21, 2012)
390
410
390
410
390
410
430
450
AISA SchooLink Facilitators’ Training (Pre-Conference) (October 20-21, 2012)
390
410
390
410
390
410
430
450
Measures of Academic Progress - MAP (Pre-Conference) (October 20-21, 2012)
Inquire about pricing from conferences@aisa.or.ke
Exhibition Space (Per Table ) (Associates Only)
N/A
N/A
$ 260
N/A
Full School Member
Affiliate School Member
Associate Member
Non Member
US $
US $
US $
US $
Conference Event Early Bird
Regular
Early Bird
Regular
Early Bird
Regular
Early Bird
School Leaders’ Retreat (October 19-21, 2012)
675
690
740
760
675
690
805
825
Educators’ Conference (October 21-24, 2012)
415
430
480
505
415
430
530
545
Business Managers’ Institute (October 21-24, 2012)
415
430
480
505
415
430
530
545
* NOTE: Fees for Early Bird Registrations MUST be received by AISA before August 31, 2012 23:00 EAT (GMT+0300) * NOTE: Registration of delegates closes on October 07, 2012 16:00 EAT (GMT+0300 The AISA SchooLink workshop is by invitation only. Contact Benjamin Bett (bbett@aisa.or.ke)
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What You Really Need to Know about Accreditation By Henry G. Cram, Ed.D - President of the Middle States Association- Commissions on Elementary and Secondary Schools. As president of the Middle States Association- Commissions on Elementary and Secondary Schools (MSA-CESS) I am often asked what accreditation really is. My answer is more often a cure for insomnia than a concise explanation of what accreditation can accomplish or how passionately I believe in the process. With AISA’s recent requirement for member schools to become accredited and with more than 50 accredited schools in Africa I know this will be a topic of conversation at AISA’s fall conference. Accreditors have complicated this time tested method of school accountability and school improvement, obscured its purpose and failed to celebrate its effectiveness. In short we have made the subject of accreditation more complicated than it needs to be. In those schools where accreditation has worked there is a clear understanding of the school’s purpose. Members of the school community are able to articulate in clear and concise ways what it is they hope their students will learn, be able to do, how they will behave and the basic values that they will believe in. These schools celebrate their success in achieving their purpose, confront their failure when that purpose is not realized and are continuously planning to improve upon their previous best. Accreditation is not only about recognizing a school for what it has accomplished or may be currently accomplishing. It is recognition for every school that is willing to continually self-assess its current performance against a preferred future and works on making demonstrable progress towards that future. It is proof of a school’s effectiveness and efficacy. Simply put an accredited school is deliberately making a difference in the lives of the children that it serves. The process of accreditation makes great schools even greater, good schools better and places schools that are poorly performing on the path towards continuous improvement. It provides a comprehensive assessment of any schools current performance and provides a framework for moving forward that is easy to manage, easily accomplished and sustainable over time. A high performing school can use the accreditation process to maintain and improve upon current performance by better understanding the antecedents to its success and designing ways in which those practices can be more consistently employed. Any school can use the process to identify those things they are doing well, those that need to be changed in order to improve student performance and those things that may need to be abandoned if real progress is going to be made. Schools that are in need of improvement can use the accreditation process as a blueprint for how to improve. And in those few instances where a failing schools are resistant to change the school community can use the process to illuminate and eliminate those conditions that have been making improvement impossible. If you believe that education is the key to a quality life and that every child deserves access to quality education then it follows that every school needs to be continuously improving. The accreditation process is based on world class standards and the understanding that school improvement can only be achieved with the commitment of those ultimately responsible for student performance, the local school community. Accreditation is a process that ensures that every school will frequently monitor its performance and continuously plan to improve upon that performance. Next time someone asks me what accreditation is I might simply say, “it’s what every school should be doing and it provides both framework and the incentive to get those things done”. For more information about accreditation and the MSA-CESS process, email kchristian@cess-msa.org or visit the Accreditation Corner at the AISA Conference this October.
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Poems from the American International School of Lomé Nature Just Like Life
The Real Life
by Iris Atayi
by Vanessa Kuassi
Grasses are people, different types On the same land, like people on the earth. When some die, others grow the wind as life problems pass and pass again Never stop but make pauses Every time it pauses, you hope it’s finished And then it blows again, taking away your hope. Announcing the beginning of another adventure. Life is made of adventures and problems As well as nature is made of plants, wind, water and else.
People say that flowers die And love does not But they don’t know that the dying flower Maintains the love The way the root from the deepness of the floor Supports the tree The way the wood burning keeps the flames awake And the way the earth that we tread on continues to hold us This is how life works The Strongest stays in the darkness to make the powerless shine.
Look out for more poems from the American International School of Lomé on the AISA website www.aisa.or.ke
(402) 472-2175 highschool.unl.edu extservice@unl.edu
Our school •Is accredited by AdvancED and Nebraska Department of Education
Providing affordable, accredited online curriculum to international schools
•Provides schools with additional curriculum options •Accepts enrollments any time of the year •Enrolls one student or an entire classroom •Offers supplemental courses or a full diploma
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The University of Nebraska–Lincoln is an equal opportunity educator and employer. ©2012, The Board of Regents of the University of Nebraska. All rights reserved. ISH141.13
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LUCKY PRIZE LUCKY PRIZE DRAW aisa2012 DRAW johannesburg - south africa
rip T y l i m a F y a d -Â 8 n a Win a y n e K , o v a s T p m a to C inner 12 Gala D A 20
at the AIS
Experience the best that Kenya has to offer. This trip is designed especially for families who want to explore an exciting part of the world, while contributing to projects that improve the environment and enhance the quality of life for the people they visit.
Highlights: Activity packed trip designed
Based in a private and exclusive wildlife sanctuary Work on important projects to improve educational standards for children Learn how to identify and track wildlife Art for Conservation programme for children Gain a deep appreciation for the cultures and traditions of Kenya Spectacular game viewing in one of Kenya’s Premier National Parks A wide range of optional activities available Challenge yourself even further by adding an adventure activity
Camp Tsavo will be your base for this activity-Âpacked family programme. This beautiful camp is situated in the centre of Rukinga Sanctuary, a private and exclusive wildlife conservation area bordering the world-Âfamous Tsavo National Parks. You will work alongside the warm and welcoming local villagers on a range of school and community projects, giving your family the once in a lifetime opportunity to experience the true African way of life. Local safari guides will teach you how to identify and track wildlife alongside some basic bush skills and activities that are suitable for children before you embark on your own safari to experience some of the best wildlife viewing in Africa. Association of International Schools in Africa
Associate Member
Visit us online:
www.campsinternational.com 42
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AISA_programme_advert.indd 1
29/02/2012 09:56
Convenient Travel Options for AISA 2012 Conference Delegates in Johannesburg Club Travel Fourways warmly welcomes all AISA delegates to South Africa. We will be here to assist you with ensuring that you are safely transported from the airport to your hotel of choice as well as the return transfer to the airport at the end of your stay. We will also be more than happy to assist you with pre and post accommodation around South Africa, whether it is a safari at the world famous Kruger National Park, a trip to the cosmopolitan city of Cape Town, a leisurely drive along the Garden Route or a beach holiday to Umhlanga, along the Kwa-Zulu Natal coastline. AIRPORT TRANSFER RATES Our rates for the airport transfers are: • R425.00 for the first person and R55.00 for each additional person in a Hyundai Sonata (3-seater). • R455.00 per vehicle in a Mazda 6 (3-seater), • R725.00 per vehicle in a Luxury minibus (7-seater). • If need be, 32-seater bus can be arranged and pricing will be provided on inquiry.*
For more information contact: Holly Baker | Manager | Club Travel Franchise A member of the Thebe Tourism Group Tel: +27 11 469-4839 | Fax: +27 11 469-4840 | Emergency contact number: 083 393 7878 Email: holly@clubtravel.co.za | Website: www.clubtravelfourways.co.za * To book your transfer, download and fill in the Airport Transfer Booking Form available on www.aisa.or.ke/aisa2012
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