In partnership with the Alumni Association ECOLINT MAGAZINE • N°12 • SPRING 2013 Intro A word from the DG INSIGHTS Brothers and sisters Slippery slopes Co-teaching in action QUOI DE NEUF? Habitat for humanity In good hands ESPRIT ECOLINT A day to remember A day in the life LES ANCIENS ET PAS SO OLD Winning in art 40 ans au sein de l’Ecolint COMING UP OR JUST BEEN Democracy in action Breaking ground The Annual Fund A vos agendas Year 12 students at work on the Ecolint Habitat for Humanity Portugal Project.
Transcript
In partnership with the Alumni Association
E C O L I N T M AGA Z I N E • N ° 12 • S P R I N G 2 013
Intro
A word from the DG
INSIGHTS
Brothers and sisters
Slippery slopes
Co-teaching in action
QUOI DE NEUF?
Habitat for humanity
In good hands
ESPRIT ECOLINT
A day to remember
A day in the life
LES ANCIENS ET PAS SO OLD
Winning in art
40 ans au sein de l’Ecolint
COMING UP OR JUST BEEN
Democracy in action
Breaking ground
The Annual Fund
A vos agendas
Year 12 students at workon the Ecolint Habitat forHumanity Portugal Project.
echo12 | spring20132
INTROIt is a great pleasure to introduce this edition of echo magazine. I have served on the Governing Board for eight years now, three of which have been as Chairman. But I am also a parent and my three children were at the school for twelve years from 1997 to 2009. As any parent knows, when our children are learning well, fulfilled and enjoying life then, generally, so are we. The most important aspect of our connection to Ecolint is the school life: the education our children receive (both inside and outside the classroom). I can vouch firsthand for the wonderful commitment of so many teachers and school leaders who bring out the best in our children by
sharing not only their learning, but also their wisdom and collective values which become the mark of an Ecolint alum.
Another significant aspect has been the way in which, for many of us, the school becomes our village. It may not be the place we live in every day but, whenever I have been at school gatherings, I was happy to find myself in a village with like-minded teachers, school leaders, parents and students who, importantly, enjoy a common understanding of what the school is about and share the same basic values, whatever our respective backgrounds, nationalities, cultures or experiences might be. As a parent, it was always reassuring that my children’s education was taking place in such an environment. In this issue of echo, I enjoyed reading the articles on some of the extra-curricular activities which enhance and enrich Ecolint’s educational offer, such as the ski-team article, interviewing ski team members and their coaches on P. 6-7 and, on the humanitarian side, on P. 9, the Portugal habitat for humanity project written by the 17 students who helped build homes for two needy families. There is a feature on P. 4-5 on the experiences of a family of eight brothers and sisters, the de Guzman’s, who all attended Ecolint from 1982-2006 and an article by the Director General on the evolving role of education and how Ecolint is setting and keeping the pace, on the opposite page. There is also a feature which introduces one of my fellow Board members, Melaye Ras-Work, who is a current parent and an alumna of the school, on P. 16. This article explains how new Members of the Governing Board are now being elected electronically. It is interesting to see how Ecolint is evolving and adapting to the changing times, taking advantage of new technologies, both in the classrooms when educating students and in the management of the school.
My tenure on Ecolint’s Governing Board is soon coming to an end and I would like to finish by saying that it has been a great pleasure and privilege to work both with Nick Tate, during his tenure, and with Vicky Tuck, the current Director General, during the early part of her tenure. I have very much appreciated the immense good sense of both, coupled with a monumental determination to achieve the best for the school. It has also been an exceptional experience to work with so many thoughtful and dedicated Board Members, with whom I have shared many stimulating discussions over the years as we reflected on the matters requiring our decision. I wish my Board colleagues well in their all-important governance role.
I hope that you enjoy reading this issue of echo magazine, hearing what Ecolint was like in earlier days as well as learning more about some of the many things going on at Ecolint today.
Avard Bishop,Chairman of the Governing Board, Ecolint
Save the dates
7TH
ECOLINTALUMNIWORLDREUNION
Join us for the launch of our 90th anniversary yearEvery five years, the Ecolint Alumni World Reunion brings together alumni from all around the world for events that take place on each campus for 3 or 4 days, and also for activities and class dinners in the cantons of Geneva and Vaud.
Save the dates! 11, 12, 13, 14 and 15 September 2014 (provisional dates).
In 2014, the whole school community will celebrate 90 years of the International School of Geneva! The Ecolint Alumni World Reunion will be the springboard for this year long programme of celebration involving current and former students, teachers and families.
Do not miss any information! Have a look at/register on the alumni website: alumni.ecolint.ch or send your updated email address for our database to: [email protected]
SUMMER 2014
The dream of an education without or beyond frontiers that inspired the international school movement could be seen as prescient trendsetting for the global age: the birth of international organisations; the rise of the multinational company; the dawn of distance-abolishing, digital communication and even the unavoidable truth that problems such as climate change require a global response. The movement which had its genesis in Geneva has grown in size and been the shaper of what many recognise to be the most exciting and durable idea of learning - the International Baccalaureate (IB) programmes. The IB programmes focus on breadth and depth; are value-driven and interdisciplinary; encourage both personal development and actions which go beyond narrow self-interest and, to cap it all, offer the most portable of qualifications.
As recently as 2010, in the concluding paragraph of his book ‘What Works: Success in Stressful Times’, Hamish McRae describes the IB thus: “If, in this ever more global world, the most important form of capital is human capital, the IB is the most important common force shaping the ideas of the next generation of people who will help run the world.”
As Director General of Ecolint, responsible for the education of over four thousand students, I, therefore, ask myself questions about human capital: how will an approach to education born and bred in
the West in the latter part of the twentieth century need to adapt to a West that is diminished, not just in economic terms but in respect of its ideas and values? As China, India and other emerging nations grow in strength, are there clashes in ideals that we need to prepare our students for? Do we understand, as well as we need to, our students’ prospects in a rebalanced world economy in order to better manage their own (and their parents’) expectations? Today’s students have grown up with rapid change, with areas of work becoming obsolete, with shifting political and cultural norms. How has this shaped them?
What is the purpose of university today? Is that purpose universally understood and how might it change as the universities in the East evolve? In an unequal world, we always knew that education was the key to social mobility and, while it is not our job to find work for our students, it is our role to furnish them, as far as possible, with the attributes that make them employable. What are these attributes? Are they all there in the IB learner profile? In our arrangements, are we doing enough to foster the necessary ambition and resilience amongst our students for the competitive world of work? I am pleased that, at Campus des Nations, we are shortly to introduce a new vocational course: the IB Career-related Certificate (IBCC) to add to the rich mix of educational programmes we offer.
The school environment at Ecolint is as humanising, as rich in purpose and true to its values as ever. We continue to focus on developing young people who respect each other, have a conscience, question, doubt and learn to cope with this doubt, and who care about building a peaceful world. But, like my colleagues, I am unnerved by the talk of the ‘lost generation’ - those who are currently at university or recently graduated whose job prospects seem bleak.
With this in mind, as well as continuing to instil that engaging sense of hopefulness in our students, I am planning to establish a mentoring scheme that will provide more practical support. This mentoring scheme will draw on the age-old notion of networking and the transmission of wisdom down the generations. It will take advantage of the opportunities offered by digital technology. For this, I am going to need to involve the incomparably large, diverse and talented Ecolint community, the alumni diaspora around the globe, parents as well as our current and former staff. I hope that you will respond enthusiastically to my invitation to engage when it comes. Meanwhile, please do not forget to save the dates in your diary for Ecolint’s 90th birthday and the 2014 Alumni World Reunion on 11, 12, 13, 14 and 15 September (provisional dates).
Vicky Tuck, Director General
Conan de Wilde, English teacher at Campus des Nations, responsible for over-seeing the International Baccalaureate Career-related Certificate (IBCC) at Ecolint, explains why the IBCC is being
launched in September 2013.
What is the IBCC? As its name indicates, the International Baccalaureate Career-related Certificate is intended for students who are keen to develop their career opportunities in particular fields. Students entering Year
12 in September 2013 at Campus des Nations have the opportunity to sign up for specific career studies in business or the creative industries.
The IBCC has three components: • IB Diploma Programme courses; • A professional qualification; • The IBCC corea.
Why the IBCC at Ecolint? Students at Ecolint are part of the most diverse student body in the world. We want our students to have the freedom to choose paths which suit their interests and talents and which prepare them for
the future to realise their dreams. The introduction of the IBCC at Campus des Nations, alongside the IB Diploma on all our campuses, ASDAN in our Extended Support Programme centres, and the Maturité suisse at La Châtaigneraie, will allow us to provide every student with the best opportunities to succeed in their lives beyond school.
To find out more about the IBCC offered by Ecolint, at Campus des Nations, please visit our website, www.ecolint.ch/learning-ecolint/diplomas/ibcc or contact: [email protected]
3echo12 | spring2013
A word from the DG
OUR STUDENTS,THEIR FUTURE
4 echo12 | spring2013
This is the first part of a two-part article, where we will hear from all eight of the de Guzman children who attended Ecolint between 1982 – 2006. The de Guzman family arrived in Geneva in 1982, from the Philippines, when their father was offered a two year posting at the World Meteorological Organisation. The eldest four of the eight siblings were born in the Philippines and the youngest four were born here in Geneva. Their father’s two year posting did not end after two years and, thirty years later, the family home is still here. In this article we hear from Agnes, LGB ‘90, Sarah, LGB ‘91 and Wilfred, LGB ‘94 about the ups and downs and ins and outs of their life at school and beyond.
Agnes Angelina de Guzman Borges, LGB ‘90 What are your best memories?My best memories include simply hanging out with friends, all sorts of friends. I remember laughing a lot, sometimes for hours on end.
What are your worst memories?Ski trips. Coming from a tropical country, I learnt to ski late and always felt humbled by everyone who could get down to the bottom of a piste so gracefully. I was all arms and legs and poles and skis... and always terrified of going downhill, though I tried not to show it.
Greatest achievement at school?My greatest personal achievement was coming out of my shell in my early teenage years. I give credit to our Drama teachers for casting me in a play and introducing me to the world of theatre. I learnt how to be more comfortable in my skin. My self-esteem and confidence
significantly improved and I stopped being the mousy girl who cast her eyes down whenever someone passed by.
What did you do after leaving Ecolint?After Ecolint, I studied Computer Engineering at the University of California. Every summer and during Christmas holidays, I would work at The Body Shop in Place du Molard. This was
mainly to work alongside my Ecolint friends who were all studying in various places around the world and also needed their White Musk fix!
How well did Ecolint prepare you for life after school?Ecolint prepared me to meet all sorts of people and to adapt well to different situations. I had very supportive teachers who helped me gain a variety of life experiences. For example, Mr Montgomery nominated me to go to London for the International Youth Science Fortnight in the summer when I was 16. It sounded like the last thing on Earth I wanted to do but it turned out to be an incredible experience, with other students from all around the world. I learnt to take a flight by myself and somehow made it from Heathrow to the university dormitories. I did not know anyone but I had no curfew and no one watching over me. The experience really helped me to adjust to moving halfway across the world to go to university.
What have you done since graduation and what are you doing now?After university, I worked at Procter & Gamble in Geneva and started a few tech companies in Cairo, Egypt before doing an MBA at INSEAD in Singapore and France. I have been in London ever since, except for a short stint in Portugal. I feel like I have come full-circle as I now work for Pictet private bank and often go to the Geneva headquarters.
I had no idea what I wanted to be when I grew up. All I knew was that I wanted to see the world and meet all sorts of people. I met my husband at business school. He had grown up in Palo Alto, Fontainebleau and Lisbon, so I figured a life with him would always be international.
Are you still in touch with former classmates?I have always kept in touch with former classmates. There are quite a few Ecolint alumni at my current company and, since moving to London, I have been involved with alumni events, even organising quite a few (before I had my three children!) My girlfriends from Ecolint will always be special to me, they are my extended family.
What advice would you give to students about making the most of their time at Ecolint?Enjoy your time, have fun, get into trouble but also balance it by learning as much as you can from teachers, staff, parents and friends. You can get away with a lot more if you have good grades! And it might not feel like it, but you have so much freedom to live your life, so live it!
BROTHERS AND SISTERS
Insights
Agnes and her family.
5echo12 | spring2013
Sarah de Guzman Furner, LGB ‘91
What are your best memories?My favourite memories are being with my friends. I loved the “magic”
of Chemistry in Mr Anthony’s class, learning about the beauty of the world in Mrs Montgomery’s Geography class, appreciating poetry in Mrs Williamson’s English class, and listening to Señor Guerrero sing “Don’t cry for me Argentina” when someone was making excuses when they forgot their homework. What are your worst memories?In Year 8, when I was on the Student Council, we wanted to raise money to help the people of Ethiopia. We had this “grand” idea to have an Eat-a-Thon. The
cafeteria prepared the spaghetti and we had timed races to see how many plates of spaghetti students could eat. For every plate they ate, students pledged money for the charity. Looking back, it was the most ridiculous idea: raising money for people who are starving by eating like crazy! Afterwards, one of the kids who had obviously over-eaten, threw up on the walls of the cafeteria. I still wonder to this day how come a teacher did not stop us and say, “This is a terrible idea!” What have you done since graduation and what are you doing now?I studied communications at Brigham Young University (US), with stints in Hawaii and Israel, and got married shortly after graduating. We have lived in Geneva (where I worked at the UNHCR and WHO), Costa Rica (to improve our Spanish and teach English), and Washington DC (for graduate school). I had my first child in 2002 and we moved
to Hong Kong, then Paris and are now in Singapore due to my husband’s job. I am currently a stay-at-home mother to our five children, the youngest is a baby and the oldest is ten years old. Are you still in touch with former classmates?My Ecolint friends are some of my favourite people in the world and in 2011 we gathered in Vancouver, Canada, to commemorate the 20th anniversary of our graduation. We talked and laughed all day and night, just like old times. There is nothing in the world quite like childhood friends. Anything else you would like to add?I loved Ecolint! The best things I have taken away from Ecolint include a love of learning, a curiosity about people and cultures, an ability to speak a few languages and a wonderful network of international friends.
Wilfred de Guzman, LGB ‘94
What are your best memories?The many idle hours spent after school hanging out with friends at McDonalds Rive, postponing to as late as possible the inevitable parting, only to do it all over again the next day! Eating, drinking and listening to music with good friends at the annual Kermesse and going to concerts around Switzerland and Europe.
What are your worst memories?I hate to admit it but I think I lived in fear of one of my Science teachers. I still sometimes have dreams about it and wake up in a sweat, relieved that I have already graduated and completed the IB. The other bad memory would be French dictations. Whoever came up with the concept must have been a sadist!
What did you do after leaving Ecolint?Before starting college, I served a two-year mission for my church in England and Wales, teaching about the gospel and providing community service. It was a rewarding and character-building experience.
Greatest achievement at school?In my first Biology class in Year 9, Mr McArdle asked if anyone in the class knew the biological classification of animals. I raised my hand and rattled off, “Kingdom, Phylum, Class, Order, Family, Genus, Species.” Mr McArdle was completely taken aback and must have thought I was a genius but I had learnt the mnemonic that summer at Boy Scout camp. That was a high point. Things went downhill from there. In terms of character building, I am proud to have made it through the IB programme. It is a long and arduous road for a teenager and, a little like medicine, it is good for you but does not taste so good at the time.
How well did Ecolint prepare you for life after school?
Ecolint made me much more aware
of global issues and taught me that I had the responsibility to make a difference. Ecolint does a fantastic job of providing a variety of activities and
opportunities to serve and lead in the community which help you develop as a leader. It has been almost twenty years since I graduated but I still think very fondly of my days at Ecolint. It was a special time and my heart is full of gratitude for the opportunities I had, surrounded by such kind and caring friends.
What have you done since graduation and what are you doing now?I studied Computer Science at Stanford University (US) and then did an MBA at Harvard Business School (US). After graduating, I worked as a project manager for a local web design company and then in marketing at Procter & Gamble in Geneva. Since business school, I have lived and worked in Chicago and am now in brand management for Kraft Foods. I am married and have 4 children.
Did Ecolint help shape the direction of the career/life you have chosen?I think Ecolint has shaped my outlook on life. Ecolint taught me to appreciate and celebrate cultural differences and to be curious. It showed me how to build a rapport with others who are very different from me.
What advice would you give to students to make the most of their time at Ecolint?Take every opportunity offered at Ecolint to learn new languages and travel.
BROTHERS AND SISTERS
Krista Clausnitzer, echo magazine editorSarah (third from right) and school friends in the 80s.
Wilfred and his family.
6 echo12 | spring2013
In this article, we asked members of Ecolint’s Foundation-wide ski team(coaches and students) what being part of this team means to them.
SLIPPERY SLOPES
Insights
Although skiers are alone when actually competing, these interviews attest to the team spirit, cohesion and cooperation found in abundance among the ski team members.
Coaches1. How long have you been involved
with the ski team? Depuis combien de temps êtes-vous impliqué dans l’équipe de ski?
2. What is your role? Quel est votre rôle?
3. What do you enjoy most about participating in the training of the team? Qu’appréciez-vous le plus dans le fait de participer à l’entraînement de l’équipe de ski?
4. Best and worst moments? Meilleurs et pires moments?
5. Anything else you would like to add? Souhaitez-vous ajouter quelque chose?
Alain Ackermann, professeur d’éducation physique, La Grande Boissière1. Plus de 20 ans.2. Responsable de l’encadrement de
l’équipe.3. Le contact avec les élèves, surtout en
dehors de l’école.4. Meilleurs souvenirs: les victoires des
élèves. Pires souvenirs: accidenté, je n’ai pas pu suivre l’équipe sur les pistes.
5. Toujours aussi motivé pour encadrer l’équipe, pour découvrir les élèves d’une autre manière.
Hilde de Smet, Biology teacher, La Grande Boissière1. 10 years.2. Co-coach of the team (specialising in
dealing with the aches and pains!)3. Following the progress of the students,
the level of skiing and seeing them in a different context outside of school.
4. Best moments: The happiness of the students when they win a race or bring 1 or 2 points for the team. Worst moments: Worry when a student has an accident.
5. I enjoy every minute with the ski team!
Antoine Laffay, Directeur des sports, Campus des Nations 1. Nous avons mis en place ce projet en
juillet dernier et il a vu le jour lors d’un premier week-end à Zinal au mois de décembre 2012.
2. En tant que responsable du mini ski team (Years 4-6), je m’occupe de la partie technique. Il s’agit tout d’abord de recruter l’équipe encadrante (moniteur ESF et pour la plupart ex-compétiteurs de haut niveau). Par la suite, nous organisons les séances d’entraînement et nous sélectionnons les élèves pour les courses.
3. Le point principal est de regrouper des élèves des trois campus pour représenter ensemble les couleurs de l’Ecolint.
4. Meilleur souvenir: l’atmosphère conviviale régnant entre élèves, coaches et parents lors du premier week-end de Zinal. C’était vraiment fantastique. Pire souvenir: le retour en bus un peu long... il neigeait!
5. J’espère que les enfants prendront du plaisir sur les skis toute la saison et que nous aurons encore plus de monde motivé pour rejoindre notre équipe la saison prochaine!
7echo12 | spring2013
SLIPPERY SLOPES Students1. How long have you been in the ski
team? Depuis quand fais-tu partie de l’équipe de ski?
2. What does being part of the team involve? Qu’est-ce que “faire partie de l’équipe” implique?
3. What have you learnt from being part of the team? Qu’as-tu appris/tiré de ta participation dans cette équipe?
4. What do you enjoy the most? Qu’est-ce que tu préfères dans
le fait d’être dans l’équipe de ski?
5. Best and worst moments? Meilleur et pire souvenirs?
6. Anything else you would like to add? Souhaiterais-tu ajouter quelque chose?
Eddie Price, Captain of the ski team, Year 11, La Châtaigneraie 1. This is my third year.2. Being a part of a team means that
everyone supports each other. There is a real team spirit which means we can all trust and rely upon each other throughout the season. The ski team binds everyone with the same passion for racing together.
3. I have learnt that ski racing is not just an individual sport, we all earn points for the team. The school gets ranked depending on the number of medals each person wins, so it is a team effort.
4. I enjoy everything about the ski team, from the bus rides to the starting gate of a race. There is always fun in what we do!
5. My best moment as an individual would be winning the Heinrich Harrier Trophy along with other medals. As a team, I enjoy being ranked in the top 3 schools, as it shows what our team can accomplish. My worst moment, individually, was wiping out in a race just before the finish line. I cannot think of a bad team moment, though!
6. I love the ski team and can really recommend it to others who are not already members!
Vojtech Novak, Year 5, La Châtaigneraie1. It is my first year.2. Spending my free time during the
weekends training to ski better and listening to the instructors.
3. I learned that when we are skiing we must respect each other and wait for everyone to ski together. I have also learned how to stand correctly for the slalom and when to start my turns.
4. I enjoy when we do the timings and when we go off piste.
5. My best moment was when I got the best time in the race in Crozet and the worst was when our bus back from Zinal was delayed by more than an hour, due to heavy snow, and my phone did not work to tell my parents.
Frédérique Steffens, Year 11, LGB1. This is my fifth year.2. Camaraderie, team spirit, organisation,
commitment, competition, learning from disappointments, but most of all having fun, practising my favourite sport with my friends.
3. To be part of a large group of boys and girls of different ages (11-18) from all three campuses, you quickly learn the dynamics of cooperation, to help and support each other. It is amazing to see how fast the group becomes a real team each season!
4. Skiing! And competing against skiers in other teams who, over the years, have also become great friends.
5. The best moments are being on the podium with only hundreds of seconds’ difference between you and your ‘rival’. The worst moments: the longest bus drive ever to Bardonecchia (11 hours instead of the usual 2).
6. Ski competitions are organised to win team points. Everybody contributes (winning individually or not) which makes it a team effort. Our coaches are the best!
Thomas Park, Year 11, LGB1. Five years.2. Being part of the team is about having
fun and working hard. We are all together and we encourage each other to achieve our goals. Some may argue
that skiing is not a team sport but without your friends there to help you, it would be so much harder.
3. Being part of the ski team has taught me a lot and helped me grow. I have gained greater independence, improved life skills and it has taught me lessons that I will never forget. I have not only improved as a skier, but also as a human being.
4. What I enjoy the most on the ski team is the racing. The thrill of the wind, whizzing past your face as you try to have the perfect race.
5. I have to say that my best moments have been in the evenings, hanging out with friends and relaxing. We have had so many fun snowball fights, billiard games and crazy adventures. My worst moments were always at the end of the season, when I learnt that my dearest friends were leaving. Every season the same thing happens, but that is life. People will come, people will go, but my memories from the ski team will always remain.
Alice Park, Year 9, LGB1. It is my third year.2. Being part of the ski team is like being
a part of one big family, together we have managed to turn a solo sport into a group effort. We support and help each other. Being part of the team means going to all the weekends. You need to be organised and responsible because it also means missing school.
3. I have learnt team spirit, greater cooperation and, of course, improved my skiing!
4. Meeting people of all ages from other schools and making new friends while skiing in all these amazing different places during the competitions. I especially enjoy the freedom and trust the teachers give us.
5. For me the best moments would be at Wengen. We get to ski on the same slopes as my idols, the professionals!
In this article, Duff Gyr, Primary School Principal, Les Marronniers, sets out how bilingualism is being emphasised through co-teaching in Years 3 and 4. Teachers and students also provide some insights into how co-teaching works.
Bilingualism, in English and French, has always been a major focus of the learning objectives at Les Marronniers. All students have received progressively more second language instruction through content learning as they progressed through the Primary School. For families that stayed in Geneva for many years, the preferred method for establishing a very solid bilingualism in the past was through section switching: Anglophone families putting children in Francophone classes and vice-versa. This method worked very well for the families choosing it but it did not encourage bilingualism for all of our students.
Following much reflection and advice from a University of Geneva research team, we
decided, in the Spring of 2011, to trial a co-teaching model of dual language instruction for all students as a part of thematic studies in Year 4. The objective was to bring more content work in both of our languages to all students. In this structure, an Anglophone and a Francophone teacher plan and work together in teaching, in flexible relay, in both languages. This requires students to do project work in both languages. Following the trial of Spring 2011, we established this permanently in Year 4 from 2011/2012, and have integrated it into Year 3 for 2012/13. This method advances all children in both languages, allows for nurturing of new arrivals who may be weaker in one of the languages and, especially, requires students to work between languages.
A partnership requires time, planning and coordination in order to be cohesive and effective. Success in these classes has been due entirely to a very hard-working team of class teachers and language teachers, working on content development in both languages, together. A hidden benefit of this method for students, and
for teachers, is how this has required greater collaboration which enriches the experience for everyone. I am very grateful to this dedicated group of teachers for their efforts so far and encourage them in the continuing evolution of this programme. Whilst this has required an enormous investment in time and effort from teachers, we are certainly doing a much better job of providing all of our students with more bilingual content work in English and French.
Recent surveys of student perceptions show that they feel that these classes involve more student activity than passive listening. They also feel that they learn more about content than a specific language. Current research in language learning makes it clear that it is best done through content that is meaningful for students. With this being the first year of the programme in Year 3 and the second year in Year 4, we still have much planning and perfecting to do, but we are very happy that student perceptions already reflect the goals of this initiative.
Insights
These quotes provide us with an insight into the current perceptions of the programme among those who count the most:
CO-TEACHING IN ACTION
Duff Gyr, Primary School Principal,
Les Marronniers, La Grande Boissière
Teachers Students“ The process is evolving towards co-teaching ideals.”
“ We look for ways to hook the target language to exciting content and provide children with authentic and meaningful opportunities to use it. For example, we are exploring the idea of a Skype conference with a Year 4 class in a water deficit area of India. The idea is to further questioning skills in children as they work through the theme of water.”
“ The fact that we are two teachers simultaneously using English and French helps build a safe and engaging learning environment for all. This encourages children to take risks and deepen their inquiry as they uptake the target language.”
“ There is not a dull moment as we navigate this emergent landscape of co-teaching content in two languages.”
“ Ça m’aide à mieux comprendre quand j’apprends le thème en deux langues.”
“ If I do not understand in one language, I will understand in the other.”
“ I learn the theme better through two languages, but I am not sure why.”
“ Je comprends mieux avec deux langues.”
8 echo12 | spring2013
9echo12 | spring2013
HABITAT FOR HUMANITYDuring the 2011-12 school year, seventeen Year 12 students* at La Grande Boissière took part in the Ecolint Habitat for Humanity Portugal Project. It began in October 2011 and, after a series of fundraising events, culminated with a trip to Braga, in North Western Portugal in May 2012. Students helped to build two homes for needy families. The following article is written by the students who participated.
As Ecolint students we are so used to mixing with people from diverse cultural backgrounds every day that, sometimes, it becomes difficult to imagine that we might encounter something new and culturally surprising. But there is no doubt that the Portugal trip was a real eye-opener.
This was the first time that quite a few of us had ever been on a humanitarian trip. It was an amazing experience to learn how to give to people and, by building the homes, we saw how our selfless actions could bring real happiness to other people. At the end of the construction week, when we were saying our final goodbyes, the families broke down in tears and thanked us for what we had done. We were all close to tears and really moved by their gratitude. We could appreciate the difference we had made in their lives and in their hearts, with the houses we helped to build with love and dedication. A house is a physical refuge for a family in need but, more importantly, it is a place they will share with their friends and family, a place they will call home.
We also learnt so much about ourselves. We realised that we are all much stronger than we thought and saw how a unified effort helped us achieve something that we could never have accomplished alone. Working as a member of a team throughout the project was truly enjoyable. The experience showed us the value of teamwork and brought all of us together. It was a great challenge and we will
never forget all of the experiences. Our time in Portugal has shown us that, with hard work and perseverance, we can accomplish anything.
During the first (and last) weekends of the project, our entire team (of 17 students and 4 adults) stayed together in a new city, Braga, for the first time. We lost no time in exploring. The first memory that stands out is the majestic sight of the Baroque staircases extending upwards as far as the eye can see to the top of the Bom Jesus do Monte sanctuary. The sense of awe felt by every pilgrim is palpable even to the average tourist. From the stark elegance of the church itself to the beautiful natural pool and cave next to it, a visit to the site had a profound impact on all of us.
The same day, we ate our first Portuguese meal together. In its own way, this was equally unforgettable. After Swiss food, Portuguese cuisine comes as a surprise but to simply call the food delicious leaves out the atmosphere of the entire experience. The hustle and bustle of a restaurant as dinner time approaches, the words thrown across the room in an effort to get things done, the friendly people who seem willing to help out even the most clueless of strangers. The Portugal trip was a week full of good eating, the kind of food of which you could never get sick. There was also this amazing little gem of a chocolate shop right next to our hotel in Braga. So eating chocolate every day became a tradition and, from now on, good chocolate will probably always bring back memories of that little shop. We had to fundraise to finance the Habitat for Humanity expedition to Portugal. We raised the money to buy the various building materials and tools and we also made a donation to the Habitat for Humanity Foundation. The fundraising activities, including bake sales, a sponsored walk and organising a talent show, all brought the team closer together. Counting coins during lunchtimes developed additional team spirit and, in the end, enabled a very constructive week of home-building. The Ecolint Habitat for Humanity Portugal Project is being planned again for next year and we encourage you to take part in this experience of a lifetime.
* Leila Abdalla, Greg Barbour, Samyukta Chakravarthy, Melanie Gaspare, Jamie Hadden, Jamie Heppenstall, Ed Lins, Cian Northland, Vidushi Ojha, Alexander Phillips, Jed Poole, Gabriela Rodriguez, Charlie Roelli, Tabea Ruehl, Kean Seeger, Thomas Van and Aparnaa Velayudhan.
Quoi de neuf
Year 12 students in action.
Year 12 Students, La Grande Boissière
CO-TEACHING IN ACTION
10 echo12 | spring2013
IN GOOD HANDSThis is the regular column where we ask a member of Ecolint’s teaching staff how and why they came tobe a teacher here and learn a little more about their teaching philosophy.
Quoi de neuf
Marshall Sapherson,
Head of Visual Art & Drama at LGB.
Name, job title and campus?Marshall Sapherson, Head of Visual Art & Drama, Secondary School, La Grande Boissière How long have you been at Ecolint?Since 2003. Is it really 10 years already?!
Why did you come to Ecolint?I have been lucky enough to experience working in schools, at university and in business. In 2002, I had the opportunity to take some time out and review how I wanted to continue my career. For a number of reasons, I decided to return to secondary education and, just at that time, the job came up at Ecolint. Although I had never lived or worked outside the UK before, I had visited Geneva because my brother-in-law was living and working here. Also, since I am from Yorkshire, in England, and my wife is Turkish, Geneva works out quite well as a half-way point between Leeds and Istanbul. So I decided to take up the opportunity.
How would you sum up your role?There are two main aspects to my work: teaching and management. Both can be very demanding and I sometimes wish I could concentrate on just one at a time!
What is the best thing about your job?• Working with young people and seeing
them develop and grow.• Working in a subject area where human
interaction and learning processes take priority over content.
• Being able to create theatre pieces with, and for, young people.
What is your teaching style?I do not believe in teaching. I do believe in enabling students to learn and I also think that students learn best when they own the learning process. So I spend a lot of time trying to set up situations and projects which will enable the right learning processes. Then the trick seems to be to try and get out of the way (not always easy) so that the natural questioning and creativity of the students can take over. Of course deadlines, frameworks and objectives are needed to shape the process but, in most cases,
students genuinely enjoy learning if they see relevance and purpose in the work and if their creativity is engaged. What are the three best things about being a teacher at Ecolint?• The rich and incredible range of
cultures, voices, perspectives, traditions and foods... and the equally rich and incredible excuses students can come up with for being late for class.
• The warmth, energy and amazing creativity of our students.
• The attractive campus, the city of Geneva and being in the centre of Europe.
11echo12 | spring2013
Esprit ecol int
IN GOOD HANDS
Kermesse is one of the events which brings the whole school community together every year. On each campus, the PTA are busy working behind the scenes and a whole year’s planning comes to fruition so that everyone can get together and enjoy the day. In this article, we hear what it is that people enjoy most about Kermesse.
Sue Lovell, Campus des Nations, Parent (children in Years 7 and 10), Class Parent Representative (CPR) for Years 7 and 10 and PTA memberAt Kermesse, I really enjoy working with the students who are so enthusiastic and dedicated. They have school spirit in abundance, evidenced in their willingness and helpfulness and how much they enjoy volunteering on the day. Thomas Groves, LGB '03The thing I enjoyed most about Kermesse was the feeling of unity and all the different foods that were available. One of the most memorable moments of this day was having the entire rugby team playing cricket on the roof of the, then, newly built cafeteria
and mid-game a group of teachers, some of whom we knew and others we did not, challenged us to a friendly game. After playing for almost an hour and beating the teacher team I realised that we were at a truly unique school with a unity amongst faculty and students that is hard to find anywhere else in the world. It is sometimes amazing to see how food, drinks and music can bring people together.
Anja Feller-Wiersing, La Chât '06I attended the Kermesse almost every year when I was at school and I returned for a number of years following my graduation. I liked the atmosphere at the Kermesse a lot. Walking from stall to stall, you could meet students, teachers, alumni, parents and people just interested in the event. Everyone who comes is in good spirits, which is something that not even the weather can dampen (and I remember it trying a number of times!). I was excited to see what each stall had to offer and I very much enjoyed the performances. For me, it was a day of spending time with friends, family and exploring. One year I also helped to man the Australian stall which I thoroughly enjoyed. I felt as though I was a part of the event, and not only a spectator.
I believe that school spirit was strong when I was there. La Chât is a highly international campus which brings together nationalities and cultures from all over the world. The Kermesse reflects this diversity. There are stalls selling a variety of foods, drinks and merchandise. There are also a variety of performances by students, teachers and parents. I felt there was a mixture of national pride and also community pride; people wanted to “show off” what their country had to offer, but they were equally excited to immerse themselves in other cultures. I have very fond memories of the Kermesse and I hope to go back one day.
Art Retti, LGB '56At different times I was both a boarder and a day student and I really enjoyed the relaxed atmosphere in which students, teachers and parents could spend the time of day while sampling a variety of foods and drinks at the various stands (Glogg at the Swedish stand, Chianti at the Italian and authentic beer at the German stand!). I loved the laid-back attitude of most teachers and the visual effect of all the different stands where (mostly) mothers from the four corners of the world, often dressed in their national costumes, served a variety of national, often exotic, dishes.
The Kermesse had that “Saturday night fever” feeling reminiscent of the old John Travolta movie. The school year was over. For the great majority of the students, the gates of exciting summer vacation were wide open and, for a few, it was a rite of passage from high school to university.
A DAY TO REMEMBER
This year’s Kermesses dates are on the calendar of events on P. 19.
Esprit ecol int
A DAY IN THE LIFEJosé,
Year 3Amanda, Year 3
Osuto,
Year 4
Arissa,
Year 4
Bethany,
Year 4
Andrea,
Year 4
Amre,
Year 5
Eliza,
Year 5
Emilie,
Year 5
Camille,
Year 5
Peter,
Year 5
Bo,
Year 5
Kate,
Year 6
Alex,
Year 6
Natalie,
Year 6
What do you like best about your classroom?
I like it because my teacher is nice and funny.
I like the windows because when we do Art I get an inspiration and I can see the nature outside.
The computer.
I like the games.
The units of enquiry. It has my
friends in it and stuff we learned is on the boards.
That it is full of great ideas and people!
I like the way it is organised.
Our teacher.I like that it is colourful.
It is really educational and fun.
I like that it has displays of work on the wall.
I like that even though we change units, some of the things that we have done in previous units are still on the walls so we can reflect on what we have done.
I like the swivelly chairs.
I like how the room is set out because a lot of light comes in and it does not get squishy because we can easily open a window.
What is your favourite lesson?
My favourite lesson is Maths because I learn lots of things.
I like Maths because I get to learn new things every day.
Maths, because it uses numbers.
My favourite lesson is spelling because it is fun for me.
My favourite lesson is about the unit. It is interesting.
P.E. because I like doing sports that include moving and it is good for your body.
Performing Arts because there is so much to do.
I like Maths lessons because I like doing sums.
Language because I find writing very fun!
I like Art because I think that we have to do creative things.
I like P.E. because it trains your body and I like Maths because it trains your mind and you use Maths every day.
P.E. because you get exercise and do fun things.
My favourite lesson is Maths because I find it fun and it takes my mind off things.
P.E. because I love to be active and physical.
My favourite lesson is Art because I enjoy painting and drawing.
What do you do at break times?
At break times, I play football.
I play with my friends and the new kids who just came to school.
Tag and hide and seek.
I like to read.Go to the library and play. I play with
my friends.
Go the library, play and eat.
I play “double monkey”, a game that my friends and I made up.
I play games like monkey tag.
I play on the orange thing.
I play football, play tag or practice the recorder.
I play on the orange ropes.
Play knock-out and a basketball game.
I hang out with my friends.
I walk around and talk and go on the ropes sometimes.
What do you like best about your school?
I like the school because the teachers are very nice.
The best thing about school is that you learn something every day.
The playground.
I like the teachers.
Chemistry.
That everybody is kind and listens to other people, and we do not have a lot of homework.
The Music programme and the teachers.
I like how there is a lot of space in the school.
P.E.I like that the people are friendly.
It is really friendly.
That I have friends.
I like that the teachers and students are very friendly so I look forward to coming to school every day.
I like school best because I get to make loads of new friends and get to know some cool stuff.
I like the colours of the school.
If you had a magic wand?
No, I would not change anything because I like the way it is.
If I had a magic wand, I would clean up the playground.
I would change to no homework.
I would get more books for the library.
That we would go to the library every day and not do homework.
No, not really.
Maybe the fact that we have to go outside.
I would make each classroom have a bigger carpet to read on!
I would change the playground.
A zoo.Make it a little bit harder.
Make a place for cold- blooded animals.
I would change nothing – I think everything is perfect in school just the way it is.
1. More break time.
2. Less homework.
I think I would put tissues in the classrooms.
Anything else you would like to add?
No.
You learn a lot of things in school because school is cool.
I love Chemistry and this class.
The games the school teaches are great fun.
That we would all go skiing all the time.
No.No, thank you.
I would like more time for P.E.
I would like to add pandas in the bamboo.
I would add a water park.
Paths in the bamboo.
An ice rink. No. No. No.
12 echo12 | spring2013
In this issue, instead of hearing from one student about what life is like at Ecolint, we asked primary students in Years 3 to 6 at Campus des Nations to tell us, in their own words, about life at school. Spelling has been corrected but the wording left unchanged.A DAY IN THE LIFE
José,
Year 3Amanda, Year 3
Osuto,
Year 4
Arissa,
Year 4
Bethany,
Year 4
Andrea,
Year 4
Amre,
Year 5
Eliza,
Year 5
Emilie,
Year 5
Camille,
Year 5
Peter,
Year 5
Bo,
Year 5
Kate,
Year 6
Alex,
Year 6
Natalie,
Year 6
What do you like best about your classroom?
I like it because my teacher is nice and funny.
I like the windows because when we do Art I get an inspiration and I can see the nature outside.
The computer.
I like the games.
The units of enquiry. It has my
friends in it and stuff we learned is on the boards.
That it is full of great ideas and people!
I like the way it is organised.
Our teacher.I like that it is colourful.
It is really educational and fun.
I like that it has displays of work on the wall.
I like that even though we change units, some of the things that we have done in previous units are still on the walls so we can reflect on what we have done.
I like the swivelly chairs.
I like how the room is set out because a lot of light comes in and it does not get squishy because we can easily open a window.
What is your favourite lesson?
My favourite lesson is Maths because I learn lots of things.
I like Maths because I get to learn new things every day.
Maths, because it uses numbers.
My favourite lesson is spelling because it is fun for me.
My favourite lesson is about the unit. It is interesting.
P.E. because I like doing sports that include moving and it is good for your body.
Performing Arts because there is so much to do.
I like Maths lessons because I like doing sums.
Language because I find writing very fun!
I like Art because I think that we have to do creative things.
I like P.E. because it trains your body and I like Maths because it trains your mind and you use Maths every day.
P.E. because you get exercise and do fun things.
My favourite lesson is Maths because I find it fun and it takes my mind off things.
P.E. because I love to be active and physical.
My favourite lesson is Art because I enjoy painting and drawing.
What do you do at break times?
At break times, I play football.
I play with my friends and the new kids who just came to school.
Tag and hide and seek.
I like to read.Go to the library and play. I play with
my friends.
Go the library, play and eat.
I play “double monkey”, a game that my friends and I made up.
I play games like monkey tag.
I play on the orange thing.
I play football, play tag or practice the recorder.
I play on the orange ropes.
Play knock-out and a basketball game.
I hang out with my friends.
I walk around and talk and go on the ropes sometimes.
What do you like best about your school?
I like the school because the teachers are very nice.
The best thing about school is that you learn something every day.
The playground.
I like the teachers.
Chemistry.
That everybody is kind and listens to other people, and we do not have a lot of homework.
The Music programme and the teachers.
I like how there is a lot of space in the school.
P.E.I like that the people are friendly.
It is really friendly.
That I have friends.
I like that the teachers and students are very friendly so I look forward to coming to school every day.
I like school best because I get to make loads of new friends and get to know some cool stuff.
I like the colours of the school.
If you had a magic wand?
No, I would not change anything because I like the way it is.
If I had a magic wand, I would clean up the playground.
I would change to no homework.
I would get more books for the library.
That we would go to the library every day and not do homework.
No, not really.
Maybe the fact that we have to go outside.
I would make each classroom have a bigger carpet to read on!
I would change the playground.
A zoo.Make it a little bit harder.
Make a place for cold- blooded animals.
I would change nothing – I think everything is perfect in school just the way it is.
1. More break time.
2. Less homework.
I think I would put tissues in the classrooms.
Anything else you would like to add?
No.
You learn a lot of things in school because school is cool.
I love Chemistry and this class.
The games the school teaches are great fun.
That we would all go skiing all the time.
No.No, thank you.
I would like more time for P.E.
I would like to add pandas in the bamboo.
I would add a water park.
Paths in the bamboo.
An ice rink. No. No. No.
13echo12 | spring2013
Elyane Ruel, Primary School Principal,
Campus des Nations
14 echo12 | spring2013
Les anciens et pas so o ld
Niloufar Esfandiary, La Chât ’08, recently won the “Prix d’excellence design bijou 2012” from the Hans Wilsdorf Foundation which praised the “excellent quality of her work” and provided a CHF 50’000 bursary to enable her to launch and promote her chosen career as a fashion and jewellery designer. In this interview Niloufar explains how her time at Ecolint really helped to nurture and encourage her nascent creativity.
WINNING IN ART
How did you come to be at Ecolint? Most of my family including my mother, my uncle, my cousins and my sister all attended Secondary School at La Châtaigneraie. As the youngest member of the family, I continued the family tradition and went to La Chât. What did you do after leaving Ecolint? I wanted to go straight to university, so I applied to different design courses and finally decided to go to the Haute Ecole d’Art et Design (HEAD) in Geneva to do the four year Jewellery, Object and Accessory Design course. Where are you living and what are you doing now? I am actually just about to move to London to start two internships, both in fashion and jewellery design. I am hoping to gain more experience within the field to be able to apply to do a Master degree. When did you start really being an artist? To be completely honest I did not really have a big interest in art at first and I did not think my work was strong enough. It was only once we had to choose our IB subjects that I thought “why not?” and really started opening up and trying new things. I realised I was very interested in working and experimenting with various materials to create a piece of jewellery. So I
would have to say that the IB really helped me in discovering my interest in art. Have you always been creative? In a way, yes, I do think I have always been a bit creative because I have always been very curious. Did Ecolint help/encourage your creativity?The encouragement from all the teachers really pushed me to test new things that I probably would not have done alone, so Ecolint really helped me in my choices and my creativity.
Did your time at Ecolint affect your choices in life?Definitely. The little “bubble” of school helped me become who I am today. What are your fondest memories of Ecolint?There are too many memories for me to be able to list them all! The experience of going to La Chât is a memory in itself. Who were your favourite teachers and why?I had a lot of different teachers through the years and each one made an impact on my student life at La Chât. I would have to say the ones who really helped and encouraged me the most would have to be the Art Department teachers including Mrs Hatch, Mrs Hoesli and Mrs Jennings. Other
teachers that I also really enjoyed were Mr Halden and Mr Wingate, because they not only taught me a lot but they always found a way to interact with the students, making their classes super-interesting. If you could go back and do it again, is there anything you would do differently? I would not change anything! What qualities do you think an Ecolint education encouraged in you?Ecolint encouraged me to be much more open-minded and developed my interest in lots of different subjects and in other things going on around the world. There was always a lot happening, whether it was linked to studying or socially, with the various committees and events taking place. Ecolint really allows you to grow as a person and take interest in a variety of things. Why do you think education, particularly an Ecolint education, prepares students well for life?Ecolint has a really well-rounded curriculum which prepares students for the future. Not only educationally but also socially, we learnt a lot about various things that help with the decisions we need to take later on.
Anything else you would like to add?You only really realise everything that you gain from studying at Ecolint after you have left and once you start using it all in your life.
Niloufar, second photo from right, with some of her creations.
15echo12 | spring2013
Les anciens et pas so o ld
Cet entretien avec Michel Chinal, qui a travaillé à l’Ecolint de 1971 à 2012, donne un aperçu de la manière dont l’Ecolint a évolué au cours des années qu’il a passées au sein de la Fondation dans différents postes d’enseignement et de direction.
40 ANS AU SEIN DE L’ECOLINT
Selon vous, qu’est-ce qui unit les trois campus de l’Ecolint ?La Fondation est garante de l’internationalisme et de «l’esprit de l’école». L’Ecolint a maintenant une réputation bien établie et un logo bien reconnu localement et dans le monde de l’éducation internationale. La Fondation n’a cessé de grandir pendant ces quinze dernières années. Le conseil de Fondation, de par sa charte et son règlement, est garant du ciment entre les trois campus.
Un certain nombre de manifestations sont organisées au niveau de la Fondation chaque année créant ainsi des liens entre les trois campus. Les professeurs, les parents et les élèves ont le sentiment d’appartenir à un grand «campus».
Enfin, le Directeur général a un rôle fondamental pour l’application des politiques sur les trois campus. Au niveau du management, tous les directeurs se réunissent régulièrement pour harmoniser la vie courante et mettre à jour ces différentes politiques. La Conférence des Directeurs est le lieu d’interaction et de négociation entre les huit écoles de la Fondation.
Existe-t-il des caractéristiques qui, selon vous, n’ont pas changé au cours des années ? Oui, surtout, la tradition des consultations pour les aménagements et les réformes.
Quels sont les changements majeurs que vous avez vus?Entre autres:•➢ Tout d’abord la formidable expansion.
L’Ecolint a passé de 1’500 à 4’200 élèves entre 1970 et 2012.
•➢ La construction du Campus des Nations en 2005.
•➢ Le développement de La Châtaigneraie avec la construction de deux énormes bâtiments, le Centre sportif et la nouvelle Ecole primaire, dans les six dernières années. La géographie du campus en a été complètement modifiée.
•➢ La création d’un programme bilingue dans la nouvelle Ecole primaire de la Châtaigneraie en 2011.
•➢ Le développement sur les trois campus du Programme de soutien approfondi (PSA) pour les enfants en grande difficulté.
•➢ L’omniprésence d’un programme de soutien pour les langues.
•➢ Le développement de la formation professionnelle.
•➢ Le projet du Certificat à orientation professionnelle du Baccalauréat International (COPIB) qui va démarrer au Campus des Nations l’année prochaine.
Comment l’Ecolint prépare ses élèves pour le futur? Les programmes et les méthodes du Baccalauréat International correspondent aux besoins des élèves d’aujourd’hui. Le profil de l’élève me semble être un objectif adapté à notre époque: les nouvelles technologies, les langues, les problèmes environnementaux, les mutations dans le leadership mondial, la place donnée à l’enseignement des religions, comment transmettre la pensée critique aux élèves,
l’orientation universitaire, le rôle important du département de la guidance et le développement d’un nouveau programme comme le COPIB.
Comment imaginez-vous l’Ecolint dans 90 ans?
Les défis ou options qui se présentent à la Fondation sont de faire face à la concurrence des nouvelles écoles internationales, d’étudier la possibilité d’un nouveau campus, d’envisager un internat, de revoir la gestion
des coûts des programmes de soutien, de s’intégrer encore plus à la communauté locale, d’organiser les examens en ligne pour le BI, de développer les langues non européennes tout en poursuivant l’important programme des langues maternelles... tout en espérant
que Genève reste une plaque tournante de la politique internationale.
Souhaitez-vous ajouter quelque chose?J’ai eu la chance de faire une carrière de 41 ans à l’Ecolint avec des fonctions différentes et sur des sites
différents: professeur, doyen, directeur d’école, directeur de campus et chef de projet pour les constructions. Dès 1980, les fonctions de direction ont pris le pas sur celle de professeur. J’ai dû réduire puis abandonner
la salle de classe. Un choix difficile. J’ai été particulièrement touché par les témoignages d’un groupe d’anciens des années 70 lors de mon départ et par les dessins faits par
les élèves, dont vous pouvez admirer une petite sélection ci-contre. J’ai beaucoup donné, mais l’école m’a aussi beaucoup appris.
WINNING IN ART
16 echo12 | spring2013
When did you become a Board Member? In September 2010.
What motivated you to become a Board Member? After spending several years abroad, I returned to Geneva with my family in September 2009. Upon my return to Ecolint as a parent, I was keen to participate more fully in school life. I felt that through the Board I could help drive the Foundation forward.
What do you see as the Board’s role and responsibilities? In my view, the primary role of the Board is to ensure that Ecolint fulfils its mission to educate and enlighten children, while furthering excellence in international education. The Board’s key responsibilities lie in ensuring that the Foundation:• Is financially sound, now and in the future;• Has the policies and procedures to govern
itself effectively;• Has the resources and ambition to
continue innovating in pedagogy;• Remains true to the founding principles
set out in its Charter.
How often does the Board meet? The Board meets monthly during the school year. Decision-making happens at these Board meetings, including final determinations on financial and operational commitments, as well as decisions on key priorities for the executive and the school as a whole.
How does/should the Board decide what’s most important? The Board sets out the strategic priorities for the Foundation through its Strategic Plan. This is revised every year and is then used as a basis to drive the key priorities of the
Director General and the Executive forward. On an ongoing basis, the Board defines an annual work plan which is regularly revised and used to determine the key discussion and decision items for the Board meetings.
What aspect of your contribution do you feel has been most valuable thus far? The school is constantly seeking to innovate and improve the quality of the educational provision to its students but needs to do so
within an increasingly challenging economic climate. As Board Members, we are continually tasked with making decisions that involve a number of trade-offs given the finite resources available to the school and its ambitions to always be “doing better than its previous best”. I believe one of my contributions as a Board Member has been to provide a balanced and pragmatic viewpoint when addressing these key decisions. I am proud of the manner in which the Board takes a great deal of care when analysing, discussing and deliberating on key decisions.
Why are school boards important? School boards provide the strategic direction for a school. Their independence from the day-to-day operations of the school enables them to operate as guarantors of the Charter of their school, ensuring that the schools they oversee are equipped to face the ever-challenging environments in which they operate.
What are the current challenges facing education/school boards? A key challenge facing school boards in the Western World is the economy. With increased pressure on stakeholders, it is critical that school boards are able to balance the cost and quality of educational provision in a responsible manner.
How does the elected nature of our Governing Board influence its decision making? Ecolint’s Governing Board is made up of elected, co-opted and nominated Board Members. The elected Board Members are drawn equally from Ecolint’s three campuses to ensure fair and equal representation. Once on the Board, however, Members do not take a parochial view of issues but rather wear a “Foundation hat” when approaching decisions.
What are the best/worst things about being on the school Board? Best things include understanding the inner workings of the school, having an even greater appreciation for the investment that Ecolint makes in pushing the boundaries of pedagogy and the quality of the people (at Board and executive level). Challenges incude the time commitment and the trade-offs are not always easy.
Anything else you would like to add? Being on the Board is a real privilege and a wonderful challenge. I am learning a great deal as an individual as well as (hopefully) contributing to maintaining Ecolint as the leading international school in the world.
Coming up or just been
DEMOCRACY IN ACTIONThis article is the first in a series of features introducing a serving Member of Ecolint’s Governing Board. It is a pleasure to hear from Melaye Ras-Work, LGB ‘87, about her motivations, priorities and why she enjoys being a Board Member.
Electronic voting for Governing Board MembersIn January 2013, members of Ecolint’s community were asked to step forward and stand for election to Ecolint’s Governing Board. A sure sign of the times is that after a successful electronic vote with Alumni last year, the elections in 2013 are being done electronically for the entire voting community.
The electronic ballot, sent via email in April 2013, will go to the entire voting community for whom we have valid email addresses (each parent, individually, all staff members, alumni, former Board Members and former staff registered to vote). A link to the Board candidates’ brochure will be included in the electronic ballot. Fifteen candidates are standing for the elections to the Governing Board for five vacant seats. The electronic vote will end on 15th May at midnight and the final results will be available during the Consultative General Assembly being held on May 28 at 7.30 pm in the cafeteria at Campus des Nations.
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DEMOCRACY IN ACTION
La Grande Boissière has been home to a huge crane since February of this year. Its arrival signalled an important step in the Arts Centre construction project. The construction site can be followed live by webcam (at www.ecolint-arts.ch/chantier) and, admittedly, things have got a bit more exciting since they stopped digging and started building. Later in the Spring, we look forward to inviting community members to visit the site - so please get your sensible shoes ready for June!
Not wanting to waste an opportunity, the construction site has also been turned into a “living classroom.”Opportunities for learning are never to be overlooked and the construction team, headed up by Mrs Charlotte Heidet of Losinger Marazzi, has started going into our classrooms. The visits, to explain to students what the builders are doing, have begun at the Middle School,
followed by the Primary School and then onto the Secondary School.
With a construction cost of CHF 25.5 million, we still have CHF 4 million to fundraise. The Director General, with the Principals, is spearheading the campaign to meet this target. Everyone is motivated by this great project and the desire to avoid more borrowing against the capital required to realise the other important improvements planned for the campus, including the renovation of the space liberated in the Secondary School and the addition of a second gym.
A great community effort has contributed over CHF 700,000 to our target so far through the naming of paving stones in front of the Arts Centre and of seats in the magnificent 400 seat auditorium and the 180 seat theatre. If you have not yet
chosen your seat(s) or paving stone(s), it is not too late. Your support would be greatly welcomed and gifts can be made online at www.ecolint-arts.ch.
Alongside the community campaign, work continues apace to bring on board donors willing and able to make larger donations. A variety of naming opportunities exist and some of our donors are proving remarkably inventive.
The Arts Centre at La Grande Boissière is under way. Construction remains on schedule for completion of this magnificent hub of creativity, learning and performance in Spring 2014.
Coming up or just been
BREAKING GROUND
En attendant, les activités artistiques fleurissent !
• 5-7février:les élèves de la Classe 8 bilingue ont joué une adaptation théâtrale de Cendrillon, «La fille aux oiseaux».
• 21février:les élèves en arts visuels de la Classe 12 ont présenté leurs œuvres dans un magnifique espace en Vieille-Ville.
• 4-8mars:les œuvres des élèves de la Classe 13 en arts visuels ont été exposées à l’espace Athénée4 à l’occasion du vernissage dans le cadre du Baccalauréat International.
• 12-15mars:les Ecoles secondaire et moyenne ont enflammé la scène en reprenant la comédie musicale “Legally Blond”.
• 18-22mars: les élèves de l’Ecole primaire ont eu la chance d’avoir pendant toute une semaine la visite de Marie-Aude Murail, la célèbre auteure de romans pour enfants et adolescents.
Classe 12 vernissage.
Michalene Stack, Director of Development,
Ecolint
18 echo12 | spring2013
In 2011-12, the Annual Fund successfully enabled the construction of a fitness trail at La Châtaigneraie and the acquisition of light and sound equipment for the performance and assembly halls at Campus des Nations (at both the Saconnex and Pregny sites).
Annual Fund 2012-13Campus des Nations: the performing arts theme continues to transform the halls into high quality performances venues. The CHF 45,000 we hope to raise will purchase additional sound equipment for Pregny and a new flexible lighting rig for Saconnex.
La Châtaigneraie: the CHF 80,000 campaign hopes to provide new outdoor learning opportunities with play cabins for the Primary School playground and a mini-amphitheatre to provide a venue for Secondary School students to meet, socialise and host events and performances.
La Grande Boissière: LGB campus has decided to focus all of its fundraising efforts on the Arts Centre community campaign (please see P. 17).
So how are the campaigns doing?La Chât’s campaign is doing well and we are half way to reaching the target! The boost came from a generous family gift made this Autumn, followed by an exciting gift-matching offer which will double the value of any gift made during the Spring gift-matching week. We are, therefore, optimistic that this year’s goal will be met in full.
Campus des Nations is off to a slower start and has met 16% of the goal so far. But there is still plenty of time to rise to the challenge. We sincerely hope that Campus des Nations students will, indeed, get to enjoy the sought-after improvements to their performance and presentation halls next year.
At LGB, the Arts Centre community campaign, up to February 2013, an amazing CHF 700,000 has been raised. The target for the community campaign is CHF 1.3 million (towards the total CHF 4 million which still needs to be raised).
If you have not already, please consider making a gift to this year’s Annual Fund. Gifts can be made online at www.ecolint.ch/supporting-ecolint.
What might help rally support for the Annual Fund?We would welcome your feedback. Please share your ideas and suggestions, we would love to hear from you! Please call Michal Sela, Development and Communication Associate on +41 (0)22 787 26 19 or email, [email protected].
Coming up or just been
The Annual Fund campaign runs each academic year to provide additional funding to enable infrastructure enhancement projects to happen quickly.
The Annual Fund projects usually have a value of between CHF 40,000 - 80,000, making them achievable goals for the school community (current and former parents, staff and alumni). The Annual Fund projects are chosen by the Campus Principals following consultation with staff, parents and students.
Michal Sela, Development & Communication Associate,
Ecolint
THE ANNUAL FUNDWe are building on our success as we enter the second half of the school year. There has been great progress with the fundraising campaigns on all of our campuses. It is a pleasure to provide an Annual Fund update for 2012-13.
19echo12 | spring2013
Coming up Each year on our three campuses, many events are open to all community members. Why not come and join us? Please check the school and alumni websites for more information about dates or call the schools directly.
Chaque année sur nos trois campus, de nombreux événements scolaires sont ouverts à nos alumni junior et senior. Vous êtes cordialement invités à y assister.
Dates and details will be updated regularly and are available on our websites:School website: www.ecolint.ch Alumni community at: http : // alumni.ecolint.ch
Reception telephone numbers• La Grande Boissière:
+41 (0)22 787 24 00
• La Châtaigneraie: +41 (0)22 960 91 11
• Campus des Nations: +41 (0)22 770 47 00
• Alumni Office: +41 (0)22 787 25 55
Coming up or just been
A VOS AGENDASFOUNDATION
28.05.2013 Consultative General Assembly at Campus des Nations, 7.30 pm (7 to 7.30 pm, last opportunity to vote in person)
24.06.2013 Year 11 Study Day, International Labour Organization, students from all three campuses come together with world renowned speakers
SCHOOL EVENTS23.04.2013 The Performing Arts Soirée (Year 3-4), 6 pm, Campus des Nations
23 - 25.04.2013 Drama performance, “The Mother”, 7 to 8.30 pm, La Grande Boissière, New Hall
30.05.2013 La Grande Boissière Annual Sports Banquet (Middle and Secondary Schools)
30.05.2013 The Performing Arts Soirée (Years 5-6), 6 pm, Campus des Nations
31.05.2013 La Châtaigneraie Graduation Ceremony, 4 to 6 pm
14.06.2013 Campus des Nations, IB Diploma Programme Graduation, 5.30 pm
21.06.2013 La Grande Boissière Graduation Ceremony, 3.30 to 5.30 pm
27.06.2013 La Châtaigneraie Promotions Maturité, 1 to 4 pm
KERMESSES - COME & JOIN US ! 25.05.2013 La Grande Boissière, 10 am to 4 pm
08.06.2013 Campus des Nations, 11 am to 4 pm
15.06.2013 La Châtaigneraie, 11 am to 4 pm
SUMMER CAMPSJuly - August Creative Play (ages 3 and 4 only); Multi-Activity (ages 5 and 6 only)
Multi-Sports (ages 7 to 14 only); Total Drama (ages 7 to 14 only) Full dates & registration details at www.ecolint-camps.ch
INTERNATIONAL AWARD29.06 to 26.07.2013 Adventurous Journey (Bronze, Silver and Gold)
PTA EVENTS03.05.2013 Spring Gala Dinner, Campus des Nations
05.05.2013 Car Boot Sale, La Châtaigneraie, 10 am to 1 pm
26.05.2013 Car Boot Sale, Campus des Nations, 11 am to 3 pm
Michaelene Stack Director of Development – Catherine Mérigay Development & Communications Associate – Marie-Christine Muller Development & Alumni Assistant – Francis Poncioni Graphic Designer – Michal Sela Development & Communications Associate – Nicolas Smiricky Development & Information Officer – Christophe Tournaire Web Commmunity Manager – Sandra Venturini Assistant to the Director of Development
Edited by Krista Clausnitzer – Designed by Francis Poncioni – Printed by PCL Presses Centrales S.A. – Production 13,500 copies
International School of Geneva – 62, route de Chêne – CH - 1208 Geneva – www.ecolint.ch
HumourOff duty Summer holidays were over and Little Johnny returned to school. Only two days after the term had started, his teacher phoned his mother to tell her that Johnny was misbehaving in class. “Wait just a minute,” his mother said. “I had Johnny with me for two months this Summer and I never once called you when he misbehaved. I would appreciate it if you could show me the same courtesy.”
Quelques perles pleines d’imagination glanées dans les copies• Pourmieuxconserverlaglace,ilfautlageler.• Laclimatisationestunchauffagefroidavecdugaz,saufquec’estlecontraire.• LesfablesdeLafontainesontsianciennesqu’onignorelenomdel’auteur.• Grâceàlastructuredesonœil,unaigleestcapabledelireunjournalà400mètres.• LesoleilacessédetournerautourdelaterrelejouroùonamenacédebrûlerGalilée.• Lezéroestleseulchiffrequipermetdecompterjusqu’àun.• Lesrivièrescoulenttoujoursdanslesensdel’eau.• L’ovaleestuncerclepresquerond,maisquandmêmepas.• François1erétaitlefilsdeFrançois0.• Unetonnepèseaumoins100Kgsielleestlourde.• L’eaudemersert,enparticulier,àremplirlesocéans.
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Where are you now?Please join our alumni community http://alumni.ecolint.ch
echomagazineispublishedtwiceyearly(intheautumnandspring).Ithasaprintrunof13,500andisdistributedtocurrentand former students and their families, our staff and corporate and institutionalpartners.Thenextissueisdueoutinautumn2013.
If you would like to advertise in echomagazine,[email protected] or call +41 (0)22 787 26 63.
