IIB Magazine - March 2014

Issue No. 5 MARCH 2014

ECIS Leadership Conference

Think out of the box

See you in Seville

Stories of learning

Interview with the newly elected ECIS Executive Director

Read more I page 2

Read more I page 9

Read more I page 14

SEVILLE

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April 24-27, 2014 W H AT ’ S S O G R E AT A B O U T S E V I L L E ?

We hope to see many of you at the ECIS Leadership Conference in Seville where the Admissions Committee has organized very interesting discussions.

We are going to be starting with an intro session, allowing us to get to know new people and say hello to old friends in a “job-a-like” atmosphere and then spend the next two days talking about some very interesting and engaging topics:

•

Trends in the relocation market: featuring a speaker with great experience in the relocation market, Heather Mulkey from the International School of London, Surrey

•

Enrollment stability in a transient world of international schools: in cooperation with the Business Managers Committee

•

Ways in which strategic data can improve the school’s marketing efforts: in cooperation with the Advancement Committee

•

How school admissions and curriculum design is the same thing: in cooperation with the ES Curriculum Committee

This conference marks a premiere in the world of ECIS Leadership Conferences, where committees can come together to paint a picture of how our jobs are all intertwined and how we all work together towards the same purpose: creating a good community for our students and families.

For information on conference registration, keynote speakers and accommodation, click here: http://www.ecis.org/page.cfm?p=298

How It is done in Brussels A day in the life of. Well, maybe we should start by saying there

is no such thing! Every day is different, and that’s how we like it. Read more on page 8

A funny story from Paris ‘James, what was all that stuff about super bikes?’. Puzzled, I looked back through my Sent Items. Spotting the e-mail in question, the blood drained from my face as it dawned on me what had happened.

Read more on page 12

What is 'Safe Harbour"?

The mission of A Safe Harbour: to help students, parents, and staff cope with the challenges, and maximize the opportuni-

STORY IDEAS WELCOME

ties, inherent in the experience

International Ideas Bulletin strives to present news, stories and other content in the course of each year that is of particular interest or pertinence to Admissions professionals. We rely greatly on your input to guide and generate articles. This is your publication and we always welcome your contributions.

of international relocation and cross-cultural mobility.

Read more on page 22

NEWS: Your career is ever-changing. Let others know about the changes and trends in your particular country/area, or school.

PROFILES: Want to share your own story? International Ideas Bulletin is a great way to share ideas, best practices, etc.

FEEDBACK: Write to us and share your viewpoints (members and non-members alike).

Write to Catalina Gardescu at internationalideas2013@gmail.com for more information.

4

BE INSPIRED! “All the effort in the world won’t matter if you’re not inspired.” Chuck Palahniuk, Diary

7:30 AM. Come in. Get coffee.

made for this year.

Answer email. Answer phone. Talk to

Coming up is the ECIS Leadership

colleagues. Parents. Kids. Business.

Conference in Seville, Spain at the end

Bills. Records. Files. Meetings.

of April. We are all excited to be going

Meetings. More meetings and then

there holding our flag up high and

some. What can ever be inspiring

talking to Heads, Principals, Trustees,

about this?

Business Managers and all of you

It has been 10 years since I first

about the strategic role of admissions.

sat down behind the desk of the

We will all be delighted to meet Dr.

admissions office at one of the best

Kevin Ruth, appointed Executive

schools of Eastern Europe whose

Director of ECIS as of the summer

mission is to inspire its students.

and this issue of the IIB offers you a preview of Dr. Ruth in a brief

I can say without a doubt that for the most part of my time in this office I felt

the American International School

interview he was nice to offer us.

inspired by people and events as well

of Bucharest has been for me the

We all are going to find a way to say

as changes and challenges and that

main source of inspiration to educate

goodbye to someone who has been an

one of my constant goals has been to

myself continuously and thus the bud

inspiration to all of us at ECIS – Jean

remind myself how connected what I

of all of the efforts I was ever driven to

Vahey.

do is with education.

make in reaching out to colleagues out

In order to inspire you need to be and

I look back on 2013 and feel richer

in the world.

remain inspired. Stay connected to

and look ahead to the very young

As I gathered quite quickly that

education, children, teaching, out of

2014 and feel hopeful that my

without keeping abreast of what is

the box experiences. Learn about how

enrichment will never stop. I learn

new in the world of international

things are done in other parts of the

with every meeting I have – that is if

education, without learning from

world, new and intriguing personal

I really listen –, I develop new skills

every experience, without perfecting

details about people we know … or

with every challenge I face and I keep

existing skills and learning new ones,

not …, find out about events that

young. (Ok, so I like to believe so

without sharing to and learning

will inspire you and help you grow

please don’t contradict me).

from others there is no possible

– in a nutshell, you need to read the

Involved in admissions daily we are

move forward, I have always been

International Ideas Bulletin.

privileged to meet so many people,

inspired to find new avenues of

hear about so many adventures and

communication, or professional

experiences and we are in the difficult

growth and enrichment for all of us.

but beautiful position of having to

This issue of the International Ideas

Catalina Gardescu, Editor

re-invent ourselves all the time.

Bulletin builds on the new plans that

ECIS Admissions Committee Chair

Working in the admissions office at

the ECIS Admissions Committee has

The International Ideas Bulletin

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IN FOCUS: Jean Vahey In Seville admissions professionals (and not only) will be saying goodbye to one of the pillars of ECIS – Executive Director, Jean Vahey. Below are a few thoughts from schools everywhere about the great impact that Jean has had on our entire community of professionals:

I remember meeting Jean for the first time and being energized solely by her presence.

I am thankful for the hand reached out by Jean to admissions professionals and to our group in particular. I am thankful to Jean personally for sharing so much of her personal experience, connections and for always finding a moment in her incredibly busy life to drop a quick note - Cat, how can I help? – and she meant it. I will miss Jean!

Catalina Gardescu, AISBucharest, ECIS Admissions Committee

A lady with great energy and vitality who never ceases to amaze and inspire just about everybody… Viva La Jean Vahey & Alles Gute!

From All of Us at AIS Vienna Deidree R. Diño, Director of Admissions / Registrar

Jean Vahey is one of those rare people who can combine wit and charm, intelligence and warmth, positive attitude and serious work, and do all that without ever failing to be herself. I will truly miss seeing Jean, she so belongs to an ECIS conference.

The International Ideas Bulletin

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“Jean Vahey is the "energizer bunny" of international education! Jean is dynamic, funny, articulate, quick on her feet and fearless! As former ECIS board chair and board member for six years, I have had the honor and pleasure to work closely with Jean for much of that time. She joined ECIS at a pivotal moment and led the organization through major positive changes. I am proud to call Jean Vahey a coleague and a friend!�

Dr. Arnie Bieber, Director, International School of Prague

Thank you, Jean, for your positive energy in supporting the role of admission officers and bringing it to the international education management mainstream! We do appreciate your effort in showing the value and the contribution of the admissions specialists to the sustainable development of each international school. You are a person who sees opportunities and gives a strong shoulder!

When Jean first meets people, she does not beat around the bush. She immediately begins brainstorming how she can collaborate, encourage, and make connections with you. All educators need 30 minutes with Jean to consider professional possibilities

The first time I met Jean was at the Admissions Job A Like in Brussels. We sat together on the bus from the hotel to downtown. I remember being impressed by enthusiasm and willingness to speak her mind!

Sam Stover, TASIS England, ECIS Admissions Committee

To me Jean is a woman who inspires others to spread their wings and 'go for it'. It has only been a short two years that I have known this lovely, caring lady in the context of being the Executive Director of ECIS. Her beginnings as a college counselor can still be noticed today as she nurtures others to explore their potential. Our international school admission's teams throughout Europe and even further have all indirectly been touched with Jean's magic wand with her instantaneous support of the grass root Admission's JAL. Jean noticed the energy, interest and need being expressed in Brussels. Inspired she guided and enabled 'us' to create an official ECIS Admissions Committee. Now look out everyone... here comes Admissions! Thank you, Jean.

and to initiate self-reflection.

Dale Braunschweig, Head of Admissions, Zurich International School

Thank you, Jean, for everything you have done for the international school network, it is a pleasure and honor to know you! Tuija Wallgren, Communications Manager, International School of Paris

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The International Ideas Bulletin

OUT OF THE BOX TELLING STORIES OF LEARNING

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by Dr. David Willows, Director of Admissions and Advancement The International School of Brussels

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by Clement Cleah

What is “ITmissions”? If you look this

going to bore you with all this I.T. talk, as

reader, which scans a code that triggers

word up in a dictionary, you will not find

this is not an I.T. publication, right?

an action on the device using the scan.

it. That’s because I coined the term five

It could be anything from kicking up the

minutes ago as I was preparing to write

I’m a bit of an odd ball. I love I.T. but my

browser and loading a preset website,

this article. It’s simply a combination

major is marketing. This combination

composing an email, adding contacts

of the words “I.T.” (Information

sometimes results in some very strange

and so on. The main difference is that

Technology) and “Admissions”. I’d like

ideas. Unlike many I.T. professionals

with Aurasma, there is no QR code.

to humbly share with you my journey

who like to KISS (Keep It Simple,

Aurasma picks up photos and pictures

through the path of “ITmissions”.

Stupid!), I find myself constantly

instead and they seem to come to life

experimenting and searching for new

when scanned. It’s magical to both

I assist teachers and students with

(sometimes crazy) ways to enhance our

children and adults. Publishers use

technology. Being in an 1-on-1 iPad

users’ I.T. experience (or some may call

Aurasma to make book covers “talk”.

school, you can probably imagine

it “complicating matters”).

Our school librarians love Aurasma and

what my days are like, with close to

are “Aurasmatising” (another word I

500 iOS devices at our campus alone.

Late last year, my friend Don, who

just coined spontaneously!) the lower

Then, there are the other devices like

works as a librarian in another

school collection with the help of our

Smartboards, Laptops, Netbooks,

international school introduced me to

students who review the books.

Smartphones, Apple TVs, PCs, Macs

an app called Aurasma. Aurasma works

and the list goes on. All right, I’m not

like a QR Code (Quick Response Code)

After getting Aurasma into the library, I was thinking of ways to use Aurasma in other sections of our school. Dale, our Head of Admissions, walked in with a few families who were visiting our school.

As she showed them around, the idea of using Aurasma popped up. Together with Dale, ideas kept flowing.

We got together a team of grade 5 students to carry out interviews, shoot videos and photos and put all these parts together to create Aurasma posters which are now displayed around our school. The process was simple and the students were able to do it all independently with minimal supervision.

The International Ideas Bulletin New families who visit our school are now able to see and hear various heads of departments and teachers introduce the school to them when a smart device is used to scan the Aurasma posters which the grade 5 students created. The team is now working on kid-friendly versions of the posters for children who are visiting our school. We hope that by introducing them to our school through the ITmissions method, they will get a better understanding of how we use I.T. at school to enhance the learning experience. In the pipeline, we have more ideas about how we can use Aurasma around our school.

If you have any “unique” ITmission ideas, I’d really love to hear from you. Should you have questions about Aurasma or its use at our school, please feel free to contact me at clcheah@zis.ch

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12

THE PERILS OF SPELL CHECK…

by James Cooper, International School of Paris Some time ago, I was handling a mid-year enrolment for a student called Souparnika. Everything had gone well with Souparnika’s application to the school, and the time had come for me to send our usual acceptance email to her parents. The email was pretty standard, confirming our offer, thanking the parents for their cooperation so far,

and asking them to bring Souparnika to an orientation later that week. I was quite busy at the time, so once I had written and sent the email, I quickly moved on to another task and thought nothing more of it.

Later that morning, my colleague came to see me and mentioned that she had seen my email to the

family. She was glad to see that Souparnika had been accepted, but there was one thing that escaped her: ‘James, what was all that stuff about superbikes?’.

Puzzled, I looked back through my Sent Items.

Spotting the email in question, the blood drained from my face as it dawned on me what had happened. I had spell-checked the email

before sending it, and since the spell-checker had not recognised Souparnika’s name, it had offered an alternative suggestion.

I had thought I had clicked Ignore all when this suggestion popped up, but I now realised that in my haste I had inadvertently clicked Change all…

Dear Mr. and Mrs. Narayanan, We are very pleased to inform you that we would like to offer Superbike a place in Grade 6 for the remainder of this academic year.

Please bring Superbike to school this Thursday at 9am for an orientation with our Secondary School principal. This will be a useful opportunity for Superbike to ask any questions she has before starting school on Friday.

Thank you for all your cooperation with the application process and we look forward to welcoming you and Superbike into our school community.

Kind regards, A very embarrassed Admissions Officer (Exact names have been modified)

The International Ideas Bulletin

POINT OF VIEW Sharp rise predicted in global assignments as organizations try to plug skills gaps, says PwC research

Source: www.pwc.com

companies will need to offer new forms of global mobility to respond to skills shortages, changing business needs and employee preferences.

According to the research, only 1% of people are now doing traditional assignments which involve three years in a different country and then returning home. The number of mobile workers, including long-distance commuters (who spend a week or two at a time in another country), has increased and now account for around 8% of the working population. The research reveals that the average length of a posting has now dropped to 18 months and the number of females taking on global assignments is predicted to increase.

Women are projected to make up over a quarter of all assignees by 2020.

PwC’s analysis reveals that companies need to increase the number of globally mobile employees to deal with talent constraints. PwC research with over 1,400 HR directors globally reveals that 15% of organization were unable to achieve growth forecasts in overseas markets due to talent constraints. This has led to nearly two thirds (64%) changing their approach to global mobility.

Carol Stubbings, UK international assignment services leader at PwC, said: “Many companies are facing the reality that they don’t have the right talent in the right places to fulfil their global growth ambitions. Skills gaps in overseas markets, the changing business world and preferences of a new generation of employees will force many organizations to increase global mobility opportunities for their staff.

PwC research predicts the number of workers taking on global assignments is set to increase by 50% in the next decade as companies re-think where their talent needs to be based to fulfil their growth ambitions.

PwC’s ‘Talent Mobility: 2020 and beyond’ report, based on data from over 900 global companies, reveals that

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“The era where assignments meant a three or four year relocation is coming to an end. New forms of global mobility are developing in response to business demands and employee preferences, many of which don’t involve relocation at all. Long-distance commuting, virtual mobility, project-based and assigneeled projects are all set to become the norm. These will offer greater flexibility for both employers and employees and should help to reduce global mobility costs.”

Companies are adapting their mobility strategies to the new generation of workers. New graduates, who make up the millennial generation, see inter-

national opportunities as a key part of their career advancement. The report reveals that over two thirds (71%) of millennials want an overseas assignment during their career. However, this generation has clear preferences over where they want to work, with the US, UK and Australia firmly at the top of their wish list. According to the report, only 11% are willing to work in India and only 2% in mainland China.

Carol Stubbings, UK international assignment services leader at PwC, added: “It is great news for employers that the next generation of workers want to work abroad but the issue will come when trying to align employees’ expectations and companies’ needs and growth prospects. Companies are likely to need workers to go to fast-growing emerging economies and new urban hotspots, rather than the more popular and developed locations favoured by graduates.”

Changing demographics and the growing importance of emerging markets means that the traditional flow of talent from West to East is likely to be reversed. Instead, skilled workers from emerging economies will increasingly be moved into developed markets, often on short-term assignments, to gain valuable experience which can then be used in their home market.

Iain McCluskey, director, UK international assignment services at PwC, said: “The historically high value placed on experience earned in the West looks set to be overtaken by demand for skilled workers from emerging markets.

Local workers with international experience will be much more attractive to domestic employers than foreign workers in the same market. These workers are likely to use the skills earned in the West to cement new regions as international business hubs.

“Investment in education in Asia and Africa is creating a steady stream of talented youngsters who will increasingly be in demand at home and abroad. Global companies need to consider their potential talent shortfalls and source and train more talent from different regions.”

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INTERVIEW WITH DR. KEVIN J. RUTH Executive Director of ECIS as of July 2014

builds lives, irrespective of background.

Being a language teacher by training

I’ve seen it happen so many times, and

helped tremendously when selling wine

it is a story that is always powerful.

because it was my duty to translate wine characteristics into language that

The most valuable lesson I learnt in my

everyday customers could understand.

life was resilience; entrepreneurs would

My most important work in the wine

call it embracing the art of the pivot. My

world, however, was helping people to

parents divorced when I was young,

pair wines with specific world cuisines.

and I had to learn how to pivot…I had

I worked with trained chefs (from Le

to become accustomed to living with

Cordon Bleu in Paris, for example) and

one parent, with moving to a new town,

former wine stewards from well-known

with forging new friendships at a new

restaurants, all of whom shared their

school, with learning about who I was,

knowledge so generously with me, for

IIB: Please tell our readers a little about

all at a young age. This pivot happened

which I am eternally grateful. That kind

yourself: do you have any particular

again when I entered university as the

of learning challenged me constantly,

personal and professional highlights?

only one of some 50 grandchildren to

keeping me on my toes (resilience!).

What was the most valuable lesson you

progress to higher education; I had to

learnt in your life? Is there an anecdote

choose to leave behind a factory job

For instance, I recall a customer who

you could share that would tell us more

and a small, rural, heterogeneous town.

came into the shoppe one day and

about you personally and profession-

Without summarising my entire career,

asked if I could recommend a wine to

ally?

let me say that I have been entrepre-

accompany Ethiopian cuisine. She was

neurial in my various educational roles,

so surprised when I began to ask very

First, I’d like to share with you my love

from teaching to advancement to lead-

specific questions about her spice mix-

of learning, as it informs who I am. Edu-

ing strategy. I discovered that entrepre-

ture, since, as I shared, spices would

cation transformed my life; it gave me

neurial endeavours were natural for me

inform the wine(s) I might recommend

meaning. It served as my centre whilst

because of my ability and willingness to

because I was concerned about bal-

growing up as a latchkey kid in a single-

pivot, skills that I acquired whilst young.

ance and harmony in the meal! Too

parent/low-income home, staying alone

The notion of resilience, therefore, has

many sales people in wine shoppes are

as early as fourth grade whilst my moth-

shaped my own ethos in a very sub-

uninformed when it comes to wine-and-

er worked the evening shift as a nurse

stantive way.

food pairing; they tend to recommend

in a home for elderly people. Learning

wines that are one-dimensional and

made me who I am; it built me. As such,

In terms of an anecdote that might tell

overwhelming to the palate, thereby ob-

I desire to “pay it forward” by serving as

you more about me, you might find it

fuscating (and sometimes destroying)

the steward of learning and meaning

interesting to learn that I worked (part-

the attributes of the culturally-specific

in an environment that transforms and

time) in wine retail for some 11 years.

cuisine. I feel precisely the same way

The International Ideas Bulletin

15

about education, and therefore life it-

speak with their leadership groups, pro-

ultimate expression of our humanity,

self.

viding them with a framework for gen-

relationships require the genuine work

erative conversations regarding what

of encounter and understanding, and

IIB: The ECIS announcement noted

to think about in the months (and even

sometimes reconciliation. In that spirit,

that you have two children - are they as

years) ahead with faculty, leadership

then, I look forward to forging and nur-

excited as you to move to England?

teams, and boards. A deeply relational

turing new relationships so that I might

person, I found this work nourishing and

learn about the needs and dreams of

We talk daily with our son and daughter

meaningful, and, with the encourage-

member schools as well as individuals,

(ages 4 and 8, respectively) about our

ment of these same executive direc-

thereby enabling ECIS to provide lead-

upcoming move to the UK. Being eager

tors, I began to consider very seriously

ership and assistance in meeting them.

learners, they are asking many ques-

whether my vocation was entering into

tions, watching British cartoons, and

a stage of metamorphosis.

As for what I bring to ECIS, I bring a

trying to utilise the expressions they

I recall vividly when the position de-

desire to serve as a steward of learn-

hear. They are especially keen to join

scription for Executive Director of ECIS

ing and meaning by being present for

their next school (yet to be decided, as

was posted. The description, informed

all the professionals in our international

of this writing), make new friends from

by a thoughtful and bold strategic plan,

schools, as we educate children for a

different countries and cultures, and

resonated profoundly with me. So too

dynamic world. Owing to my entre-

spend time with their British family (I

did the international identity of the or-

preneurial mindset and experiences, I

am half-British, my mother hailing from

ganisation, given my studies in Com-

am drawn personally to “the frontiers,”

Northampton). Our children are very re-

parative Literature and years of teach-

which I would define as those places ei-

silient, and we know that they will thrive

ing languages (including the IB Diploma

ther figurative or literal where collabora-

in their new environment. Living the ex-

Programme), helping young people to

tions, discoveries, and advancements

perience through their eyes will be pow-

recognise, understand, and favor cul-

are causing us to consider how we “do

erful for us as parents.

tural diversity and language acquisi-

school” in new ways. Just as relation-

tion as part of developing an interna-

ships require the hard work of encoun-

IIB: How did you first learn about ECIS,

tional mindset. I realised that, should I

ter and understanding, the frontiers

and what prompted you to apply for the

be offered the opportunity to serve as

challenge us in similar ways.

position of Executive Director?

the next Executive Director of ECIS, I would be working with talented, caring,

I have learnt much from my experience

I first learnt about ECIS several years

and thoughtful colleagues whose com-

in schools, serving in employee roles

ago when I enquired in an online com-

mitment to and practise of international

from teacher to deputy head, and in the

munity about programmes to welcome

mindedness would mean a new era of

governance role of trustee, all of which

and integrate international families into

growth for me personally, while togeth-

have afforded me a broad and deep

independent schools in the States. A

er we would be in a position to impact

perspective on school life. Yet I am

colleague from an international school

students’ lives by transforming them in

unafraid to admit what I do not know;

responded with very helpful informa-

powerful ways.

my commitment to and love of learn-

tion, adding that ECIS would be a natu-

ing compel me in this regard. I hope to

ral place to seek additional resources in

IIB: Relationships between people are

learn, therefore, what you cherish and

this regard. I visited the ECIS website,

a two-way street, with both sides teach-

value in international education, includ-

explored the organisation’s digital foot-

ing and learning. What will you bring to

ing how I might learn from you and with

print, and found connections to further

ECIS and what do you hope to learn?

you in these years ahead, to the benefit

information. In the meantime, several

of students, families, and educational

executive directors of regional indepen-

Indeed, it is in relationships that we

dent school associations invited me to

find and create meaning. Perhaps the

professionals. I am eager to begin!

16

“There is no passion to be found in playing small, in settling for a life that is less than the one you are capable of living.” Nelson Mandela

IIB: Do you plan to attend the Leader-

identifying ways that we might learn

consider parents who are increasingly

ship Conference in Seville? If yes, what

and discover together, so that students

savvy about educational programmes

do you hope to achieve during that con-

and all educational professionals might

and who enquire frequently about

ference, and what will be your message

benefit.

whether a school has entertained a

to the community?

certain curriculum, practises a certain IIB: Clearly the ECIS Admissions Com-

pedagogy, and so on. The first person

After such a wonderful experience at

mittee is biased towards Admissions,

such parents encounter when exploring

the Annual Conference in Amsterdam,

but what value do you see in ECIS of-

a school is an admission professional.

I look forward to attending the Lead-

fering professional development oppor-

As I stated earlier, relationships are a

ership Conference in Seville! In many

tunities to Admissions Officers?

profound expression of our humanity

ways, my message to the community is

because they require encounter and

very simple: I desire to be present for

At its heart, professional development

understanding. In that early stage of

and with you at “the frontiers.” Seville

is about developing talent and leader-

relationship-building, parents perceive

represents a time for me to enter into

ship so that others (children and fami-

admission professionals as stewards

the work of relationships; therefore, I

lies) might benefit, in addition to the

of the school, and, as such, they are

hope to meet as many educational pro-

professional him/herself. These quali-

called to be at the frontiers of what is

fessionals as possible so that we might

ties are of incalculable value, since they

happening in schools--and education in

begin to get to know one another and to

manifest themselves in a school’s cul-

general. I would submit, therefore, that

learn from one another.

ture, and therefore in that school’s im-

professional development opportuni-

pact on children.

ties are absolutely key to ensuring the

If you see me wandering about, please

vibrancy of schools through the service

do come up to me and engage me in

As for what value I see in ECIS offer-

of admission professionals. I can attest

conversation! I look forward to meeting

ing development opportunities to ad-

personally to the value of admission

you, sharing our love for education, and

mission professionals, we have only to

professionals who are at the frontiers of

The International Ideas Bulletin

schools, having served as a trustee at a

term integrity and impact of the school.

school of some 800 pupils. As a board,

17

cross-functional and cross-divisional group comprising multiple constituen-

we relied heavily on our admission of-

IIB:. Could you tell our readers about

cies and identifying innovative ways

fice to inform us of trends, to explicate

your experience working with admis-

to underscore our value proposition. It

the practises for retaining and attracting

sions professionals, maybe share a

has been particularly informative and

families, and to help us to make sense

funny story?

energising work for me personally and

of multiple data points. What is more,

professionally, with admission profes-

we recognised that our relationships

I have been fortunate to work directly

sionals serving as my critical partners.

with families began in the admission

with admission professionals for twelve

office, and those relationships matured

years: six years on an enrolment man-

As far as a funny story is concerned,

further with development in classrooms,

agement committee, followed by six

what is on my mind right now is how

on athletic fields, in the advancement

years working with admission and mar-

quick competitor schools can be to copy

office’s endeavours, and so on. Know-

keting on a variety of initiatives, from

good ideas! It seems that when we (my

ing that, we invested in their profes-

retention programmes, parent ambas-

current school) develop an initiative and

sional development because, as those

sador programmes, and social media

implement it across various media, it is

charged with considering the ability of

marketing to digital and print publica-

a matter of single-digit weeks until our

the school to impact childrens’ lives in

tions. This past year, following on strat-

competitors mimic it across the same

future years, we saw this kind of invest-

egy work that I led regarding admission,

media, which always makes me smile.

ment as one that benefitted the admis-

marketing, and brand engagement, we

We consider it a compliment!

sion professional as well as the long-

launched a Brand Council, which is a

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It gives me great pleasure to share with our admissions colleagues the views of the founder of the International Ideas Bulletin and Chair of the ECIS Admissions Committee.

IIB: What are some of the biggest professional challenges for an admissions professional in international education?

IIB: How and why did you decide to become an Admissions Officer?

I never decided to become an Admissions Officer. Better to say, I had no idea this job existed in 2000 when I graduated from college. I was fortunate to be hired as a secretary at the American International School of Bucharest and have my eyes open to a world as beautiful as the one of international education.

From that point on, it was your regular love story – meaning, I loved some moments and really struggled with some. The job picked me, so to speak, when my former colleague in the Advancement and Admissions office in Bucharest chose teaching. I am a PR & Communications major in college and so my wish was to communicate, to be out there, to talk to people. I thought, hmmm, maybe this is what admissions would be. And it was. And so much more than that.

Almost 13 years down the road I can still say that my main two challenges are working with people and getting around myself.

Walking into the office with a smile on my face on a Monday morning, after a sleepless night because my son was sick, leaving my personal struggles at the door, going beyond conflict to resolution, working with every family like they are the only ones I saw that day. Working with people is at the core of our work in a school whether it is parents, students, our co-workers or counterparts in other schools. It is, in my opinion, the hardest of jobs as well as the most beautiful. It teaches you as much as it takes from you as a person and I always feel that in every person there is a different view of the world that I am so anxious to discover.

IIB: Can anyone do admissions?

Anyone can surely try. But if we are talking about doing it professionally and well, then no, not anyone can do admissions. Just like there isn’t any job on this planet that anyone could just do.

I am a strong believer in “the right person in the right place” as a success story.

Some people think of

admissions as sales. I have seen an equal sign in between those two many times. But a successful sales person will not be a successful admissions officer if he/she does not go that extra mile to understand the importance of education for children, to understand the true value of interpersonal relationship and to quickly figure out that their art is not in numbers but in conveying mission and inspiring the people they meet daily, be it parents, students or school staff.

IIB: If you weren’t doing this job, what would you rather be doing right now?

Just before I started to answer these questions I was watching a documentary about Petra in Jordan and I was thinking that if I did not have jobs or ties to any piece of land in the world I would like to travel everywhere and help people see the world through my eyes. I like talking - but you must know that already – I like writing and I love travelling.

I am settled right now mostly because I am trying to offer my son stability while he is fairly young but my not so secret dream is still to sell all I have at some point, buy a trailer and park it in every corner of the world I have not yet seen.

IIB: What would be the one word of advice you’d give to a new person coming into this field?

Learn, learn, learn. From everything, all the time, every day. If you cannot learn, find another job. You cannot do admissions, you cannot successfully work with people (and I am not talking just about the parents you meet in the office, or the students, I am also talking about colleagues who come and go in this international environment) if you cannot reinvent yourself and learn from others all of the time.

IIB: What will admissions look like in the future?

I see admissions as much more personalized in the future. I read a lot nowadays about exploring the noncognitive in kids, about how little standardized tests mean when we are talking about the profile of a young person. We live in the era of Skype, Dropbox and Skydrive and I see us looking closer at children as people rather than files.

I am envisioning a net of admissions professionals that talk to each other about children transferring from their schools, that help each other in this process and that learn from each other.

IIB: What is the history about where and how the first admissions job-alike came about?

It is hard for me to even remember the year but it must have been something like 2003. Lynn Wells, the Admissions and

The International Ideas Bulletin Advancement Director (and currently waving to us happily from Kenya’s ISK)at the time invited me to join him in a Job-A-Like in Warsaw. I hardly had any idea what it meant. There were six of us, three of us are still in touch today – myself, Christiane Majgaard from Denmark and Gabi Thomas from Hungary.

We met at the AISW, talked about our jobs, complained about our bosses (I did less of that since mine was sitting right there) and visited the city. I still recall Christiane, who was working in Warsaw at the time, gracefully welcoming us in her beautiful home.

IIB: How do you function with no sleep?

The idea stuck with me and Lynn and I invited people to Bucharest afterwards and the group grew and grew.

In 2009 in Budapest the idea of an email list serve came about and also around that time I thought it would be really nice to have a newsletter. And here we are!

It is very hard for me to switch off. Sometimes I get so into my work, or a project I am really excited about that I cannot think of anything else and I cannot disconnect. But when I do manage it is by engaging in activities with my partner and my son – we love watching movies, doing Legos (ok, maybe not so great for me, I am too restless) and reading.

If I travel I love to switch off when I have to (the blessing of “turn your devices off during takeoff and landing”) and immerse myself in a good book.

IIB: How did the partnership with ECIS begin?

The first ECIS Leadership Conference I ever attended was in Istanbul where I was invited to join Laura Romains from the American School of the Hague in talking about Ethics in the Admissions Office. I still remember how honoured I was, how I bought a book online to read before the presentation, how I called my mom to tell her. Would you believe me when I tell you that I still have my badge which says “Speaker”? Oh well, I guess the child in us never dies.

That is when discussions began about what if ECIS would have a standalone group for admissions. And then Jean Vahey – who I give complete credit for putting us up there on the ECIS map – invited me to London, together with David Willows and we sat in a room for several hours and brainstormed. And got this started.

This question surprised me.

I do sleep. If you ever call me at 9:30 in the evening you will not get an answer.

Just return the call at 5 AM. I will be awake. I have tried several times to get some sleep during the weekend but if anyone discovered the art of sleeping while you entertain a 7 year old I would very much like them to share.

IIB: How do you switch off?

IIB: You are referred to by all who know you well as being super organized. Have you always been this way?

Have you got any tips for your colleagues on how to organize their time?

This was very flattering for me to hear because I try very hard. Very hard. In a work day when I handle two or three jobs at the same time this is extremely hard. But I try.

No, I was not always like this – Let’s go back to the learning piece. Learning from my job every year, organization skills and becoming more efficient on the job came about as well.

I keep an agenda in Outlook which I synchronize with all my devices. I keep a notepad

on my desk which I review at the beginning and at the end of the day and which has four columns: To Dos for the day, Emails to send, Meetings and Big Pending Projects.

If there is something that lingers on any of these lists for 2 or three days, I try to re-organize how I prioritize things. I have a personal rule – no email unanswered for more than a day and a half (unless I am trying to make a point. If I need more time to get a good answer, I at least let the person know I got the message and am working on it.

IIB: Who are you most inspired by and why?

I am inspired by many people, mostly regular people who battle day to day things and end up smiling in the evening. I am inspired by people who make it against all odds and succeed in remaining down to earth.

If I had to pick a person that would have to be one of my teachers and now my best friend, Kate Richardson Blazer.

I met Kate in 1995 when I was a senior in a Seattle high school in an exchange program and she was my debate teacher. Our chemistry was instant and since then I have learned lifelong lessons from her.

Kate is a person who has succeeded in remaining good, positive, innovative in spite of illness, rejection and financial difficulties.

To the day, there isn’t any conversation I have with Kate that doesn’t leave me with a new thought or a positive outlook on something that just seemed impossible to me moments before.

IIB: What is your favourite quote?

You can find my favorite quote at the end of my official email signature: “Character is what you are in the dark.”

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Dwight L. Moody. Through the worst times of my life so far I have noticed a common thing: if at the end of the day I can still be good friends with the person I see in the mirror and if I can actually look that person in the eye with no problem, I am ok.

IIB: What are the best places to visit in Romania/best phrase to know when visiting Romania?

I would invite people to visit the Danube Delta in the summer as it is a magnificent sight. The mountains are also beautiful but don’t stick to Dracula’s Bran Castle – overrated. Go and see Brasov or Sibiu – beautiful towns in the Carpathians with a Germanic flavour and wonderful hosts. Or Maramures, to capture the soul of Romanian traditions.

I am sure that as you are welcomed to any of these you will be looking in your tourist guides for a word to thank: Multumesc!

IIB: If you had to create a bucket list what would it be?

I hope that by the time I am ready to say my bucket is full (will I ever?) I will have worked with inspiring people at AISB or elsewhere, I will have read as much as possible, I will have written a book of my own. I am hoping that I can throw some personal things in my bucket as well: see my son fulfilled (in whatever he may choose to do), get my trailer and travel the world alongside my better half. And read and write.

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THE IMPACT OF GLOBAL MOBILITY CHANGES ON INTERNATIONAL SCHOOLS

by Heather Mulkey, International School of London, Surrey International schools depend on global

• Bussing (60%)

Additionally, there is an increase in the

mobility for their survival. Given the

• Pre-kindergarten/early childhood

types of assignments and the ways as-

recent global economic downturn

(39%) although 30% cover it on an

signments are viewed. The traditional

and consequent shifts in the global

exceptional basis

expat assignment which is now only

economic landscape, how vulnerable

• Books (51%)

1% of the global workforce lasted 3-4

is your school?

• Uniforms (46%)

years, but this is now trending down-

• Only 5% cover meals and school

wards towards 18 months. With these

Business and relocation leaders at the

trips.

assignments, 48% of companies have

recent Canadian and World Employee

The education benefit typically lasts

localisation policies which allow them

Relocation Conferences and the

through the life of the assignment, but

to move assignees from international

Forum for Expatriate Management

companies are increasingly thinking

assignment status to local standards

Conference agree that coverage of

about a ceiling on the expense.

and policies.

school fees for the children of inter-

So it all seems pretty secure for inter-

national assignees will not change.

national schools, doesn’t it? Well, not

Given the recent global economic

Companies recognise the importance

exactly. The nature of the relocation

downturn, families are also realising

of family happiness in a relocation.

industry is changing to accommodate

the importance of two careers to the

This is in line with the Brookfield Global

changes in global mobility, the drive

family, so are unwilling to relocate due

Relocation Survey, which showed that

to cut costs and rationalise packages,

to the impact on the partner/spousal

children’s education is considered

shifts in the global economy and the

income and career prospects. This is

critical or of high importance by 84% of

need to accommodate a new genera-

leading to an increase in unaccompa-

companies surveyed, which places it at

tion of global assignees. Major factors

nied relocations, or a variety of other

the top of critical family challenges.

affecting schools are an increasing

relocation models.

A recent AIReS Survey on Education

population of female transferees, the

Assistance, noted that 95% of expatri-

rise of two-career families and fewer

Come to the ECIS Leadership Con-

ate policies include provisions for the

children per family. This all impacts

ference in Seville and join in the

costs of children’s education, but there

the percentage of families with ac-

discussion on modern mobility and its

were differences in what is covered.

companying children. Historically,

potential impact on your school. Your

Companies typically pay for:

55% of international assignees had

school’s health could depend on it.

• Tuition (100%)

accompanying children. This has been

• Registration/application fees (87%)

in steady decline since 2006 and has

• One-time or annual fees (81%)

now reached a new low of 43%.

The International Ideas Bulletin

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BENEFITS OF EXPAT ASSIGNMENTS

by Marcia De Wolf, St. John's International School

What do parents see as the main benefits of their current expat assignment for their children?

St. John’s International School asked expat parents what they expect to be the main benefits of their current expat assignment for their children. Expat assignments are excellent opportunities for advancing a career and for families to experience a different lifestyle in a foreign country, but what are the benefits for the children?

The respondents were asked to provide up to 3 answers. More than 66% of respondents named cultural awareness as the main benefit of the family’s expat assignment. Second was learning other languages (more than 52%) followed by traveling to different countries.

Parents also see personality and character development as an important benefit of living abroad for a period of time. Having kids experience an international education during the posting is seen by more than 38% as a benefit for the children, while more than 35% agree that the opportunity to see new and exciting experiences is an advantage for their kids.

Last in the list in an increased family bond, often mentioned as a result of an expat posting but not seen as one of the main benefits by parents.

See below the graph showing the results:

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A SAFE HARBOUR

by Laura Romains, American School of the Hague

For so many schools their transition

come and go all year round.

programs are most active at the start

Nearly 100 days into the school year, what has been achieved? Student

of the school year following the major

The mission of A Safe Harbour: to

Ambassadors, trained and ready, have

influx of new families and staff. At

help students, parents, and staff cope

supported over 300 new students

American School of The Hague, the

with the challenges, and maximize

since the first day of school and

transitions program is a philosophy, an

the opportunities, inherent in the

are preparing for the arrival of more

approach to supporting all members

experience of international relocation

students before the school year closes.

of the community - in practice, that

and cross-cultural mobility.

Parent Welcomers have met with all

means year-round support as families

new families, providing these new

The International Ideas Bulletin

members of the school community

nomadic life of an expatriate..

with helpful information ranging from

23

farewells with wooden shoes on order for the leaving ceremonies; departing

the practical (parking, daily schedules,

Likewise, staff are supported when

student receives a wooden shoe

communicating with each other) to the

they join the School and throughout

signed by their peers and also has the

fun (Adult Education courses offered

the year partnering with social buddies,

opportunity to signs a leaver’s board

by the Parent Teacher Organization,

taking tours of the local area and

where their names are displayed

learning about life in The Netherlands

learning about life at the School and in

with all of the other students who

through Monday Morning Network,

The Netherlands from those who have

have attended American School of

reading clubs and much more). An

recently settled in.

The Hague - their name covers the

Expat Life Experience group helps

hallways for future generations to see

to bridge the gaps between cultures

Leaving is equally as important as

and when they return as Alumni.

by hosting speakers and workshops

arriving and a well-planned farewell

such as the recent workshop on

provides closure and space to

Further information about A Safe

the renowned Reken/Pollack book

move on to new adventures. Busy

Harbour at American School of The

“Third Culture Kids” – helping parents

preparing for the new school year

Hague can be found at: www.ash.nl/

to share and understand their own

and drafting orientation schedules

shoverview.

personal experiences of living the

the School is also preparing the

24

PROFESSIONAL DEVELOPMENT OPPORTUNITY FROM WITHIN

by Mary Kay Hoffman, Director of Admission, American School of Bombay

IIB FIRST EDITION TESTIMONIALS

The International Ideas Bulletin

25

As Admission Professionals working overseas, there is a dearth of professional development opportunities. Regional conferences as well as personal networks are filling the void, but perhaps another, more accessible, source of insight we should consider are the people at our schools. What started as an effort to improve the craft became a collaborative effort and shared responsibility to show the best of our school to prospective families

3. Schedule enough time for a usual, prospective parent meeting and school tour, adding approximately 30 minutes to debrief.

This year, the American School of Bombay transitioned two new division principals. During this transition, I wanted to ensure that the information we share with prospective parents is up-to-date and accurate. When considering how best to do this, it occurred to me that the best way for the principals to share information with me – and relevant to new parents – was to have them role-play as a prospective parents.

6. Do not break from character, ever. This is a time to share and be open to feedback on every detail of your job.

So, I invited our divisional administrative teams to meet with me and tour the school. In order to represent the diversity of perspectives, the groups were asked to role-play parents of a 4 year old, a 16 year old, a monolingual, non-English speaker and children with documented learning needs (at both ends of the spectrum); all of whom were transferring to an international school for the first time.

I gave each team liberties with their roles, but was specific about the purpose of our time spent together – candid feedback on their time with me and if given the choice, based on their time with me, would they choose our school and why?

Here are the steps you can follow and customize at your school: 1. Articulate the purpose and what you hope to gain from the exercise. In my case, I wanted to ensure the information I was sharing was accurate. I wanted feedback on the tour route. I wanted to ensure I am accurately representing how and what our school is.

2. Invite your divisional teams for a meeting and school tour.

If your teams are large, create smaller teams.

This looks absolutely fabulous. Fitting reward for all your hard work.

Christine Proctor Admissions Manager International School of Düsseldorf Wonderful work Catalina! I like the new format and find the articles thoughtprovoking and relevant, thanks so much.

Teresa Geronazzo Marymount International School, Paris Thanks Catalina, and it’s nice to put a face to a name now. Really impressive, and informative Bulletin. Your work is much appreciated.

Debbie Woods Director of Admission Admissions Office Marymount International School Wow Cat! This looks AMAZING! Great job you have done!!!

Svetla, Bulgaria

4. Create family ‘archetypes’ that you want them to role-play or ask them create their own family situations.

5. Stick to your routine; begin the meeting and school tour as you would any family.

7. Debrief immediately .

The debrief was immensely valuable for everyone. It was wonderful to hear the teams’ feedback while the tour and talk were fresh in their minds. They were able to immediately tell me whether what I had shared was current. I was reminded that I must carefully consider how I answer every question for each family – no matter how many times I answer the same question in a day – as my early interactions establish the long term expectations of our school.

For the teams, because they were forced to tour at a “prospective family’s” pace, they realized that when walking from office to office, they were not really looking at the learning spaces and how people go about their routines (including non-instructional personnel). For them, a lot can come into focus when “taken on a tour” that is not obvious when going about your normal day.

Now, I am doing the same with grade level teams. Their level of insight, questions, and feedback are providing me with more data and anecdotes about our students as well as information about specific tools and curriculum being used. Additionally, because I have developed relationships with the teams, they are volunteering information more often so I can be better informed and ahead of the game of any improvements or changes taking place throughout the school.

Congratulations on your first issue. I am sure it will continue to be a success and hope you get flooded with positive feedback. Have a super week and continue the great work!

Alec, Germany How wonderful!!!!!!! You are the face of AISB! And you are an important thread in connecting other schools through admissions. This is a fantastic spread of information and celebration. Pride...yep!

100% filled with pride! I will shout off kudos to Mario as well!!!!! Great teamwork on all fronts. Thank you for sharing!!!!!

Melissa, Bucharest Very nicely done! I like your introductory message. We are quite proud of you! If you don’t mind I would like to duplicate it for the board.

David Ottaviano Director, AISB

That looks SUPER!!!!

Jennifer, Istanbul Absolutely LOVE it!

Sanja, Chennai Wow! This looks awesome!

Great job!

Bojana, Belgrade Woooooow hon - what a glossy step forward..... A mill congrats!!!! N Christiane Majgaard, Copenhagen As a quick first glance on my iPhone as I get ready to go to bed- I say to you it looks fabulous!!!! Can’t wait to look at it more closely on my computer in the morning.

Janice Crampton Executive Director Association of Independent School Admission Professionals

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PARENTS ARE EVERYBODY'S BUSINESS

ISM founded in 1975, serves 3,700 clients, independent schools exclusively, US and 31 foreign countries Webinar centered on what parents want: the school to know who they are, to take care of them and to know that they made the right choice.

The International Ideas Bulletin

27

CONTRACT MENTALITY OF THE PARENTS: • Education is a business transaction • Fee for service so you must fulfill expectations • Going high and making noise to solve problems – usually parents who come from a public school and are not so used to the private sector • School is a service not a partnership WE WANT TO MOVE PARENTS TO A COMMUNITY MENTALITY: • Education as partnership • Parents understand, support and reinforce mission • Partner with school in order to provide predictability and support for children – encourage all to be able to create an environment conducive to a community mentality • “my” school vs. “your” school • Have both rights and responsibilities related to the school community PARENTS ARE: WEALTHY, EDUCATED, ACCUSTOMED TO POWER, HURRIED, DIVERSE • Coordinating the roles of admissions, marketing and communications • We want our parents to see school as their home away from home • Leadership role in helping the transition from contract mentality to community mentality • Teachers are closest to kids and they bring to life the story SCHOOL HEAD: • Set the tone – parents are everybody’s business • Do we know who are parents are?

• Are we taking care of them? How? • Do they feel they have made the right choice?

This isn’t about everybody being in everybody’s business this is about cooperation “The Speed of Trust” – Covey Parent Retention and Education Program – a systemic and systematic plan that focuses and coordinates all the school’s efforts related to parent relations and retention “Systematic bragging and bonding” – deep level of identification with the school; school is their world; when they are involved and committed they are thinking of all children and sharing a sense of responsibility Understanding parents, their challenges, building a partnership Parent education program is not a venting opportunity – a proactive approach to problems

Matching program to audience schedule Difficult to involve parents at the same time – adapt timing Focus on a year of time between Oct and Feb Very clear that there are important messages to be communicated clearly – various media Communicate the implications of your mission – how is the student changed in the process of enforcing the mission in your school Child at the very center of even very difficult conversations Article: the criteria for school selection After 5th grade the child is much more involved in the school choice Look at how people are asked for

money across the school. Look at the school year and see what you are doing – when are you asking people for money.

Head luncheon’s & breakfast – handful of people – by invitation. Not solicitation, just going on in the life of the school.

Giving and getting involved, Norfolk Academy Regular meetings are needed to talk about families – talk about the child and the parents so that you find out things that are great and some of the challenges – getting a sense of their own well being Parents who are not happy no matter what – stay with the mission; focus on positives; don’t focus on people who will hijack a community experience

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The International Ideas Bulletin

29

‘FIELDS OF VISION’

by Sam Stover, TASIS England One day I came home from school to find several large boxes in the living room. My father, an English teacher, had ordered a large number of books to give as gifts. For graduation over the next several years each of his academic advisees received Bartlett’s Familiar Quotations,1 a fifteen hundred-page tome most of them probably never opened. I was not an advisee per se, but I had a hunch one was coming my way for graduation.

Regardless of the lack of enthusiasm upon receiving a copy, I spent time periodically reading it and came across a quote by Arthur Schopenhauer that has stayed with me and helped temper culture shock during my first international move:

“Every person takes the limits of their own field of vision for the limits of the world.”

For many students, moving to our international schools often means drastically expanding the limits of their fields of vision, which entails stepping outside of their own culture.

In international admissions, we use the word ‘culture’ on a daily basis when we highlight the number of cultures within our student body; we discuss the campus culture and whether our students describe themselves as academic, sporty or artistic; and we use ‘culture shock’ to describe a myriad of feelings an individual experiences when plucked from a familiar culture and planted in a new one.

I love having the opportunity to work with students from many different cultures, and one of my profound cultural experiences occurred a few months ago. I was invited to attend the London screening of “Gagarin: Первый в космосе,» which translates to “Gagarin: First in Space.” It is a major Russian film that had a highly anticipated release in Russia, so Yuri Gagarin’s daughter and the producers came to introduce the film.

At some point, I realized my reactions to the film were the same as the same as the Russians sitting next to me. When they laughed, I laughed. When they frowned, I 1. John Bartlett and Justin Kaplan. Familiar quotations: a collection of passages, phrases, and proverbs traced to their sources in ancient and modern literature. 16th ed. Boston: Little, Brown, 1992. Print.

frowned. When they clapped, I clapped. For an individual who grew up in the United States where Russians were often portrayed in books and films as the antagonist, I was pleased that the film was able to elicit the same emotions as a film from my home country.

The film also reminded me how important it is to consider the cultural implications of actions and communication when working with prospective families from around the world.

Sometimes we must be flexible to accommodate differences between our own cultures and those of the families whom we serve.

At times, it might be better to exchange business cards with two hands instead of one, to shake hands with visitors in a particular order, or to spend more time becoming acquainted and building trust over tea and coffee rather than getting down to business and telling them about our schools.

As for quotation books, I have not yet relegated to giving them out as gifts. However, one cold dark December afternoon I found myself in my office with a roll of wrapping paper and a stack of books (not Bartlett’s) that I was positive my advisees would enjoy over the holidays…

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GHANA FAMILIES SUPPORT AFRO COLUMBIAN YOUTH DIPLOMACY Lincoln Community Schools in Accra, Ghana (LCS) families support Afro-Columbian youth diplomacy programme organized by the Columbian Embassy The DeVuyst and Yturralde families of LCS supported an initiative organized by the Embassy of Columbia in Ghana for Columbian students of African descent.

The Embassy hosted the cultural exchange for nine Afro-Colombian young musicians and performers between the ages of 14 and 17 years old from 23-28 September, accompanied by two teachers.

The programme is part of a wider pioneering effort to promote cultural diplomacy and enrich the lives of Colombian children, particularly those from underprivileged areas. As part of their itinerary, the Colombian teenagers toured Accra visited the JayNii Foundation in Jamestown, local historical sites, University of Cape Coast and were involved in workshops at public schools.

“The experience was fantastic, the youth were able to communicate with people through their music and dancing,” explained the Ambassador of Columbia to Ghana, HE Claudia Turbay Quintero.

“They had spontaneous dialogue sessions on topics ranging from religion to music, “ he continued.

12th grader Jeremy DeVuyst and Robert Gongora

The Ambassador mentioned several instances where LCS families “participated and co-operated happily”, providing spontaneous translation for both the visitors and Ghanaians participating in the dialogue.

The International Ideas Bulletin

31

SSATB THINK TANK FOR THE FUTURE OF ASSESSMENT “There is critical need for an ongoing conversation 21st century admission and the measurement needs of enrollment managers.” Ray Diffley, Chair of the SSATB Think Tank for the Future of Assessment Thanks to Dr. Kevin Ruth I came across this very interesting Think Tank project from the SSATB on the future of assessment. Here are a few ideas, hopefully enticing you read find it and read it.

Visiting Columbian performers at the Kwame Nkrumah Mausoleum

She expressed her gratitude to the Columbian families, parents and LCS students from the DeVuyst (Jeremy and Alexandre) and Yturralde families (Inigo and Iker) who joined the group on their excursions and connected with the young musicians.

“It was truly stunning how well the Columbian music blended in with Ghanaian music, at some points they played together without ever having coordinated anything and the music came out great,” explained 10th grader Jeremy De Vuyst.

Diplomats, dignitaries and performers from the Ghana National Dance Assemble and Columbians of African descent braved the rain to perform at an event held at the Kwame Nkrumah Mausoleum on September 24th hosted by the Ambassador of Columbia in conjunction with the Mayor of Accra, Honorary Alfred Vanderpuije and the Ministry of Tourism.

As a wrap up to the week long programme, the visiting delegation was treated to lunch at the Mayor of Accra’s house.

More than 800 schools participated in this study looking at how students are assessed for admission.

50% of the schools have PK-5 classes, 72% have 6-8 classes and 90 have 9-PG classes. While I would have to agree that the area that the survey covered may seem US centered (few international schools) I truly believe that the study is interesting to read for several ideas that it bring to the reader in relation to how we test students and how we look at different pieces of an admission file.

The study looks at the various instruments currently used for student assessment for admission and also identifies 16 non-cognitive characteristics that are considered relevant in assessment. What I found very informative and interesting was the graph included which showed relevance of these characteristics per grade level.

Read articles on placing admissions testing in context – stories around standardized testing, the difference between aptitude and achievement, the definition of “successful” as well as misgivings of teachers’ recommendations.

The article published by SSATB also offers suggested readings from well known authors in the world of education:

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Robert Strenberg on re-inventing the way we assess aptitudes and strengths of learners, particularly in regards to very selective admissions processes. I know this something that we all have in the back of our minds when we look at students’ files but for me reading this study has reiterated once more how important it is to keep your school’s mission in mind when looking at whether a student is or is not eligible. Dr Sterneberg’s studies and findings are taken a step forward in the The Choate Self Assessment project where a very selective school uses his findings to approach the massive amount of applications (20% rate of admissions among applications).

The Mission Skills Assessment program in New Canaan, CT talks about how the 6 character strengths identified in the mission of the schools included in the study are aligned with success in the workforce.

Angela Duckworth, the guru of “grit”- “The problem, I think, is not only the schools but the students

themselves. Here’s why: Learning is hard. True, learning is fun, exhilarating, and gratifying, but it is also often daunting, exhausting, and sometimes discouraging. To help low performing students, educators and parents must first realize that character is at least as important as intellect.” A. Duckworth, How Children Succeed.

William Sedlacek, author of Beyond the Big Test: Non-Cognitive Assessment in Higher Education. He talks about adding new measures that expand the potential we can derive from assessment, about the “topping out” phenomenon and recommends assessment of such variables as positive self-concept, realistic selfappraisal, preference for long-term goals and leadership experience. As additional resource and more in depth info try his website as well - www. williamsedlacek.info .

Carol Dweck talks about how mindset matters. She talks about attitude towards learning in Mindset: the New Psychology of Success. Get more info on mindsetonline.com

I am probably the last person on Earth to be reading Outliers at this time. When expressing my awe at this book I was met without an exception with “oh yeah, that is a great book, read it a while ago.”

So, here is my dark deep secret, I am just now reading Outliers by Malcom Gladwell. Silly though I may feel in regards to people who discovered it a while ago I am glad that I am reading this book in conjunction with reading about this Think Tank work as they are also talking about identifying outliers in the applicants pool by triangulating several types of data: student selfreporting, third party validation (reporting on the student), fluency tasks, situational judgment tests.

In a world where we are constantly on the look-out for best ways to understand students, their needs, their “buttons” and their inner worlds, I believe this study is well worth a read and maybe to be constituted as the basis for further research as the study itself suggests.

The International Ideas Bulletin

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MENTORSHIP PROGRAM 2014 Seems like yesterday that this group of professionals in the

got started each year. This year I am proud to tell you about

field of international schools admissions and marketing got

the Mentors program.

together in a very small and informal meeting to see what is new around the world, to share their trade and to listen to

Some of us are just beginning our adventure in the world

how it is done in other parts of the world so that they learn

of international schools and some have great experience,

new and innovative ways of working. Today we can look

some are new certain profiles of schools and some have

back on many successful job-a-like meetings, a couple of

discovered and implemented new and innovative programs

very successful and well attended conferences, this great

and working styles. Why not continue to learn from each

looking newsletter and a wonderful connection in the world

other instead of constantly re-inventing wheels?

of internet. Over 170 admissions professionals are linked in the email group and over 40 in the LinkedIn group of

The following of our colleagues have graciously volunteered

interest called International Ideas. Over the years we have

to be mentors for various aspects of our profession. Feel

enjoyed picking each others’ brains and laughing or crying

free to email them with specific questions according to their

on each others’ shoulders and new and innovative projects

focus and I can promise, you will be inspired.

Mentor Name

Title

School

Email

Mentoring For

Mary Kay Hoffman

Director of Admissions

American School of Bombay

admissions@asbindia.org

Veracross db; Parent Ambassadors

Nicolette Kirk

Director of Admissions

Anglo American School of Moscow

admissions@aas.ru

Wait pool creation and administration; Priority assigned seats in the school; Admissions process

Deidree Dino

Director of Admissions / Registrar

American International School of Vienna

D.Dino@ais.at

Admissions process Reporting and projecting on enrollment Parent relations Working with relocation agents

Alec Aspinwall

Director of Admissions and Advancement

Frankfurt International School

Admissions@fis.edu

admissions process; reporting and projecting on enrollment; parent relations; emotional intelligence; mix between admissions and advancement; working with relocation agents

Julia True

Director of Admissions

International School of Amsterdam

jtrue@isa.nl

admissions process; reporting and projecting on enrollment; parent relations; emotional intelligence; working with relocation agents

Tejal Patel

Director of Admissions

International Community School of London

tejal.patel@ics.uk.net

admissions process; reporting and projecting on enrollment; software; parent relations; emotional intelligence; working with relocation agents

MEET OUR TEAM

In the next issue June 2014 Admissions Summer Camp: using the summer to gain knowledge, energy and connections in the world of international schools admissions