ISA Connections Issue 06 by The International School of Amsterdam

Connections The International School of Amsterdam Magazine

ANNUAL REPORT ISSUE

Our Mission To educate for international understanding Our Vision To create a community of lifelong learners who value inquiry, critical and creative thinking, take informed risks, and act with integrity and compassion.

Contents

Connections The International School of Amsterdam Magazine Winter 2016 ISA Mission and Vision Editor-in-chief

ISA recently reviewed and updated its mission statement,

Erika Harriford-McLaren

vision and beliefs. Please take a moment to see why our com-

Co-editors

mitment - to educate for international understanding - contin-

Shelly Harrison

ues to inspire our community to make a better world.

Chris McLaren Class of 2016 Design and layout

In June, the ISA Class of 2016 celebrated their graduation and

Wouter F. Goedkoop

upon their departure left a lasting legacy through their sense

of community, scholarship and leadership. Student Contributors Elin Jones

New Faculty and Staff

Ruben Rivera

ISA has the great fortune to be able to recruit and hire some of the best educators and staff from across the globe to educate

Publisher

our growing number of students. Meet the new faculty and

ISA in collaboration with

staff for the 2016-2017 school year.

XPat Media, The Hague, The Netherlands

Centre for Development, Learing and Technology ISA’s commitment to providing professional development to

Printer

global educators continued throughout 2015-2016, with the

Drukkerij Damen

school’s dedicated professional development centre hosting

Werkendam

almost 50 trainings, workshops, seminars and conferences

The Netherlands

during the year.

ISA alumni, families, faculty

ING Innovation Challenge

and friends receive

In partnership with the Missing Chapter Foundation and ING

Connections. We welcome

Bank, ISA grade 4 and 5 students took on the challenge of

your comments and

bringing an IB-based perspective to the innovation processes

encourage you to submit

of a business for the annual global ING Innovation Challenge.

ideas and articles for consideration.

Lower School English as an Additional Language For many young students arriving at ISA, the English as an Ad-

Letters and inquiries may

ditional Language programme provides a means for embrac-

be addressed to:

ing a new life and a new language. For Lower School families

Connections

our EAL workshops also ensure that parents become partners

Sportlaan 45

in helping their children master this new phase in the lives.

1185TB Amstelveen +31 20 347 1111

Eco-Conservation in Botswana

communications@isa.nl

In the summer of 2016, 15 ISA students embarked on a journey

www.isa.nl

of a lifetime to explore how they could contribute to conserva-

tion efforts in the Tuli Block in Botswana–one of the last and Cover

most unspoiled wilderness areas remaining on Earth.

Gazing across the Bush Botswana 2016

Financial Overview

Photo by: Mark Harris

ISA Business and Financial information for 2015-2016

46 1

Welcome Welcome to the International School of Amsterdam’s

Still, the past school year was punctuated by a

annual report for the 2015-2016 school year. We are so

world in distress. Events in Paris, Brussels and else-

very pleased to invite you to a sampling of events that,

where forced us to to take into account new security

shaped another notable year—our 52nd.

considerations for our school and students and, in some cases, to even cancel or reschedule a number

The 2015-2016 school year brought, once again,

of activities. As a community based on international

record enrollment, along with a record number of new

understanding, we were forced to take pause and ask

teachers and staff. We also saw a dramatic surge in

ourselves just how people can exhibit such hatred and

the school’s on-going leadership in professional

cruelty against the innocent. Like so many schools,

development for international educators, with just

ISA also redoubled efforts on security matters. Not

under 50 professional development events in our

that long ago, people scoffed at the very idea of

centre attracting educators from as far away as

security badges, traffic barriers and fences around

Australia, Africa and Latin America. But, as you will

the campus. Today, it just seems to be part of the way

quickly see in the following pages, 2015-2016 was

things are. This is true not only for ISA but for nearly all

most importantly an extraordinary year for our students

international schools on every continent. It is now a ne-

as they inquired, learned, created, played, worked

cessity; but a terribly, terribly sad one.

and thrived within the Culture of Thinking that has become a hallmark of our school.

In spite of this, you can walk through the wonderful

facilities at ISA at any given moment and see the happy faces of so many young people engaged in learning together; glimpse the joy and dedication of world-class educators who have the professional culture and the abundant resources to challenge, inspire and support their students each day; observe the scores of parents in the school cafeteria enjoying language lessons, working on costumes for an upcoming drama production–or just sharing coffee while they exchange tales about the challenges of expat life. When you see all of that, as we do each day, you can almost be forgiven for forgetting about the troubled world that flashes across our lives, and screens, each day. And yet, considering the complexities and challenges in our world today, considering the uncertainties of the world awaiting our children, there has never been a moment when our mission—to educate for international understanding—has been more powerfully relevant. Understanding, particularly understanding that cuts through barriers of nationality, culture, language, religion, race and gender, is in far too short supply. As you browse the pages of this annual report, I would encourage you to notice two things: the deep learning and understanding that exude from so many of the activities highlighted here and the happiness that pervades our school community. Would that our world resembled more the global community that is ISA, where over 50 nationalities join to create a better world.

The foundation of that ability to become global leaders and citizens is embedded deeply within ISA’s Mission Statement. As the revision of our Mission Statement was a highlight of the 2015-16 school year, I hope you will take a few moments to reflect upon the principles that guide us. You will see why so many of us at the school see a future rich with hope. With all best wishes to our families, faculty, staff, alumni and friends around the globe,

The world our children will inherit from us—and the world they will create during their lifetimes—demands nothing less than a genuine understanding of others who do, in fact, think very differently. Our students must grow the confidence in their own abilities to learn,

Edward E. Greene, Ph.D. Director

to empathize, to adapt and to take action. They must have the freedom and safety to dream about a better world.

ISA Mission, Vision and Beliefs Developing Minds

Our Mission To educate for international understanding

Our Vision To create a community of lifelong learners who value inquiry, critical and creative thinking, take informed risks, and act with integrity and compassion.

Our Beliefs At ISA, we believe in developing minds, character and communities.

Developing Character

Inquiry and Reflection

Respect and Collaboration

At ISA, we challenge and support our students on their

Respect is fundamental to any human interaction or

individual journeys to self-discovery.

relationship, and it is the foundation on which ISA stands. Every day, our students develop a finer appre-

We share experiences and ideas from diverse perspec-

ciation for individuals, cultures and societies around the

tives, giving context to content in all that we learn. We

globe.

are inquiry-driven – teaching students to ask “why” and not just “how”.

Critical and Creative Thinking

Integrity and Compassion Our students lead and get passionately involved in life-changing community service projects that develop

Students and teachers alike are encouraged to ques-

character, positive habits of mind, and the drive to make

tion, make connections and reflect.

principled choices.

ISA students develop the investigation and problem-

Choices & Risks

solving skills they need – both at school and in their

ISA’s interdisciplinary curriculum invites students to

lives.

take on new challenges with confidence, creativity and a greater belief in their own potential.

Inspiring and developing young minds is what teaching at ISA is about.

Curiosity and Open-Mindedness We believe in the power of curiosity as the driver of learning. At ISA, students are actively encouraged to

Our students are taught to push their own boundaries in everything they do – be it in the classroom, on a sports field or on a stage – and to discover how rewarding that journey can be.

question, wonder and explore in a culture of inquiry both

Balanced Lives

within the classroom and beyond.

At ISA, students learn to make informed choices, manage challenges and set priorities – valuable life

They embrace the diverse experiences offered by our international community and make them part of their learning and their lives – to the benefit of all.

Professional Development ISA attracts and retains talented staff from around the world. We provide them with innovative, hands-on train4

ing opportunities, as well as state-of-the-art facilities and technology.

skills.

Developing Communities Uniting in Diversity For over half a century, ISA has brought together students, families and teachers from around the world. We bridge cultures through friendship, support and curiosity. And we embrace our community’s rich mix of perspectives as we work together toward common goals.

Sustainable Futures We encourage our students, families, and staff to support a variety of local and global service projects and eco-initiatives. ISA’s commitment to reaching out to others is deeply embedded in our culture: from supporting international disaster relief efforts to providing care to others less fortunate.

Strong Connections We forge deep, lasting relationships amongst students, as well as with our alumni, local community and partners. Each of these connections is a link in our enduring legacy of education for international understanding.

Empathy We believe that empathy inspires well-being , inclusiveness and engagement At ISA, students are reflective. They expand their worldview to connect with others, and act with others in mind.

Board of Governors The 2015-2016 school year was yet another amazing one for the International School of Amsterdam. We welcomed new and returning families, had a record number of students, opened additional classrooms to support some new and exciting courses, hired wonderful new faculty and staff and said goodbye to our

prepare our students for the future. All of these things contribute to making our school as

graduating Class of 2016.

great as it is. On behalf of the Board of Governors, I

For 52 years, ISA has embraced a commitment to chal-

staff for all that they have done to make ISA such a

would like to thank the school’s leadership, faculty and

lenge our students to share their knowledge, experiences and perspectives through inquiry and reflection. As a board, we aim to ensure their future success and to enable them to take the skills they have developed at ISA and serve as ambassadors of our mission - to

success. Our role as a board is strategic to ensure that ISA’s longterm vision allows for continued success in all that we do. It is a privilege to serve as stewards of the school’s

educate for international understanding.

mission, vision and beliefs and it is with extreme pride

In the Spring of 2016, the school launched a parent

communities, government officials and throughout the

survey to gauge parental perceptions, priorities and overall views of our school. It was encouraging to see that our parents view our greatest strengths as a learning institution to be the same ones that we as a board and the school administration would also rate as most important: the delivery of our mission and educational philosophies, our diversity, the quality and rigour of our academic programmes, the atmosphere, culture and sense of community; the quality care and concern

of our faculty and staff; and the use of technology to

Security Advisory Group

that we, as a board, represent our school to our local world at other leading educational institutions. I look forward to working closely with all areas of our community and to ensuring that our Board helps ISA to remain a global leader in international education in 2016 and beyond. On behalf of the Board of Governors, Brenda Broad, Chairman

In the past year alone, ISA obtained US$ 1,000,000 in grants from the U.S. State

Department’s Office of Overseas Schools to upgrade security, and we have

established an ISA Security Advisory Group, comprised of security specialists from the local and national governments and chief security officers from

several consulates and embassies. With this generous grant, we have ben able to upgrade security throughout our school.

The U.S. State Department’s Office of Overseas Schools and the U.S. Embassy and Consulate have our deepest gratitude for their support of our school’s safety.

Class of 2016 On June 4, the sixty-eight members of the Class of

The ECIS Award for International Understanding is given to

2016 walked down the aisle of the ISA World Theatre

a student who is a good representative of his or her

to celebrate their final moments as ISA students. The

own country, exhibits a positive attitude toward other

commencement ceremony brought together over 400

cultures, is able to converse in at least two languages

family and friends, many of whom travelled from dis-

and is a contributing force to the sense of community

tant countries, to celebrate the commitment and hard

and furthering the cause of international understand-

work of our graduates.

ing. The 2016 award was presented to Virginia Cinelli.

During the ceremony, there were several students

The ISA Award was given to Sakura Tominaga for her

who received special awards for their outstanding

personification of the goals of the school, respect for

contribution to the school and to our community.

cultural and social differences, her ability to operate

The winners of the ISA Leadership Award were Rebecca Baugh and Hugh Huyton. This award is

with high ethical standards and to bring a positive attitude to education at ISA.

given to a female and male student who have modelled

The Peggy Brannigan Award for Environmental Action was

strong leadership skills within the ISA community. For

awarded to Nicolas Carmont Zaragoza for his demon-

this award, ISA faculty vote for the selected students.

strated leadership, commitment and action to protect the environment. 9

Leah Broger, was awarded the CAS (Creativity, Activity

of 4.95. The total average score for ISA full diploma

throughout the Diploma Programme through her in-

total of 40 or more points, and 96.7% received one or

and Service) Award for showing a deep sense of service volvement in real-life tasks with real consequences within ISA, locally and globally, to “create a better and

candidates was 34 points, of whom 11% received a more bonus points for their work in Theory of Knowledge and the Extended Essay. In addition, 44% of the

more peaceful world”.

diploma candidates received a bilingual diploma.

IB Results

Congratualations, Class of 2016.

ISA students performed exceptionally well with an average grade in each course of 5.25 points out of 7, comparing favourably with the worldwide average

2011/12 2012/13 2013/14 2014/15 2015/16

Number of candidates who passed the diploma:

Average points of candidates who passed the diploma:

Highest diploma points awarded to a candidate:

World average subject grade of students who passed the diploma:

5.17

5.00

5.06

4.99

4.95

Average subject grade of ISA students who passed the diploma:

5.24

5.58

5.35

5.34

5.26

Nearly all ISA graduates pursue higher education. Graduates from 2014 – 2016 have been offered admission to the following institutions (university names in bold indicate those to which ISA graduates matriculated). CANADA HEC Montréal McGill University Queen’s University University of British Columbia University of Calgary University of Guelph University of Manitoba University of Toronto University of Waterloo York University JAPAN International Christian University Keio University Nihon University Ochanomizu University Okayama University Osaka University Ritsumeikan Asia Pacific University Sophia University Waseda University Yokohama City University Yokohama National University NETHERLANDS Amsterdam University of Applied Sciences Amsterdam University College ArtEZ Institute of the Arts Delft University of Technology Erasmus University Erasmus University College The Hague University of Applied Sciences HU University of Applied Sciences Utrecht Inholland University of Applied Sciences Leiden University Leiden University College The Hague Maastricht University NHTV Breda University of Applied Sciences Nyenrode New Business School University of Amsterdam University College Maastricht University College Utrecht University of Groningen Utrecht University Vrije Universiteit Amsterdam Webster University OTHER INTERNATIONAL Dublin Institute of Technology

Escuela Superior de Administración y Dirección de Empresas (ESADE) The Hong Kong University of Science & Technology IE University Institute of Technology, Sligo Istituto Marangon, Milan John Cabot University Korea Advanced Institute of Science and Technology Monash University Trinity College Dublin University College Cork University of Hong Kong University Pierre et Marie Curie (UPMC) UNITED KINGDOM The Art Academy Aston University Bath Spa University Bournemouth University Brunel University Buckinghamshire New University Camberwell College of Arts Cardiff University Central Saint Martins College of Art & Design City University Coventry University Dundee and Angus College Durham University Edinburgh Napier University Exeter College Glasgow Caledonian University Greenwich School of Management Hult International Business School London Imperial College London Istituto Marangoni, London Keele University Kingston University Lancaster University Leeds College of Art & Design London College of Fashion London Metropolitan University London School of Economics and Political Science London South Bank University Loughborough University Manchester Metropolitan University Middlesex University

Newcastle University New College of the Humanities Nottingham Trent University Oxford Brookes University Regent’s University London The Robert Gordon University Roehampton University Royal Central School of Speech and Drama Royal Conservatoire of Scotland Southampton Solent University University of Aberdeen University of Abertay Dundee University of the Arts London University of Bath University of Bedfordshire University of Birmingham University of Brighton University of Bristol University of Cambridge University of Central Lancashire University of Dundee University of East Anglia University of Edinburgh University of Essex University of Exeter University of Glasgow University of Greenwich University of Hertfordshire University of Kent University of Leeds University of Leicester University of Lincoln University of Liverpool University of London • Goldsmiths College • Heythrop College • King’s College London • Queen Mary • Royal Holloway • University College London University of Manchester University of Northumbria University of Nottingham University of Oxford University of Portsmouth University of Sheffield University of Southampton University of St. Andrews University of Stirling University of Strathclyde University of Surrey University of Sussex University of Warwick University of the West of England University of Westminster University of Winchester

University of York UCFB Wembley UNITED STATES OF AMERICA Adelphi University American University Boston College Boston University Brigham Young UniversityHawaii Bryant University California Polytechnic State University, San Luis Obispo Carnegie Mellon University Colgate University College of William and Mary Drexel University Embry-Riddle Aeronautical University Emory University Florida State University Fordham University Georgia Institute of Technology Gettysburg College Hofstra University Indiana University at Bloomington Johns Hopkins University Kent State University Le Moyne College Marist College Michigan State University Mills College Minnesota State University, Mankato Mount Holyoke College New York University North Dakota State University Northeastern University Northwestern University Oregon State University Pennsylvania State University Rensselaer Polytechnic Institute Rollins College Sam Houston State University Santa Clara University Sarah Lawrence College Seattle University South Dakota School of Mines and Technology Stanford University St. Cloud State University Syracuse University United States Air Force Academy The University of Alabama The University of Arizona University of California, Berkeley

University of California, Irvine University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Colorado at Boulder University of Florida University of Illinois at Urbana-Champaign The University of Iowa University of Kansas University of Maryland, College Park University of Massachusetts, Amherst University of Miami University of Michigan University of Minnesota, Duluth University of Minnesota, Twin Cities The University of North Carolina at Chapel Hill University of North Dakota University of Notre Dame University of Oregon University of Pennsylvania University of Pittsburgh University of Rochester University of San Francisco University of Southern California University of St. Thomas University of Utah University of Vermont University of Virginia University of Washington University of Wisconsin, Eau Claire University of Wisconsin, La Crosse Wake Forest University Washington State University Wellesley College Western Washington University

New Faculty & Staff By Dr. Edward E. Greene, ISA Director

ISA actively recruits at three or four major fairs each year

A challenge for ISA is that interest in our school is so deep that, even with three recruiters at a fair, we do not always have enough slots to be able to schedule everyone who wants an interview. It is not unusual for one recruiter to interview 12-to-15 candidates on the first day. For this reason, we spend quite a bit of time prior to the sign-up event screening the candidate database and issuing invitations to those candidates who are of particular interest to us. Additionally our Human Resources team is active year

in Europe, the United States and, at times, in Asia. In

round in recruiting within our local market for new and

addition to the on-the-road recruitment, our school has

talented staff to help support our growing community.

also developed a robust database of educators who ap-

From teaching assistants to security and new admis-

ply directly to the school, with well over 1,000 applica-

sions and alumni roles, we have brought in bright and

tions received in the 2015-2016 school year alone.

experienced staff to support the school in continuing to promote its mission – to educate for international

Even when we are blessed with such a large applicant

understanding.

pool, finding the right match for our programmes and students is never an easy task. This is why, for several

While it is an arduous and long process, I can look back

months of each year one of our primary areas of focus

over the past recruitment season and say, in confidence,

is on finding and hiring the very best professionals from

that we have hired a fantastic group of international

around the globe.

educators and staff who will serve the students and the community of the International School of Amsterdam exceptionally well for many years to come.

Esra Aksoy Lower School Classroom Assistant Esra is a German citizen and joined ISA as a Lower School Classroom Assistant. She has taught elementary German at the Tianjin International School in China and holds a Bachelor of Arts in Early Childhood Education. Petro Berkhout Upper School Dutch Petro is the newest member of the Upper School Dutch department. He holds a master’s degree in Dutch Literature and Language from the University of Amsterdam and has completed graduate studies in Education at Oxford Brookes. He served as a Dutch teacher at the British School of Amsterdam for the past 8 years and as a Dutch teacher and Head of the Middle School EAL-Department at the International School of Bangkok for twelve years prior to that. Cristina Bispo Upper School Science Laboratory Assistant Cristina, originally from Portugal, is the new Upper School Science Laboratory Assistant. She holds a bachelor’s degree in Chemical Engineering from the University of Coimbra and a postgraduate degree in Health and Safety at Work. Cristina worked eighteen years in the cement industry before moving to The Netherlands. She loves to share good food with family and friends, and her favourite hobbies are drawing and reading.

Colm Brennan Admissions Officer Colm has joined the Admissions and Advancement Team, having previously served as an Admissions Officer at Erasmus University in Rotterdam. Originally from Galway, Ireland, he received a Bachelor of Arts in English and Legal Science from the National University of Ireland, Galway, and a Master of Arts in English Language and Culture from the University of Amsterdam. He is an avid player in a local Gaelic football league, and he is always looking for new recruits. Lex Bronkhorst Lower School Classroom Assistant Lex is working at ISA as a Lower School Classroom Assistant, after having previously worked as a longterm substitute in the Lower School Physical Health and Education department. He holds a bachelor’s degree in History and has a master’s degree in the Dutch Golden Ages from the University of Amsterdam. He also holds a bachelor’s degee in Sport and Physical Education. Simona Buklarewicz Lower School Classroom Assistant Simona is a Czech and Nepalese citizen and has been a very active and supportive ISA parent for many years. A former elementary teacher at the International School of Prague, Simona works as a Lower School Classroom Assistant and holds a degree from Charles University in the Czech Republic.

Shana Christman Lower School Student Support Shana holds a bachelor’s degree and a graduate degree in Special Education from Portland State University, as well as a graduate degree in Counselling Psychology from Lewis and Clark College in Oregon. She teaches in the Lower School Student Support Department, having taught previously at the Atlanta Speech School, the American School of London and the Chief Joseph School in Portland, Oregon. Jonathon Denny Upper School English Jonathon is originally from London, England, and joined the ISA English department after teaching the IB Middle Years and IB Diploma Programmes at the Colegio Inglaterra in Bogotá, Colombia. Jonathon received his bachelor’s degree in English Literature and Philosophy from the University of Surrey and completed his Postgraduate Certificate in Education at Goldsmiths, the University of London. He is a keen reader, an avid sports fan and loves to cook in his spare time. Frieda Dietrich Upper School Guidance Counsellor Frieda joined the ISA Upper School Guidance department, having previously worked for the past 20 years as a college counsellor at the American Embassy School in New Delhi, at Singapore American School and at Cairo American College. She holds degrees from Wayne State College and the University of Nebraska-Omaha. Her graduate work in career/ school counselling was completed at Colorado State University. Daniella Irvine Gates Upper School English Daniella returned to ISA, after a long sojourn at the American Overseas School in Rome, to teach in the Upper School English department. Daniella holds a master’s degree in writing from Lesley University in Cambridge, Massachusetts and a bachelor’s degree in Art History and English from Skidmore College in New York. An avid traveler, reader, and writer, she is happy to be living with her husband and dog in Amsterdam. Joanne Gogelescu Upper School Individuals and Societies Joanne joins the Upper School Individuals and Societies department and holds a master’s degree in Teaching and Learning from the University of Nottingham and a bachelor’s degree in Urban Studies. She most recently taught MYP and IB Humanities at the Aga Khan Academy in Mombasa and previously served as Deputy Head of School at the British School in Lagos, Nigeria.

Vlad Gogelescu Upper School Global Politics and CAS Coordinator Vlad is a citizen of Romania and also joins ISA with his wife Joanne, from the Aga Khan Academy in Mombassa. He holds a law degree from Babes-Bolya University in Romania and certificates in Education from Nottingham Trent University. Vlad has taught IB Diploma Geography and Global Politics and served as the CAS Coordinator at the Aga Khan Academy. He serves as the new ISA CAS Coordinator and teaches Global Politics. Brittney Hinckley Admissions Officer Brittney started with ISA in June 2016 and is part of the Admissions & Advancement Team. She is originally from Miami, Florida and completed her undergraduate studies at the University of Florida, majoring in Hospitality and Tourism Management. Prior to working at ISA, her focus was hospitality and event sales management within top global hotel chains. She is an active member of Sailability, a non-profit sailing organisation which supports adults and children with disabilities. Mark Hoeppe Security and Reception Mark is the newest member of the ISA Security and Reception team. He previously served as a security officer at the Novotel in Amsterdam and has over 15 years security experience. Mark completed certificate studies in security and also earned his chef’s diploma from the Amsterdam College for Hotel and Gastronomy. Stephen Holz Upper School Science Stephen came to ISA via University College in London, where he held the post of Physics Teaching Fellow, delivering the UC London programme at Nazarbayev University in Astana, Kazahkstan. He holds degrees in Education, Curriculum and Physics from the University of Wisconsin and Norwich University. Matt Jasinski Alumni and Advancement Officer Matt has joined the ISA Alumni and Advancement team to coordinate ISA’s efforts to build connections with alumni. He previously worked in Student Affairs at Adelphi University in New York City, focusing on residential and social justice programmes. Matt holds a master’s degree from Adelphi University and a bachelor’s degree from Wagner College in New York. Sarah Jones Lower School Art Sarah comes to ISA from the Universal American School in Dubai where she taught PYP art for three years. She began her career in Chicago, teaching K8th grade art and teaches PYP art to grades 3-5 at ISA. Sarah completed her master’s degree in Elementary Education from DePaul University in Illinois and her bachelor’s degree in Art History from the University of Northern Florida.

Reema Kashav Lower School Classroom Assistant Reema is originally from India and holds a master’s degree in Business Administration and a bachelor’s degree in Commerce. She joined ISA in 2014 as a substitute teacher and then worked as a lunch and recess supervisor. Prior to ISA, she worked at the Amsterdam International Community School. Bas Leijden van Amstel Security Bas Leijden van Amstel has joined the ISA Security and Reception team as the Security and Reception Coordinator. He has over 18 years experience in the security and hospitality fields, having worked as a security manager and night auditor at the Novotel and in security at Holiday Inn. Bas has a diploma in predictive profiling and has been trained in emergency response and drill trainings for safety and fires. He also serves on the ISA Security Advisory Committee. Lindsey Long Upper School Learning Support Lindsey joins ISA from Oxford High School in Michigan where she was a teacher in a cross-categorical room as well as the Special Olympics Coordinator/ Coach. Prior to that, she worked as a special education teacher at the Northville Psychiatric Hospital. Lindsey completed her undergraduate studies in Cognitive Impairments and Health Education at Eastern Michigan University. She has a master’s degree in Health and Wellness with an emphasis on personal approaches to transformation and healing from Plymouth State University in New Hampshire. Carla Mandacaru Upper School Mathematics Carla is a native of Portugal and has joined the Upper School Math department. She holds a master of arts in Education from the Open University in the UK, a bachelor’s degree in Environmental Science from the University of San Francisco and a bachelor’s degree in Chemical Engineering from the University of Lisbon. She most recently served as the IB Diploma Programme Coordinator and Math and TOK Teacher at Oeiras International School in Portugal and previously (for 20 years) served as Head of Math at St. Dominic’s International School, also in Portugal. She has long served as an IB MYP/DP Mathematics workshop leader, moderator and guide writer. Veronika Marenco Lower School EAL Veronika, originally from Costa Rica, joins the ISA Lower School English as an Additional Language (EAL) team. She holds a master’s degree in Education for Peace and Human Rights from the United Nations University for Peace, as well as a master’s degree in International Education from Framingham State University in Massachusetts. Most recently, she taught EAL at the International School of Beijing, and, prior to that at Country Day School in San Jose, Costa Rica. ,

Scott Morgan Upper School Guidance Counsellor Scott is new to the ISA Upper School Guidance department, having previously worked at Suzhou Singapore International School and Chiang Mai International School in Thailand. Scott holds a master’s degree in Educational Leadership from the Hong Kong Institute of Education and two bachelor’s degrees: one in Education from the University of Toronto and one in Anthropology and History from McMaster University in Ontario. Scott is the Co-Founder of Org4Peace, a non-profit organisation working in Nepal. Anna Karina Neeteson Upper School EAL Anna Karina joins the Upper School English as an Additional Language (EAL) team. A citizen of Germany and the Netherlands, she grew up as an international student and completed the IB Diploma. She holds a master’s degree in Development Management from the London School of Economics and a bachelor’s degree in Development Studies and Politics from the School of Oriental and African Studies. After working in development research for several years, she moved to teaching in 2012, pursuing a Postgraduate Certificate in Education at the University of Nottingham. Most recently, she taught English at her alma mater in Nice, France. Sara Pfannl Lower School Grade 3 Sara is thrilled to be teaching Grade 3 at ISA. She worked most recently as an elementary school teacher in New York City and also taught pre-school in Washington, DC. Sara holds a bachelor’s degree in Anthropology from Smith College and a master’s degree in Education from Mercy College in New York, as well as a New York State teacher certification. She specialises in bilingual (Spanish), multicultural, and special education. As a graduate of the American School of Asuncion (Paraguay), Sara feels right at home in ISA’s international school setting. Rebecca Pugh Upper School Drama Rebecca has taken over the MYP Drama programme and comes to ISA from Putney High School in London where she served as Director of Drama and Assistant Head Pastoral. She also served in a similar capacity at Tolworth Girls School in Surrey. Rebecca has a degree in Classics from King’s College London and a postgraduate diploma in Acting and Musical Theatre from Central School of Speech and Drama, where she also trained as a drama teacher. Clair Purtell Upper School Student Support Clair joins the Upper School Learning Support Department, having served for the past six years as an inclusion specialist and special education teacher at several schools in Indiana. Clair holds a bachelor’s degree in Special Education from the University of Indiana and a Master of Arts in Teaching from Marian University in Indianapolis. Clair is an alumna of Teach for America – a nonprofit dedicated to education equality.

Katie Simmons Lower School Student Support Katie joins the Lower School as a Student Support teacher. She taught at the International School of Bonn for the past three years, after teaching for six years in Baltimore Public Schools. Katie holds a bachelor’s degree from Loyola University in Maryland and a master’s degree in Special Education from Providence College.

Geoff Richman Upper School Student Support Geoff is the new head of Upper School Learning Support, having previously served as K-12 director of the Academic Resource Center at The Lovett School in Atlanta and as a learning specialist at the American School of London. Geoff holds degrees from Boston College and Portland State University. He and his partner, Shana Christman, have two children at ISA. Out of the family of four, only some are excited to ride their bicycles to school each day.

Miriam Strahorn Lower School Classroom Assistant Miriam comes to ISA from Australia, where she was a Child Therapy Specialist at the Cerebral Palsy Alliance in Sydney. She has joined ISA as a Lower School Classroom Assistant and has two children who attend the school. She has a bachelor’s in Social Work.

Frank Schagen Security Frank Schagen is a new member of the ISA security team and is an accomplished Close Protection Officer, with extensive experience in the Royal Dutch Marines. He has service experience as a bodyguard, in security protection, anti-terrorism and counter-drug and strategic security planning. With experience working in Germany, France, Luxembourg, Belgium, the UK, Spain and the Caribbean, Frank is a great asset for the international community at ISA.

Katie Vigna Lower School EAL Katie teaches English as an Additional Language (EAL) in the Lower School, having previously taught in public schools in the U.S., U.K. and Japan. She holds a bachelor’s degree from Florida State University and a master’s degree in Education from Argosy University in California.

Kim Schult, Ph.D. Upper School Science Kim comes to ISA via ACS Egham in the U.K., where she taught DP Chemistry and MYP Science and Math. Prior to moving to the U.K., she taught Science and Math at the Singapore American School. Kim earned a Ph.D. in Chemical Engineering from the University of Texas and holds a bachelor of Science in Chemical Engineering from the University of Virginia. Before starting her teaching career, Kim worked in the chemical industry for more than ten years as a research chemical engineer and a patent agent. She has two children attending ISA and two older children studying in the United States.

Casey Yoesting Lower School Student Support Casey joins the Lower School Student Support Department after spending the past six years teaching in Texas public schools. She completed her university studies in Applied Learning and Special Education at the University of Texas.

Advancement Team The ISA mission, vision and beliefs serve as a guide

By combining the three departments, the school

principles are integrated into our community, the

service, messaging and meaningful connection to

for every facet of our school. To ensure that these

Admissions, Communications and new Alumni Relations departments, have joined together to create an

is able to more effectively provide a continuity of allow for life-long learning and friendships.

Advancement Team.

Led by the Admissions and Advancement Director,

The new ISA Advancement team serves to engage

Tina

all members of the community – students and

parents, faculty and staff, board members, alumni and community partners – so that they can be active champions of the school’s mission to educate for international understanding, at ISA and beyond.

Julia True, the team includes Admissions Coordinator, Bittendorfer,

Admissions

Officers

Brigitte

Good-Müller, Colm Brennan and Brittney Hinckley, Communications Manager, Erika Harriford-McLaren, Graphic and Web Designer, Wouter Goedkoop, and Alumni and Advancement Officer, Matt Jasinski.

CDLT Overview The importance of professional development within

been able to be really innovative in our approach to

an educational institution cannot be underestimated.

professional development – not just for our staff but

With new pedagogical approaches and methodologies

also for other educators around the world,” noted

emerging from year to year, it is imperative that edu-

Susan Loban, CDLT Manager and ISA Assistant Head

cators and their institutions remain at the forefront of

of Lower School.

professional training to ensure that the curricula they develop are both timely and relevant.

The range of events offered allows for various members of the education sector – administrators, teachers, tech

For international schools this is especially true, as the

facilitators, classroom assistants and support staff – to

ways of working often require a multicultural approach to

gain new knowledge and training on the latest develop-

curriculum design that allows for educators to assess the

ments in education and technology.

improvement of student outcomes by leveraging the diversity of cultures and languages within their class-

The 2015-2016 calendar brought in world-renowned

rooms to ensure academic success.

educators such as Jay McTighe, Ron Richhardt, Kathy Collins, Georgia Hurt and partners such as the

When ISA opened its Centre for Development, Learning

Center for the Advancement and Study of International

and Technology (CDLT) in 2015, it did so with the ex-

Education (CASIE) to train over 600 educators in hands-

pectation that it would be able to successfully extend its

on workshops, which included actual classroom visits

own commitment to professional development for ISA

and sessions with ISA students and faculty, to bring the

faculty and staff to a larger global educational commu-

learning to life.

nity and to allow for the exchange of best practice from the smallest to the largest of international schools. The

Looking Ahead

first year proved to be a success, attracting educators

The coordinators of the CDLT have been active in

from over 30 countries from around the world. “It has been an amazing year for the Centre. We have 16

recruiting new attendees and developing topics for future conferences from input from delegates and ISA faculty and staff. With exhibition stands at both the ECIS

Educators Conference in Barcelona and the ECIS Leadership Conference in Rome, the centre was also able to connect directly with administrators and teachers to gain insight into what is driving education for the future. “We truly want our centre to be a co-collaboration with those that we serve” explained Loban. “We want to connect with teachers one on one and find out what is happening in their classrooms and schools and to share that learning on a larger scale. This not only brings a direct benefit to our own teachers but also provides a platform for teachers around the world to create professional development opportunities that are of interest to them and that can be sustained across classrooms and institutions. As a school, we can serve as a beacon for professional learning and leading-edge teaching practices.” The 2016-2017 calendar of events will continue to extend the sharing of expertise, with a broad range of topics including Forest School training, use of mobile technologies in grades K-12, workshops for international school teacing assistants, CEESA/ECIS Literacy Coaching, CIS Child Protection, Educating for Balance and Wellness and World Music Drumming.

To view upcoming events for the CDLT, please visit https://cdlt.isa.nl. Registration can be done online or by contacting the centre at cdlt@isa.nl

The International School of Amsterdam’s Centre for Development, Learning and Technology is excited to announce its events for 2017!

upcoming events 2017

Educating for Balance and Wellness: K-12 March 2 - 3, 2017 Come learn how you can incorporate balance and wellness in the classroom. From mentoring and advisory programmes to mindfulness and balanced approaches to health and sexual education, this event will give you skills for a holistic approach in your teaching. CIS Symposium on Intercultural Learning March 9 - 10, 2017 This CIS conference focuses on intercultural learning through the development of culturally competent leaders and teachers; learning objectives, pedagogy and assessment for promoting global citizenship; and use of language as a pathway to intercultural learning. A fantastic learning experience for international school educators! Creating Cultures of Thinking March 16 - 18, 2017 This seminar will focus on ways to create thoughtful classrooms, help you to foster thinking opportunities through the use of thinking routines and show you how to look for evidence of student thinking. Join our in-class sessions and experience how you can create a culture of thinking within your classroom. Multicultural Literacy for International School Students April 6 - 7, 2017 Presented by Kathy Short, this event will provide a critical examination of accuracy, authenticity and representation in children's literature. Learn how to talk with children around issues of culture and how you can address misconceptions and stereotypes within your classroom and your school. World Music Drumming July 3-7, 2017 This is a fantastic opportunity for classroom and music teachers to learn the basics of African and Caribbean drumming, singing and moving, and to update instructional approaches to the World Music Drumming curriculum.

For detailed information about these events, visit us online at cdlt.isa.nl

E-waste Often, when one thinks of being “green” one doesn’t

are also being socially responsible and doing our part

consider the role that discarded electronics can play in

in creating a sustainable environment,” explained Up-

sustainability. In a society where the next “must-have”

per School Green Team supervisor and IT staff member,

phones are launched annually, and planned obselence

Julius Kleipool.

ensures increased consumption of a wide range of digital devices, “e-waste” is quickly becoming a leading global ecological problem. In 2015, the United Nations Environment Program produced an alarming report, Waste Crime – Waste Risks: Gaps in Meeting the Global Waste Challenge, in which it estimated “that about 41.8 million metric tonnes (Mt) of e-waste was generated in 2014 and that this number will increase to 50 Mt already by 2018.” A majority of this waste will be from mobile phones and computers. Taking this into account, the ISA Green Team has been active in bringing an e-waste recycling programme to the school to encourage ISA families to recycle their old and unused digital devices versus

We take in all sorts of waste - from printers and old mobile phones and computers to small appliances such as microwaves and toasters. All of this can be recycled or even repaired. We hope that by bringing attention to the rise of e-waste,

throwing them away.

our community can make a difference in helping

Assisted by the ISA IT team, the Green Team puts up

to solve this issue.

a collection point in the school’s main foyer in January, in anticipation of families obtaining new devices over the holiday season. In addition to the holiday collection

Julius Kleipool

time, the school collects old e-waste from classrooms, offices and work spaces throughout the year. “We want to ensure that, while we are keeping our students up-to-date with the latest technologies, we 19

BBQ in September, allowing all families, faculty, staff and board members to enjoy a relaxed day of fun to connect with new and returning friends. Throughout the year, the PTA hosted over 50 events that supported student initiatives and promoted various cultures and celebrations within the community, including:

International Community Coffee Mornings – Held every Wednesday, these events allowed different communities to share their traditions and culture through national cuisine. Over 20 communities participated throughout the year, with some banding together, such as the British and Irish, Portuguese and Brazlian, Asian, African and

PTA

Eastern European communities to give a more regional approach to the event. The ISA Parent Teacher Association (PTA) has been an integral part of providing support for the ISA community for generations. An association of parents and teachers, the group fosters a deeper sense of community and involvement for ISA students and families through activities and events which create a sense of home for returning familes and for those who are new to the Netherlands and to expat life. Parents and teachers at ISA are automatically members of the PTA and are

families to explore local and regional communities and tourist sites, such as the Amstelveen city centre, the Nieuwmarkt and Jordaan neighborhoods in Amsterdam, and Delft, home of the famous Delft blue ceramics, to learn more about life in Holland. Fall & Winter-themed events – From Halloween activites for

free to join in all events and activities.

Lower School Students, Sinterklaas, oliebollen treats for

The Executive Committee for 2015-2016 consisted of

tions showcasing different cultural winter celebrations,

Devyani Sen (President), Giovanna Manto (Vice President), Arti Rungta (Treasurer) and Amanda De Jong (National Representative Coordinator). The Committee provided leadership for a wide range of initiatives for the school year and managed over 30 team leads, who were responsible for activities such as the annual PTA book fair, the Booster Club, the School Store and the Let’s series, including Let’s Talk (parent-run language lessons), Let’s Read (parent book club) and Let’s Stitch (parent sewing club). Welcome Programmes In August, the PTA hosted its annual PTA Welcome Fair allowing new famiies to get to know the community and to sign up for activities and events of interest that they would like to volunteer for throughout the year. An additional welcome programme ran in January for families who arrived

PTA Tours - Led by ISA parents, these tours allowed

teachers and students and the Festival of Lights celebrathe PTA supported events to raise community energy and spirits as the darker days of Winter approached. All-community events – The PTA also hosted some largerscale events that allowed members of the ISA community to engage with local communities surrounding the school. The annual Winter and Spring Fairs were open to the public and offered a holiday vendor market, an international food court, a second-hand sale, games and a children’s play area. Proceeds went to ISA student-led charities. In February, the PTA assisted with Global Village Day, which allowed the PTA national representatives to partner with the Lower and Upper Schools to create classroom villages for students to tour (with homemade passports) to learn more about the cultures within ISA.

during the Fall.

To round off the year, the PTA hosted its annual volunteer

Following the fair, the PTA hosted its annual Welcome

butions of over 200 parent, faculty and staff volunteers.

appreciation breakfast to recognise the valuable contri-

SHARE For almost 20 years, SHARE has provided support to student-led charities at ISA. A collaborative working group of parent volunteers, the CAS (the ISA Community, Activity and Service) team and ISA faculty and staff, SHARE connects and helps to consolidate charitable fundraising within the school community. Whilst SHARE’s core function is to fundraise, it serves a much broader purpose – to unite the ISA communities through friendship and collaboration to support the students and school in furthering our mission to educate for international understanding. From national communities cooking and donating cuisine for the Take Home Dinner events in the Fall and Spring (2800 EUR raised) to the the Winter and Spring second-hand sales (8500 EUR raised), the Runto-SHARE family fun run (5000 EUR raised) and the Scottish Ceilidh event (5000 EUR raised), the organisation provided a broad range of activities to encourage community members of all backgrounds to join in and give support. The 2015-2016 school year was a tremendous success for the group, with around 30,000 EUR being raised from SHARE events and from donations from national communities and PTA events. Student organisations applied for funds to supplement their own fundraising efforts for some of the student-led charities which ISA supports. The proceeds for 20152016 were distributed as follows: Care Squares - 2200 EUR Habitat for Humanity - 6000 EUR Heifer Nederland - 2000 EUR Investment Club - 200 EUR Global Issues Network - 952 EUR Nunya Academy Ghana - 350 EUR Operation Smile - 750 EUR PAWS - 1200 EUR Philippines Relief - 1680 EUR Tanzania Girls - 8000 EUR Vluchtelingenwerk Amstelland (Refugees) - 4000 EUR Water Aid (Lower School) 2100 EUR

ING Innovation ISA has been fortunate to have partnered with The Missing Chapter Foundation, an organisation created by Her Royal Highness Princess Laurentine van Oranje, which promotes the role of children as agents of change through the creation of opportunities for discussion and

ee base to “collaborate with colleagues from around the world to develop ‘smart ideas’ to empower customers, and then to turn those ideas into reality.” The 2016 competition received almost 2000 submissions, which were judged and shortlisted, drilling down the candidates to

collaboration with global industry leaders.

a top 100, then down to 30 and eventually ending with 8

In the Spring of 2015, ISA’s Lower School Green

streamed around the world to ING offices and the win-

team worked in conjunction with The Missing Chapter Foundation, the Kikkoman Corporation and the Japanese School of Amsterdam to produce a publication on children’s approaches to healthy eating. Following the success of that project, the organisation once again contacted ISA to partner on a new and somewhat different project, this time in collaboration with financial services company, ING Bank.

finalist teams. The final ceremony was then live ning proposal was provided full funding and backing to put their proposal into action. It was in the last stages of this process that ISA students became involved, and were given the opportunity to not only evaluate the final proposals, but to also select their own winner to bestow a special 3D-printed award, designed by the students themselves, at the final ceremony. The Kids Counsel

The Challenge of Innovation

ISA Assistant Heads of Lower School, Susan Loban

One of the goals of The Missing Chapter Foundation

and Carolyn Lacey, took on the role of finding students

is to infuse the voice and perspectives of children into the working world of adults. With this in mind, the foundation contacted ING Bank to partner with them to discover a way for the voices of children to be heard in the company’s international challenge for innovation in

in grades 4 and 5 who were attracted to the idea of exploring innovation and how their daily classroom learning could drive real change in the world outside of ISA. The two recruited and set up an ISA Innovation Club which met once a week to incorporate the

their services.

IB Learner profile attributes into their own ideation

For the past three years, ING has run - the Innovation

business world. Twenty students participated through-

Bootcamp - an event to encourage it’s global employ-

processes to bring their own perspectives into the out the process and met during their lunch period to

analyse the ideas from the Innovation Bootcamp groups. They started by addressing their own views of what innovation means and then developed a set of statements which they thought defined innovation in general, as well as specific criteria for their own assessment of

ness how adults also need creative spaces to work in to stimulate innovative thinking and how the use of visible thinking routines was embraced within a real work setting. For the ING team, the visits gave them the opportunity to participate in brainstorming sessions with the

the innovative qualities of the ING Bootcamp proposals.

students to evaluate the values, beliefs and priorities of

By answering questions such as “what are the three

the Bootcamp proposals as well as ways of working.

main things you need to solve a problem?” and “what

a younger generation and to gain critical feedback on

do you think you know about innovation?” the students

The Finals

gained a better understanding of how the creative pro-

After months of collaboration with the foundation

cess can drive innovation when finding solutions.

and ING, the students were invited to attend the final ceremony and to present their award to the team that they felt best met their own criteria for innovative thinking and design. For the students, the experience was both

“For me, innovation means not just trying to solve a problem but to use our curiosity, creativity and imagination to express ourselves.” Sophie, age 11

exciting and a final validation that the tools in which they use each day at ISA are indeed used, and needed, in the “grown up world” outside the walls of the school. The event brought the final proposals to life. Each team came and presented their pitch on why they thought their idea was innovative enough to be transformed into a new product or service. The students were able to witness these presentations, from a special “green room” set up for them, before heading out to share their experiences and thoughts. Led by Princess Laurentine, the Kids Counsel ses-

Teams from The Missing Chapter Foundation and ING,

sion was the highlight for many of the attendees. After

then came to the school to talk to the students and

underscoring the importance of engaging with younger

participate in their sessions. In turn, they invited the

generations when problem solving, she opened the floor

students to come to the ING corporate offices to see

to the audience, who asked questions and were left in

how the ING innovation lab works and to provide direct

awe at many of the responses from the Kids Counsel

feedback to the ING team on how the students ideas

team. Despite their age, and knowing they were being

could be incorporated into ING innovation thinking. For

viewed around the world, the students answered each

the students it was an eye-opening experience to wit-

question directly and confidently using the presentation

“Innovation to me is part of confidence and motivation because you have to be confident enough in what you do and what you say and have clear motivation to reach your goal. I think that the best thing about innovation is that it gets people beyond their limits. There are lots of steps in innovation which helps people expand their attributes, such as thinking from different perspectives and being 24

open-minded.” Cezare, age 11

skills they learned from the various units of inquiry from

spectives and thus was a perfect example of the views

their classes.

that innovators must take when developing new ideas, products or services.

When asked about their views on thinking outside of the box, one student noted that students at ISA are es-

“We are grateful for the opportunity to work with The

pecially innovative because they don’t limit themselves

Missing Chapter Foundation. They consistently inspire

to “a box” when thinking and that they use all their

our children to use their voice to support success in

skillsets, their imagination and learner attributes to ap-

our greater community. Thank you to ING Bank and

proach problem solving. It was indeed a proud moment

Princess Laurentine and her team.” said Loban.

for ISA and a perspective changer for the attendees. After the Q&A, the students were invited to present their own award. The winning proposal for the students was from the Capture&Buy team, who designed a new app to make online shopping and buying easier and more efficient. A logical choice for our young digital natives.

The Award The actual Kids Counsel award itself was designed in two parts: a triangle base with a chameleon on top. The triangle was created to represent the three IB attitudes/ learner attributes that the students believed an innovator must possess and use: curiosity, creativity and open-mindedness. The chameleon was one of an assortment of ideas they discussed for representing other aspects of innovation. They liked the way that chameleons adapt to their environment and fit to what is needed. They also felt that the chameleons ability to have 360-degree field of vision allows it to see multiple per25

In February, the ISA Economics department hosted an evening event for students and parents to address current issues affecting our global economies. World Trade

ISA Trade Forum

Forum Challenges for Trade in the 21st Century – explored how international trade has become increasingly important in our modern and globalised world. The forum was developed by ISA Economics teachers Dan Lundin and Petra Seghers in an effort to enhance the connection with the IB programme, their classroom teachings and the local community by demonstrating the links between academic theory and real world economies. ISA students with an interest in globalisation, international relations and global politics took part in the event to further supplement their learnings from their Economics and Global Politics Diploma courses. The event, which was moderated by ISA grade 12 students, featured five guest speakers who addressed their perceptions on the challenges of international trade in the financial sector, food industry, clothing industry and in consultancies and concluded with an audience discussion.

Armin Broger

David Rosenberg

Justin Sherrard

D. Paul Schuilwerve

Sergei Pupkin

CEO

Strategist & Consultant

Global Strategist

Managing Director

Vice President

McGregor Fashion Group

Sustainability

Animal Protein

& Head International

Global Marketing

Rabobank

Corporate Banking

Sealed Air Corporation

ABN Amro

The invited speakers provided a business insider’s

“It was great fun to spar with the students over real-

view on why international trade is important for lo-

world problems. While they get to see their economics

cal and global economies, drawing attention to how

lessons applied in my professional reality, I also get to

trade can also affect worker’s rights and ecological

enjoy their fresh perspectives and challenging ideas.

sustainability.

Their energy is wonderful.”

David Rosenberg, a strategist and consultant on sustainability issues, really enjoyed being able to take part in the event, sharing his experiences and advice and gaining the students perspectives on the future of international trade.

EAL in the Lower Moving to a new country poses many challenges for children, in particular when having to adjust to learning in a new language. For students in the ISA Lower School who may be trying to grasp the basic fundamentals of written language within their own mother tongue, the hurdles may seem even larger. With over 50 nationalities at the school, English as an Additional Language (EAL) serves an important part in ensuring that all ISA students can achieve success on both an academic and personal level. The EAL Programme in the Lower School was developed to help younger students acquire a necessary level of English for their daily classroom tasks, as well as to gain a sense of independence and confidence to enable them to fully participate in student life at the school.

School Providing a happy and caring atmosphere where young EAL students can feel safe and develop confidence is the driving principle behind the programme. By creating opportunities for communicative interaction with their peers and teachers, the programme exposes children to a language rich environment that gives them the chance to use English in various of settings and for them to hear, within a meaningful context, just how English sounds and the use of grammar and vocabulary.

Parent Partnership

There

are

many

additional

factors which may affect the way a student learns a new

While helping students to communicate in Eng-

language such as their self-esteem

lish with understanding, fluency and enjoyment is a

and motivation, their emotional and

priority within the EAL programme, getting parents in-

physical state, learning styles and per-

volved is also key in achieving student success.

sonality type, the number of languages he or she speaks and parental attitude and interest

Each year, the Lower School hosts a variety of work-

in helping the child reach their language goals.

shops to help parents gain a better understanding of the

Recognising that students may experience a new

EAL programme and to provide information to help them

level of tiredness from having to concentrate all day in

assist their child during this transition. Parent informa-

a new language is also a vital starting point.

tion booklets are available in Dutch, English, Hungarian, Italian, Japanese and Korean and workshops are held

The workshops also underscore that EAL students may

in Chinese, English, Hebrew, Japanese and Russian to

experience more frustration than in previous learning

help new parents who may also be learning English, to

environemnts because they cannot make themselves

better understand the programme and its aims.

understood in the same way that they can in their mother tongue or because they may find that they aren’t per-

Making parents aware of some of the factors that may

forming as well as they may have in the past.

affect student learning is a key topic that is addressed. Creating an understanding that culture shock can play a

Throughout the year, parents are encouraged to support

significant role in a child’s learning is essential for both

students by understanding that they may have new

students and parents.

learning habits which may differ from styles used in their own country and to recognise that there is a delicate balance to reinforcing this new exploration of language and putting too much pressure on the student to perform at a more native speaking, reading or writing level.

Eco-Conservation in Botswana

Photos by Mark Harris and Ruben Rivera.

In June of 2016, a group of grade 11 students led by ISA Biology teacher Mark Harris and ISA Director of Libraries Michelle Andis, travelled to Botswana to learn about and experience the African wilderness in its purest form. The trip, which was organised in cooperation with conservation travel organisation, African Conservation Experience, took the 15 students to one of the wildest and last remaining areas of unspoiled wilderness

When referring to the

people of Bostwana, you should use

Motswana (singular)

and Batswana (plural). 30

their reflections on this experience and provided insight into why this trip made a difference in their lives and their views on eco-conservation. Ruben Rivera, Class of 2017 The African country of Botswana is revered for many things: its seemingly infinite landscapes, a vibrant age-

on Earth– the Tuli Block in Botswana.

old culture, and eternal sense of purity and beauty wher-

The two-week trip brought a wealth of opportunities to

more pure than many of its African counterparts is the

the students, many of whom had never seen, let alone

Did you know?

Staying true to the IB, two of our students have shared

experienced any significant time in the bush. For a fortnight, they learned how to track lions and elephants, slept under the stars as they listened to the whooping of hyenas, undertook practical conservation work, laughed with Batswana children and hiked through rugged terrain where predators roamed free, all whilst developing a deep understanding of the value of this threatened ecosystem.

ever you happen to go. However, what makes it even incredible ecosystem of plants and animals that have been kept preserved by those passionate about its survival. Everything from the shy herds of impala to fearless prides of lions live in a habitat with absolute minimal human impact. Unafraid and unrestricted animals is what allows Botswana to be the natural paradise that it is. And most importantly, it reminds us that we too are a part of nature; and we need to take care of it.

Half asleep, we would gather ourselves around the

us and the knowledge that we were in the land of ele-

seemingly eternal campfire each morning and to be

phants and lions, I admit that I began to feel somewhat

briefed on our activities for the day. Some days consist-

insecure. However, as soon as the guides introduced

ed of environmental maintenance, but most consisted

themselves, my doubts immediately vanished. They

of hikes across the rugged terrains of the beautiful Bot-

spoke with wisdom about their experiences and really

swanan landscape. We walked through the territories

conveyed their love for the stunning surroundings we

of countless African species, measured our footprint to

were fortunate enough to be in. They spoke with such

that of elephants’, and encountered species on foot that

awe and knowledge about our surroundings, everyone

you wouldn’t see when in a vehicle. The exposure to

felt a clear sense of respect and admiration for them and

such a rich and vibrant ecosystem like Botswana cannot

for what they did.

truly be valued until you see and live it for yourself. Our guides, Jerry and Mark, were very experienced havOn this trip, I discovered that an unappreciated gift of

ing worked as guides for over ten years each. They had

nature is the setting and rising of the sun. On one of

wonderful senses of humour and really engaged with us,

our many hikes we found ourselves atop a mountain-

teaching us about the environment and showing us a

ous ridge which overlooked the African bush. Our two

range of animals that I could have only dreamt about.

Batswana wilderness guides urged us to practice the art

They spent each day with us, and personally I think that

of silent reverence as we watched the sun send crimson

our group truly bonded with them because they became

colour across the sky. The entire landscape and hori-

a key part of our experience, deepening and enriching

zon seemed to be glowing in a silent flame. Gilbert, one

it. They would sit with us at the campfires in the morn-

of our guides, must have witnessed sunsets like these

ing and in the evenings telling us stories and increasing

hundreds of times; yet I always saw him watch the set-

our appreciation for our beautiful surroundings. They ate

ting sun as if it were his very first. A herd of elephants

with us and played card games with us, and ultimately

could be seen moving down below us, the matriarch in

gave us a feeling of security and protection. Their contri-

the front and the great bull in the rear.

bution and presence was one of my favourite elements of the trip, and I truly cannot thank them enough for that.

“The best nature watching is done from up here” said Craig, our other guide. “They cannot see us, so they be-

During our time in Botswana, we were taken for a day

have completely naturally”. We waited and watched the

to experience local culture in a large village. We were

elephants make their journey until the sun completely

initially brought to the council, whereby we met the chief

set behind us, taking the burning sky with it.

of the village who greeted us with extreme kindness

Elin Jones, Class of 2017

and warmth, immediately making us feel welcome. We left the chief and drove to the main school in the village

It was completely dark when we first arrived at the

where we were immediately struck by how modern and

camp, and we were surrounded by dense trees and the

organised the school was - a challenge to our own mis-

sounds of wild animals calling. With no fences around

conceptions. Both a primary and a middle school, the

buildings were well equipped and organised in a rectangular shape with a large courtyard in the middle where the children were playing. We were split up into two groups and taken into different classrooms in order to meet the students. Upon entering the classroom I was immediately hit with the positive energy and happiness of the children inside. They sang traditional songs for us, spoke to us in their best English and told us about their lives. They showed us what they studied at school, asked for photos to be taken and to get our signatures. We were then taken outside during their recess and played games such as “Simon Says” and danced the “Macarena”. We also dropped off learning tools that students like myself at ISA are fortunate enough to take for granted, but for which they were very grateful. Later, we went for a traditional lunch at one of the big houses in the village. We were served many of their delicacies and taught how to eat them; the most unfamiliar delicacy being large caterpillars called mopani worms. After our lunch, we were taken a little outside of the village into some nearby caves where we found ancient rock paintings of various animals the people here used to hunt. 32

One of my favourite experiences of Botswana was the day the elephants came to our camp; it was so surreal that I still can’t believe it actually happened. I was reading a book peacefully in the sun while taking in the stunning surroundings and the animal sounds such as monkeys jumping from tree to tree, wildebeests and zebras running, and bird after bird chirping. Suddenly someone quietly tapped me on the shoulder and gestured for me to follow them over to the main common area which overlooked a waterhole and typically had warthogs or monkeys drinking from it. However, much to my surprise, as I entered the shaded common area I saw elephants! There were around five or six of them drinking and cooling themselves off from the water hole less than ten metres away. I was completely captivated by these

combined with the humorous slurping sound of the water from their trunks and the image of them showering themselves with water was one of the most unique and amazing experiences I will ever have. They completely ignored us as they interacted with each other, completely oblivious to our existence and this made it even more magical. For around twenty minutes all fifteen of us sat there in silence, in total awe of their majesty and of how amazingly rare this experience was. No one dared to move, and as we sat there like statues, completely focused on the elephants, it became so clear the extreme beauty of nature and the importance of its conservation. African Conservation Experience organise wildlife conservation placements for groups, families and individuals of all ages. See their website at www.conservationafrica.net

exceptional animals. Their vast enormity and beauty,

Grade 5 Exhibition One of the most exciting aspects of grade 5 at ISA is being able to participate in the ISA PYP Exhibition, an indepth group project which allows students to collaborate with others from throughout the grade to dive deep and learn more about real-life issues, problems or a personal interest. Contrary to the name, the Exhibition is more about helping students learn how to properly manage a larger-scale research project than hosting an actual exhibition of their work. While the students do get to create a presentation that is given at the end of the project timeline, the exhibition itself is more about allowing students to gain independence as well as collaboration skills through the selection of their project choices, the building of new research skills, and even the planning of field trips or interviews with experts to learn more about their subject. It is these skills that give the students the tools they will need to be successful, not only for the Grade 5 exhibition, but also for further studies in the MYP and beyond. The central idea of the Exhibition has for the last few years been based around the idea of how we express our creative thinking impacts ourselves, others and our future. Using this theme, the students have over the years explored some very interesting topics for inquiry such as confidence in sports, music, fusion cooking, changes in soccer, dance, inventions and design, national identity, fashion and design, songwriting and acting. For 2015-2016, grade 5 students continued the trend for interesting topics covering a diverse range of subjects such as cooking skills, women in sports, cakes and decorating, football/soccer, animation, mythology, marimbas/percussion and leadership in war. 36

The International Baccalaureate guidelines for the Exhibition state that all members of the school community have an important role to play in the PYP Exhibition. At ISA, this means that the exhibition provides an opportunity for members of the greater school community - and not just teachers - to take an active part in the learning and development of the students research, project design and the final presentation. To assist the students in their projects, the grade 5 team recruited mentors from within the ISA faculty and staff to support the students on their journeys. Mentors helped the students to structure their thoughts, and acted as a sounding board for their ideas and, at times, a reality check for somewhat ambitious project goals. They had the privilege of travelling to museums or places of interest for the students topic, attending trainings such as cooking courses or even a football practice with local and professional teams and helping to facilitate personal interviews with experts to ensure that the questions asked were able to support the basic premise and goals of the chosen topic. A sincere thank you to the 2015-2016 mentors: Amy Anderson, Glenn Billingham, Nicola Bos, Jessica Capitano, Nick Clark, Daan dan der Fange, Annette de Graaf, Elizabeth Gaglio, Sarah Grace, Sarah Gorecki, Denise Granai, Erika

Harriford-McLaren,

Huyton,

Annushka

Sarah

Kimber,

Herbert,

Kathyrn

Kimura,

Carolyn

Jan

Lacey, Farin Mendes, Jay Morris, Helena Morrison, Kim Nguyen, Erin O’Brien, Debbie O’Hara, Sil Paddenburg, Amy Penn, Victoria Pope, Liz Rodney, Andrea Silcox, Melanie Smith, Ingrid Spanjaard, Harmen Veling, Lisa Verkerk, Anne Waller and Lisa Woody.

Creativity, Activity, Service Creativity, Activity and Service (CAS) projects kept our ISA Upper School students busy over the year with some continuing the long-term traditions such as the ISA Special Olympics Day and others taking on new projects such as the Amnesty International Club’s colloboration with the Anne Frank Huis to develop a European-based antidiscrimination curriculum. The range of CAS activities at ISA has grown over the years and includes a wide variety of acticities within the school, in the local community and on a more global level. Student-driven, the CAS opportunities reflect the diverse range of interest that our international learning community holds.

Amnesty International Art Club Booster Club Care Squares Cub Scouts Debate Doctors without Borders Club Duke of Edinburgh Award Dutch Tutoring and Learning First Aid Training Fair Trade Gay-Straight Alliance Girl Scouts Green Team - Building - Alternate Energy - Creativity & Recycling - Green Team Sewing Habitat for Humanity Haiti Relief Fund High School Fall Play Ghana Music School Global Issues Network Gym Membership Group Japanese Mother Tongue

Library Assistants Light up Papua New Guinea Literary Journal Lower School Art Assistant Lower School EAL Support Lower School French Assistant Macmillan Cancer Support Math classroom assistant Math Club Math Help Centre Assistant Middle School Girls Choir Mind Gym Mindfulness Model UN Operation Smile PAWS Photography Club PTA Activities Support Pre-school Assistant Retirement Home

Spanish Assistant / Peer tutor SOS Kinderdorpen Sound and Light AV Club Soup Kitchen Special Olympics Sport activity assistant - Soccer - Basketball - Judo - Gymnastics - Swimming Sport Scorers Sports Assistant/linesman Student Ambassadors Student Council Tanzania Girls School Theatre Festival Theatre Production Assistant Upper School EAL Support Upper School Choir Upper School Ensemble Yearbook

Concerts Serve the City 37

ISA Prom

MUN & Debate

Explaining the US Election Process In April of 2016, ISA History and Humanities teacher,

Using the same methods as with his IB students,

Brian Chenault was invited to teach a guest lecture on

Chenault first queried the students knowledge of the

the structure of the U.S. election system to two Cam-

Dutch system, discussing Dutch political parties, coa-

bridge Advanced English classes (grades 10 and 11) at

lition governments and the role that certain speech or

the Kalsbeek College in Woerden, a Dutch city located

platforms have had in shifting Dutch politics more to the

near Utrecht.

right.

For the Dutch students this was a unique opportunity to

Drawing parallel to this, Chenault then dove into the

compare their own Dutch parliamentary representative

U.S. system, explaining the history behind the two-party

elections with the federal constitutional system of the

system, the difficulty in additional parties getting past

United States, including the important and often confus-

the Republican-Democrat status quo and how, in the

ing role that the Electoral College plays in the selection

particular election at hand, speech and the rise of more

of a U.S. president. With elections looming for the Unit-

right-wing politics has also created change in the Amer-

ed States in the fall of 2016 and Dutch elections in the

ican political landscape.

Spring 2017, the timeliness of the lecture underscored with the students the importance of understanding glob-

Coming from a country with broad party representation

al as well as local politics.

within the political spectrum, it was the lack of, or resist-

Red, White, Blue … and Orange

ance to, third-party candidates in the U.S. that was of most interest to the students.

Chenault has been teaching at ISA for over 17 years. He is known for his ability to bring topics to life with

“Mr. Chenault was a very enthusiastic, funny person

humour and anecdotes which allow students to relate to

with lots of (new) information and interesting anecdotes

often politically charged subjects with a new and more

about the elections. I especially liked the fact that he

nuanced perspective.

compared the Dutch political system to the American political system and invited us to think about what they’ve in common and in which ways they’re different.” noted one student. I’ve also learned some new things which are nice to know, for example why it’s difficult in the United States to become an independent candidate and why other parties (other than the Democratic Party and the Republicans) don’t have many chances to win.” Chenault plans to hold a follow-up session with the class in 2017 to discuss the November election. Considering the outcome and the global response, it should be an even livelier discussion.

Athletics NECIS VOLLEYBALL

SWIMMING

Varsity (2nd) MVP- Noa Pijl

Gold medals (10)

Junior Varsity (5th) Most Sporting Team

Silver medals(13)

Award

Bronze medals (8)

U14 (2nd) U12 (4th) NECIS BOYS SOCCER

Varsity (3rd)

Varsity (2nd) MVP- Sam Nance

TENNIS

Junior Varsity (1st)

Boys Singles

U14 (4th)

Level 2: Henk van Rooijen (1st)

U12 (5th)

Level 3: Prajit Bhaskaran (1st)

NECIS GIRLS SOCCER

Girls Singles Level 2: Anna Claire Shepherd (2nd)

Varsity (1st)

Level 5: Delphine Cabri (3rd)

U15 (5th)

Boys Doubles

U12 (6th)

Level 1: Nakamota/Bhaskaran (3rd)

BOYS BASKETBALL Varsity (2nd)

Most Outstanding Player: Genta Nakamoto

Junior Varsity (1st)

GOLF

U14 (7th)

Team Result (2nd)

U12 (2nd)

Most Outstanding Female Golfer:

GIRLS BASKETBALL

SOFTBALL

Anna Economon (1st)

Varsity (4th)

TRACK AND FIELD

Junior Varsity (3rd)

Gold medals (12)

U14 (2nd)

Silver Medals (12)

U12 (6th)

Bronze Medals (17)

The International School of Amsterdam

Connections

To Educate for International Understanding