Reimagining Excellence Extraordinary Care. Possibilities.

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Khoo Teck Puat Library

The Khoo Teck Puat High School Library reopened in January 2022. This newest addition to the community spaces at Singapore American School serves as a hub that will support our students’ involvement in Catalyst, robotics, and engineering communities.

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The top floor brings a different, livelier vibe as a hub for collaboration and innovation for our community.

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The top floor is connected to Cafe Shiok!, a shophouse-themed coffee house built to offer our students a greater sense of connectedness. This space has very quickly become a student favorite!

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The bottom floor is completely separated acoustically from the top floor and offers quiet nooks and reading areas to work on projects, deep dive into our archives, or make use of library resources.

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More than 1,000 community members walk through the halls of this library each day, enhancing their learning through the variety of resources on offer.

Coming in Fall 2023

Becoming a school nurse is not for the faint of heart! From minor “boo boos” to longterm health issues to attempting CPR on a dead bird, a school nurse has to handle whatever comes through the door. Singapore American School is fortunate to have a dedicated and experienced team of nurses to handle students’ medical needs, as well as an athletic trainer who helps students prevent and recover from injuries. From the first morning bus through after-school activities, these tireless professionals personify the extraordinary care SAS aspires to provide to every student. The seven members of our medical team found their way to SAS by different routes. Team leader and high school nurse Cathy Casey remembers, “When I moved to Singapore 17 years ago, I subbed at many international schools and SAS became my firm favorite. When a full time position came up, I applied—and as they say, the rest is history!” Athletic trainer Tomo Tanabe grew up playing sports and wanted a career in medicine, so “athletic training was a perfect match of sports and medicine.” Three SAS nurses transitioned from high-intensity hospital jobs when they had families, because, as middle school nurse Siying Lek recalls, “it was really tough having to juggle insane shift hours; I barely had time to sleep and I realized I was not as involved in my children’s lives as I wanted to be.” School nursing has provided them a better work-life balance and the chance to focus on children both at work and at home. When asked about a normal school day, they make it clear that there is no “normal” for a school nurse! By 7:30 a.m., they are working with students who need help right off the buses. Catching up with school emails and record-keeping alternate with taking care of walk-in problems. At mid-morning, “we get busy again when recess begins,” notes elementary and middle school nurse Wan-Ling Toh, “from scrapes to head bumps, lacerations to fractures—you never know what kind of injury or sickness will come through the door.” Elementary school nurse Christine Chan agrees, saying “A normal hard day would be eating lunch at 2.30 p.m., or even 3.30 p.m.,” especially if they are down a nurse or experiencing a wave of illness. Besides providing on-demand nursing care, these professionals oversee routine vision and scoliosis screenings, manage student health and immunization records, and even tend to adults on campus. Trainer Tomo is busiest after school, when she deals with sport-related injuries and works with students undergoing rehab. Of course, the Covid-19 pandemic has had a huge effect on our medical staff, who have taken on many extra tasks. “‘Busy’ is an understatement—we were swamped with challenges and uncertainties; it has been a really stressful and challenging time,” recalls Nurse Christine. The last two years have been “exhausting,” according to Nurse Wan-Ling, who notes that in addition to all the new prevention measures, nurses had to send children home at any sign of illness, follow up regarding test results, navigate changing protocols, and manage parents’ concerns and unhappiness. Nurse Cathy feels that “as a school, we managed all the restrictions well,” and compliments the high school students for their resilience, while acknowledging the real losses they experienced: “They knew what needed to be done and never complained. I think their high school years have been affected, but I hope they will look back and see that they survived it with grace. The world needs to know that these kids did it with all the enthusiasm they could find. It gave me so much joy—even on days that were hard, I watched how these kids found joy, and laughed a lot. Nobody should ever say, ‘they are young, they'll get over it.’ It was a lot and still is, and they absolutely did miss out on many teenage milestones. I personally am incredibly proud of all they have achieved through such adversity.” One thing all the nurses agree on is that they love their jobs! “I love, love love, my students,” writes one, “even when they have bizarre complaints (usually first thing Monday morning)!” Another echoes this: “The nurses really work very hard to keep the community safe and healthy. We love the

Here to Help: Here to Help: Here to Help: SAS School NursesBy CARA D'AVANZO Communications Writer SAS community!” For Trainer Tomo, “The best part is definitely seeing an athlete that I helped with rehab go out and play again—knowing their hard work, it is such a reward to share that moment!” From elementary school play day to high school IASAS events, our nurses have great memories of community bonding and look forward to seeing such opportunities return before long. And they stress the importance of building trust between nurse and patient: “We are here to help take care of the sick or injured. Please tell us the truth so we can help you appropriately,” says one, and another echoes “When you come in, you can always tell us the truth—we won’t judge!” Nurse Cathy reflects on the bonds that can develop between nurses and students: “Students often choose to hang out with the nurses even during free block. That's when I know we are doing something right.”

World Language Program Turns 10!

By

CARA D’AVANZO

Communications Writer

Hui Xu, Director of World Languages, Reflects on Progress and Possibilities

This summer marks the 10-year anniversary of our World Language program, which has transformed foreign-language instruction at Singapore American School. Over the summer of 2012, specialized language classrooms were created above the current PTA office and the elementary school moved from Chinese-only, twice-weekly language classes to daily instruction in either Chinese or Spanish. Additional teachers and instructional assistants (IAs) arrived, and language teachers schoolwide began the transition from a more traditional approach to a proficiency-based philosophy that mandates around 90-percent use of the target language in the classroom.

Today, the SAS World Language program gives families plenty of choice and students plenty of opportunities for achievement. The overall goal is bilingualism for every student, and the emphasis on speaking and listening means students are empowered to use their language skills and confident in their abilities. SAS Director of World Languages Hui Xu tells us her thoughts about this 10–year milestone.

How would you describe the SAS World Language program today? SAS elementary school students may choose between daily classes in Chinese and Spanish and also have the option to join the Chinese immersion program. Starting in middle school, French becomes an option, and students may choose to take classes in other subjects taught in the target language, such as the eighth grade’s Spanishlanguage Dual Language Immersion (DLI) social studies class or the high school’s AT Chinese History class. We see high levels of satisfaction from students and parents and positive outcomes demonstrated by standardized test results and student attainments.

How does SAS hire great language teachers? SAS recruits excellent teachers directly through our website, through networking among educators, and, less often, through teaching fairs and search firms. We look for language teachers that come from programs we know are similar to ours, and we promise—and deliver— plenty of professional development to support them. In recent years, we have streamlined our hiring process and now require a “demo lesson” and explanation of the teaching practices shown. Our reference checks are very comprehensive, and we look for candidates who are eager learners, adaptive, collaborative, and willing to grow.

What is the SAS philosophy for foreign language instruction? Our first focus is on oral proficiency, so that students become confident using the language in authentic situations. We also emphasize cultural knowledge and understanding of the countries and peoples that use each language. As students’ speaking and listening skills develop, these are complemented with an increased focus on literacy skills. As Superintendent Tom Boasberg wrote earlier this year, “we believe deeply in developing the bilingual abilities of our students. To be bilingual in today’s world is an incredible strength and asset. We want to do all we can to nurture and develop those abilities in our students.”

What are some recent highlights of the SAS World Language program?

Next fall, our Chinese immersion program will extend across all elementary school grade levels, a huge achievement for SAS that required significant investments in staff, facilities, and teaching materials. We are also extremely proud of our DLI social studies class, now entering its fifth year, which is an option for qualified eighth grade Spanish-language students as well as native Spanish speakers. Our AP Chinese, French, and Spanish courses, as well as our newer Advanced Topic courses—AT Chinese Language: History and AT Spanish Language: Latin American History and Culture Through Arts and Media—give high school students opportunities to excel academically and set themselves apart on their college applications.

Two external programs also enhance our offerings. The Seal of Biliteracy recognizes students who show mastery of English and a foreign language studied through senior year. They must demonstrate proficiency in speaking, reading, writing, and listening, as documented through an application, internal benchmarks, and external exams. Since its inception with the class of 2019, over 100 seniors have seen the Seal of Biliteracy added to their diplomas. We also are a member of a consortium of leading independent schools called Global Online Academy (GOA), which offers SAS students access to online courses in subjects not taught at SAS. Since adopting GOA ion 2015, SAS has seen several students each year take Japanese or Arabic through it. Looking forward, what are your hopes for the SAS World Language program in coming years?

When it comes to course offerings, we have many exciting ideas! Building on our elementary school options, new middle school courses could include language-based electives and advisories. Students who choose these could spend 25 to 30 percent of their school hours speaking their target language on class days. We will also examine how best to meet the needs of learners who have advanced through the program and now may arrive in high school already at high competency levels.

The pandemic impacted our ability to engage students authentically beyond the classroom, and we hope to resume language-based high school Interim Semester trips to Europe and China next year. Similarly, we look forward to planning special events for our younger language learners that make use of community members who speak the languages, such as read-alouds by older students, parent-led cooking activities, and special celebrations.

On a more systemic level, next year World Language will undergo its periodic curricular review, and we will act on the resulting recommendations, as well as the results of this year’s Chinese nearnative program review. The school’s expanding PLC-coaching model is helping World Language teachers and IAs work in a long-term, focused manner to grow through feedback and sustained support. Furthermore, several of our IAs are taking advantage of opportunities available through the Lucky 8s program, for which they sincerely thank our generous donors.

The World Language program is going from strength to strength, and we are so excited about what this means for our students. Through their SAS language classes, they become confident language users with crucial tools for future studies, professional opportunities, and participation in the global community. Our language program is central to our mission as a school: providing each student an exemplary American educational experience with an international perspective.

CELEBRATING THE CELEBRATING THE CLASS OF 2022 IN OUR CLASS OF 2022 IN OUR EDUCATOR COMMUNITY EDUCATOR COMMUNITY

By Dr. JENNIFER SPARROW Deputy Superintendent

Everything in education hinges on the quality, dedication, and positive engagement of teachers. One of the most important tasks I have as a leader at Singapore American School is to support the hiring and retaining of amazing educators who can help our students become exceptional thinkers prepared for the future. We are blessed to have some of the best educators in the world at SAS. They are the ones who model our core values and learning aspirations, selflessly go beyond expectations to work with students, sponsor a wide variety of co-curricular activities, and continually practice new and more effective ways of improving the learning in their classrooms.

As a commitment to our educators as well as our desire to focus on excellence, extraordinary care, and possibilities, we have supported two cohorts of SAS doctoral students with the University of Southern California’s Rossier School of of Education. In May 2018 and May 2023, SAS educators graduated with doctorates in education degrees. Their dissertations ranged across a variety of topics from analysis of our Chinese immersion programme to supporting teachers with math adoption, new math resources, issues of inclusion, causes of anxiety among high school students, and more!

Investigation of an onsite doctorate program began in 2013 because we believed that a doctorate program at SAS would have many benefits: a) it would allow our teachers who already had master’s degrees to advance their formal education while continuing to work full time; b) it would provide a retention strategy to keep quality teachers because we would provide a scholarship in exchange for extra years at SAS, and; c) it would allow for rigorous analysis of programs or problems of practice found at SAS, leading to positive changes in instructional and leadership practices. After examining programs at three diffrent universities, SAS chose USC because of their willingness to customize a program for our educators in the Singapore context and for the availability of on-site courses.

The first cohort started in 2015 with 16 SAS educators, all of whom attained their degrees in May 2018. That year, topics focused on Reggio-inspired early learning, responsive classroom practices, employee wellness, scaling innovation and change across a system, helping our top math students, deepening our understanding of professional learning communities (PLCs) and PLC leadership, supporting teacher leaders, and mentoring high school students. I was fortunate enough to be a part of that cohort, working alongside my colleagues as just another student. It is an experience that will forever stay close to my heart.

This year, our Director of Human Resources Dr. Christine Henning was selected to receive the 2022 Dissertation of Distinction award for the Doctor of Education in Educational Leadership program. Every year, the university selects one student from each of its three educational doctorate programs based on the merits of their research. Dr. Henning’s was chosen out of over one hundred to receive this special accolade for advancements to the field of education. Dr. Henning’s topic focused on better support for our educators of color. She conducted a case study and interviewed several of our educators of color about their experience with moving and working here and then generated themes and action steps to improve our hiring practices and day-to-day practices to help better support our educators of color. “I am humbled and honored to receive the dissertation of distinction award from USC. Most of all, I am grateful for the participants, our colleagues, who willingly and generously took the time to meet with me for semi-structured interviews as part of the dissertation research process. It is our colleague's open and honest responses and willingness to share their stories based on their lived experiences as teachers of color at SAS that deserve the accolades of distinction for enabling this important exploratory research to be possible and for opening my eyes and illuminating so much that I could not have otherwise seen through my own limited lens. I believe and hope that this recognition underscores just how incredibly important the work that we are doing on culturally responsive practices and diversity, equity, and inclusion is to our community. I look forward to continuing to advocate for the positive cultural changes this work has suggested,” says Dr. Henning.

I am appreciative of all of my colleagues who have gone through this program! They have modeled our learning aspirations of critical thinking, creativity, communication, and collaboration for both students and colleagues. They have exemplified our core values of honesty, respect, responsibility, fairness, and compassion through the ups and downs completing the program while being fully committed to their students and teams. Finally, they have helped identify solutions to issues that SAS and the field of education are experiencing. The outcomes we hoped to achieve in having an onsite doctoral program have come to fruition and will have a positive, long-reaching impact on SAS.

*MORE INFORMATION ABOUT THE VARIETY OF TOPICS EXPLORED BY OUR EDUCATORS FOR THEIR DOCTORATES CAN BE FOUND BELOW 2018 2022

Why Do Educators Love Working at SAS?i i

By

AISLING O'BRIEN

Communications Writer

Since its establishment in 1956, Singapore American School has been privileged to have a dedicated and committed faculty. SAS has seen its share of changes and challenges over the years, but our educators—teachers, instructional assistants (IAs), and staff—have remained steadfast in their commitment to providing an excellent educational experience for our students. Educator longevity at SAS is impressive, with an average of 9.5 years of service, and our longest-serving educator, third grade IA Rohana Nong Mansor, has over 50 years at SAS. Longevity helps to create a sense of ownership and connection between educators and students, fostering positive academic outcomes. These long tenures are the result of the school's remarkable culture. SAS provides a professional development and growth environment for its educators, as well as a strong support system that allows them to flexibly develop and manage their careers here.

A 2021 Purdue University study found that a number of factors contribute to teacher retention, including working conditions, collegiality, co-teaching relations, and salaries and benefits. According to a 2017 study from Walden University, US public schools experience educator turnover of up to 23 percent per annum. Although SAS enjoys a much lower teacher turnover rate (varying from six percent to around 15 percent annually over the last decade), keeping the most passionate, qualified, and experienced teachers in our classrooms is a key concern. Long-term teaching staff can provide a sense of stability and continuity for students, which can lead to a greater sense of academic and emotional security. Additionally, having long-serving educators allows for the development of strong relationships between teachers and students, which facilitates a supportive learning environment. Furthermore, long-term teaching staff can help to ensure that the curriculum is effectively implemented and that students are effectively assessed. Overall, longevity helps our educators be effective in helping students achieve academic success.

Our educators are highly dedicated, passionate, and experienced. This is why we deeply cherish our SAS educators. They are at the heart of our school and contribute so much to the success of our students. As we welcome this summer’s new cohort, we hope they, too, will be with us for many years.

How SAS Addresses Teacher Retention

Hiring the Best People

“Having quality teachers is vitally important,” says Dr. Jennifer Sparrow, deputy superintendent at SAS. “We have quality teachers who've just graduated, as well as quality teachers who've been teaching 30 years.” SAS has a very rigorous hiring process, which includes a background check, multiple interviews, and a teaching demonstration. This process helps to ensure that only the most qualified and committed teachers are hired.

Support and Leadership

SAS provides a variety of supports to help teachers feel connected to their students and their work. A 2014 California State University study found that a perception of strong school leadership was positively associated with teacher longevity. Supports at SAS include coaches who work with teachers one-on-one, professional learning communities that allow teachers to collaborate and share best practices, and feedback mechanisms with leaders and peers that help teachers reflect on and share their best practices.

Professional Development

Teachers at SAS can participate in a variety of programs and courses that help them improve their teaching skills. Additionally, SAS offers mentorship and induction programs to help new teachers adjust to the school system and feel supported in their work. The school also strives to create a positive and welcoming environment for all educators, which can help reduce turnover rates. We are grateful to the SAS PTA and Booster Club for their work in supporting our teachers and thankful to all families that make gifts to SAS to support professional development opportunities for our educators.

Rewarding Outstanding Teaching

The benefits of a long-term SAS teaching career are many. Our teachers receive a competitive salary that increases in line with their experience and ongoing education, as well as benefits such as health insurance, retirement savings plans, and vacation time.

Wellness and Community

Teacher longevity has been shown to be related to well-being and community involvement. Most studies on educator longevity have shown that those who feel a sense of connectedness to their community are more likely to stay in their job for a longer period of time. Through SAS’s Working On Wellness (WOW) program, our teachers are encouraged to maintain their physical, social, and emotional well-being. Overall, these factors contribute to a more positive teaching experience for both the teacher and the students. We are also deeply grateful to parents for the encouragement they give to our educators.

The Benefits of Long-Term Teaching Staff

Final Thoughts

What does being part of the SAS community mean to you?

The best part about the job is the fact that every day is a new adventure. I’m constantly meeting new families and showcasing our excellent school. I’ve poured my time and passion into admissions at SAS for 28 years, and I’m so proud of our school. My colleagues and I have built wonderful relationships here over the years.

Farouk Maricar (28 years at SAS), Admissions Manager What do you love about SAS after all this time?

With Working on Wellness, it’s a joy to be able to help provide positive experiences for our educators through the pandemic. As a nonprofit, SAS invests in fantastic facilities, outstanding programs, and incredible opportunities for students and educators. This is a place where educators are supported in everything from their doctoral studies to their social activities. SAS really lives the strategic anchors of excellence, possibilities, and extraordinary care.

Dr. Anne Wenstrom (15 years at SAS), Elementary PE Teacher, PE Department Coordinator, WOW Employee Wellness Coordinator

How do you keep it fresh at SAS after so many years?

I know that the challenges kids face today are very different from the challenges they faced when I began teaching here over 20 years ago. In particular, the advent of technology has greatly affected children's learning processes. I continue learning so I can ensure that the program we offer proactively meets their needs. I'm also really excited about the campus upgrade, which has such a focus on social-emotional development. The reimagined campus will provide children with the space to interact with learning, each other, and the natural world in new and engaging ways.

Dr. Jennifer Sparrow (23 years at SAS), Deputy Superintendent

EDUCATOR!

Was it this person who said that? Or that person who said this?

Turn the magazine upside down to find out if you matched the quote to the right educator!

I grew up on a mixed farm on the Canadian Prairies with cows, pigs, chickens, and sheep.

When I was little, we had a pet monkey named Chico while my dad was stationed in the Amazon region.

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I lived and worked in the Aussie outback, spending three months in tent. I helped to shear a sheep for the village BBQ.

My first job as a teenager was at a petrol station where I earned $5 an hour. I would spend my afternoons after school filling tanks, pumping tires with air, and restocking the convenience store attached. I loved the interactions I had with people each day and stayed in this job all my high school years.

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One of my favorite scuba diving trips was diving with hammerhead sharks in the Galápagos Islands.

I majored in events management and tourism before becoming an educator. I planned events related to conventions and seminars.

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ELEMENTARY SCHOOL DEPUTY PRINCIPAL

Susan Shaw

PRE-KINDERGARTEN TEACHER

Huda Hanapiah

PRESCHOOL TEACHER

Katie Goggins

CAMPUS HEALTH AND SAFETY SPECIALIST

Sebastian Wong

MIDDLE SCHOOL DEPUTY PRINCIPAL

Chris Beingessner

KINDERGARTEN TEACHER

Analu Kewelar

AT SINGAPORE AMERICAN SCHOOL OUR EDUCATORS ARE DEEPLY IMPORTANT TO US, BECAUSE THEIR WORK IS AT THE HEART OF OUR MISSION.

THEY CONSISTENTLY PROVIDE EXCEPTIONAL CARE AND EDUCATIONAL OPPORTUNITIES FOR THEIR STUDENTS, AND SO THEY DESERVE OUR DEEPEST GRATITUDE.

Thank you for inspiring me so early to pursue my interest in design and architecture. It most certainly motivated me to complete my engineering degree, and allowed me the very unique opportunity to contribute to the next evolution of SAS, after having vicariously experienced the design of the Woodlands campus back in the early 90's. I am so fortunate to have had inspirational teachers like you to set me on a course for success.

Thank you for being a great inspiration for our daughter. Your sharp insights of the kids' characters and your ability to motivate, engage, and connect with them at a very deep level is a gift that you should be proud of. We are forever grateful for your impact on our daughter and for all you do.

Thank you for making our son’s first year at SAS a great one. We were a bit worried at the beginning as this is his first big school, but from the first day, he always came back home smiling. He is learning so much in class in all subjects, and looks forward to going to school every day. This makes us so happy! We can see from the pictures how happy all the children are to be in your class, so thank you for being such a great teacher in their learning journey.

Make a Gift

YOUR GIFT LETS OUR EDUCATORS KNOW YOU CARE AND ENABLES THE SCHOOL TO SUPPORT INCREDIBLE LEARNING OPPORTUNITIES FOR OUR STUDENTS.