The International Educator
STEPHEN DEXTER, a native of New England, has been a teacher and administrator since 1994. He finally discovered that the Swiss stay thin on a diet of chocolate, cheese and wine by walking a lot and not eating or drinking to excess. He is currently taking a gap year in the Swiss Alps to rediscover his passion for education and to understand what chief innovation officers really do.
DANIEL KERR is now Lower School Director at the American School of Paris. He previously served as Intermediate Division Principal at Academia Cotopaxi American International School in Quito, Ecuador, and prior to that was the Middle School Principal at SCIS in Shanghai, China. Dan has also worked at JIS in Jakarta, Indonesia and he began his International career in Abu Dhabi. Dan is thrilled to be joining the ASP family and will be accompanied by his wife, Jocelyn, who will be working as a counselor, and his two children, Max and Gabby.
KASSI COWLES is an IB English and TOK teacher currently based in Shanghai. She has worked in international education for the last 8 years in Canada, Togo and China. Her writing explores issues of educational reform and how to create authentic and creative learning communities.
MATTHEW GOOD & NIAMH CONWAY are international school teachers who met while working at the British School of Lome, in Togo, West Africa. They later moved to Uzbekistan, where they spent four years at Tashkent International School, each summer exploring another slice of the world by bike. Their Pedalgogy website allows users to follow the touring teachers on their two-year bike trip around the world.
BARRY DEQUANNE is currently working as the Director at the International School of Zug and Luzern (ISZL). His blog explores topics in K-12 education and school leadership within the framework of five focus areas: Academics, Activities, Arts, Leadership, and Service. The blog also explores professional articles and highlights recently read books.
EMILY MEADOWS is an alumni of international schools and has worked as a professional educator and counselor across the world, serving children and families in the United States, Europe, the Middle East, and Asia. She holds master’s degrees in the fields of Counseling and Sexual Health, and is a PhD candidate researching inclusive policy and practice for LGBTQ+ students. Emily is a consultant on gender and sexual diversity and inclusion in international schools: www.emilymeadows.org
DAVID PENBERG is an urban and international educational leader/consultant with a deep commitment to progressive education, understanding global mindedness, and new school creation. He abides by the dictum of E.E. Cummings who said: “ I’d rather learn from one bird how to sing, than teach ten thousand stars not to dance.” He is presently the Head of School of Innovate Manhattan Charter School in New York City.
SHANNON FEHSE Shannon Fehse has spent her entire teaching career overseas, having lived and worked in China, Mexico, Colombia, Taiwan, and presently, the UAE. As a textbook definition extrovert, she talks to anyone, and enjoys listening to stories and different perspectives on life. Shannon has a somewhat faulty filter and often says what other people are thinking, but this typically works out favorably. She offers opinions and insight into the benefits and challenges of job hunting, dating overseas, and general issues that affect international educators.
MIKE SIMPSON is the Director of Curriculum and Learning at The International School Yangon. Originally a lawyer from New Zealand, Mike has also worked in schools in Qatar, Venezuela, and Lesotho. Mike has a particular interest in the development of collaborative and innovative learning communities. He hopes that his blog might be of interest to other teachers and school leaders as they nurture these communities in their own schools.
GREGORY HEDGER Dr. Gregory Hedger has recently been appointed to be the head of the International School Yangon, in Myanmar, beginning in fall 2016. A native of Minnesota, Greg has served in education for over 25 years, including 13 years in the role of School Director at Cayman International School, Qatar Academy, and most recently as Superintendent at Escuela Campo Alegre in Venezuela. Greg promotes international education through his service on the boards of AAIE, AASSA, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching.
LINDSAY LYON is a seasoned English and Theory of Knowledge teacher currently working at JIS. She and her husband have taught abroad as a teaching team for fifteen years in Venezuela, Thailand, China, Saudi Arabia, and now Indonesia. They write about expat life with a focus on money and savings in their blog The Haggard Lyon. Here you will find some of the same, and other musings from Lindsay on life overseas with kids, teaching, technology, and staying balanced in a busy world.
NICHOLAS ALCHIN is High School Principal at the United World College of SE Asia, East Campus. A sino-celtic Brit who has lived and taught in the UK, Switzerland, Kenya, and Singapore, he has also held a number of roles with the IB and writes and speaks widely on educational matters. He enjoys traveling with wife Ellie, and kids Tom (10), Millie (13) and Ruth (16).
TONY DEPRATO Tony DePrato has a Master’s Degree in Educational Technology from Pepperdine University and has been working as a Director of Educational Technology since 2009. He has worked in the United Arab Emirates and China where he has consulted with schools in both regions on various technology topics. In 2013, Tony DePrato released The BYOD Playbook a free guide for schools looking to discuss or plan a Bring Your Own Device program. Tony is originally from the US, and worked in multimedia, website development, and freelance video production. Tony is married to Kendra Perkins, who is a librarian.
ETTIE ZILBER is a consultant to International School Communities and Families in Transition and a veteran international school educator and school leader. She has served in independent international schools in Israel, Singapore, Spain, Guatemala, China, and most recently in the USA. Her expertise extends to such topics as international school models, second/foreign language acquisition, communicating between diverse groups, the impact of international mobility and relocation on children, parents and staff, the special family experience of the educators’ children, the orientation of newcomers, multi-cultural communities, catalysts for teaching internationally, and marketing of international schools. She is the author of Third Culture Kids: The Children of International School Educators. She can be contacted at firstname.lastname@example.org
HELEN KELLY has taught in and led schools in Africa, Europe and Asia over the last twenty years. She has led educational technology teams in three schools. Helen is currently the Lower School Principal at Canadian International School of Hong Kong, where she leads Project Innovate, a Pre-K-12 initiative to bring future-ready learning to the school. Helen completed her Ed.D in 2017 on the emotional challenges that school leaders face in the course of their role. She leads workshops on improving the wellbeing of leaders and educators in international schools.
TRAE HOLLAND is the Director of Academia Cotopaxi’s The ONE Institute, has been a leader in both the non-profit and business sectors, and has 19 years experience teaching both in the US and in international schools, with a specialization in learning differentiation. You can reach his website at www.traeholland.com.
JOHN MIKTON currently is the Head of Education and Media Technology/ Assistant Principal at the International School of Luxembourg . Previously he was the Director of eLearning at the Inter Community School Zurich, Switzerland and the Director of Information Technology at the International School of Prague, Czech Republic. John is an Apple Distinguished Educator, Google Trainer, Principal Training Center facilitator, Appsevents summit speaker and Learning 2.0 Community Coach. John blogs @ https://beyonddigital.org
FREDERIC BORDAGUIBEL-LABAYLE is the High School Associate Principal and IB Diploma Coordinator at Academia Cotopaxi American International School in Quito, Ecuador. Fred was born and raised in the South West of France; he finished his studies and started teaching in the UK, then went on to Istanbul and he is currently in Quito. Fred likes to pause, reflect and share his experience as an international educator and administrator.
SUE EASTON is the Director of the Teacher Training Center. She has worked with international schools for the past eleven years, on four continents, in roles focused on enhancing teaching and learning practices. This experience has made her passionate about the topic of change and how to best make change to support students and student learning. Her blog will explore this topic through the lens of PTC, TTC and CTC trainers’ words of wisdom.
ALLISON POIROT is currently teaching IB History, Modern World History, and Psychology at Asociación Escuelas Lincoln in Buenos Aires, Argentina. She taught previously at King’s Academy in Madaba, Jordan, and at public and charter schools in and around Boston, Massachusetts. She has a deep interest in progressive pedagogy and believes in fostering student autonomy and empowerment.
The International Educator (TIE) is a non-profit organization committed to matching the best educators with the best international schools around the world.
Just wondering about this sixteenth year
Alright, this is September 2002 and I am starting teaching French at Cheam High School, Surrey, London, UK. I am green, eager and feel not ready, I come back home very late but I keep trying new things every day. Young, creative and overwhelmed. Sixteen years later, a few schools and job descriptions later, I was about to start a new school year with similar, mixed impressions. First year as High School Principal. Committed to make a difference and constantly wondering if I was ready. At least I have felt like this until now. Throughout the first couple of weeks, a big change has been happening thanks to the following:
Connecting with new teachers
While picking up new teachers at the airport, sharing a pizza dinner with them, chatting away and running a first interview with one of them, the first weeks have built up my confidence. It is fantastic to connect with new faculty and talk about their background, their hobbies and their families. Also, I feel privileged to be working with them: they are experienced, experts in their fields and many of them speak Spanish, which will help them tremendously.
Planning for the orientation sessions for new and returning faculty has been pumping me up. As I am trying the balance out the heavy content with nuts and bolts and protocol-based activities, I am putting myself in the shoes of the teacher I was yesterday and I am planning to share the essential. Of course, there is always quite a lot but I am planning my sessions in the way I was planning my lessons. Keeping a balance, making people move, having fun, reflecting and learning.
Communicating new things
Well, in fact, the best is not to share too many new things and hopefully they were discussed at the end of the previous year. Surprises can be overwhelming for teachers who are thinking of teaching their students. I remember Steve Druggan, one of my PTC course facilitators and Head of Springside Chestnut Hill Academy, Philadelphia, who told us that during orientation there is always someone that comes and says: “I only need five minutes with your team”. His suggested response was: “no you don’t!”. So true and powerful. We know it so well. Teachers are eager to be in their rooms, get their first lessons organised and set everything up. But we all know that this balance is hard to find and I should get better with time. Also, I will be able review teacher’s feedback at the end of the orientation weeks to make some improvements for next year.
Setting the tone
At the end of last year, the idea of having some High School pillars that would drive the whole year slowly developed into those:
Be present Do your best Get involved
Those are linked to our school mission and will frame our High School experience. The main idea is that success at High School is not rocket science:
-students have to come to school and be mentally present in class.
-students must be committed to do their best, all the time.
-students have to find ways to get involved in the school community and other communities through service learning, arts, sports, student council etc.
Furthermore, when I was interviewed for the position, I organised my vision around my three C’s:
Care Connect Commit
As an educator those three C’s are crucial to me and not just an interview strategy. So, I am planning to link my three C’s to the High School Pillars and share those links to the High School faculty.
Finally, I am currently developing the High School goals that not only will be connected to the School Strategic Plan but also to the High School pillars and my three C’s. Those High School goals will be around:
Communication Instruction Collaboration
Back to reality
I feel fortunate to work with a fantastic High School Admin team and together we have been working on new students’ schedules, the High School calendar, our Week Without Wall coming up very soon, reorganising and renaming the new senior area, hiring a learning support assistant, and more. The one thing that is a great lesson to me is the following: before the summer, we had some small scheduling conflicts for some students. It is just amazing how we can solve those issues after the summer break. Looking at the scheduling board with a fresh mind and some solutions come straight at you.
Those are my thoughts for the beginning of the year. I know that for some of you, school has already started, for others it will start in a few weeks. Regardless, I wish everyone a great new school year-let’s dive in!
For what it’s worth…