is magazine 8.1 - Autumn/Spring 2005 - International Schools ...

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Planning a new school basic necessary conditions in his explanatory article of social contact theory: ● ‘…opportunities to become acquainted and develop friendships; ● equal status among students from the different groups; ● experiences that require inter-group cooperation to achieve a common goal; ● ‘authority figures who encourage, model, and support comfortable inter-group contact and relationships’. Similarly to the teacher exercise above, Murthadra-Watts and D’Ambrosio (1997) suggest students share their life experiences, which may serve as starting points for teaching critical thinking, analysing oppression and alternative viewpoints.’ One of the many discourses of international teaching is the content of the instruction. D’Ambrosio (1995), referring to the recent advances in theories of cognition, claims there is a strong relation between culture and cognition. D’Ambrosio (1995) conceptualises ethnoscience as ‘the study of scientific and technological phenomena in direct relation to their social economic and cultural backgrounds’. This point of view challenges the ethnocentric assumption that mathematics is largely a product of the men of European descent (Sleeter, 1997), thus creating a chance for students from diverse cultures to relate their cultural background and the subject. If students from diverse cultures meet and work together towards collaborative goals that have meaning in their lives (Johnson & Johnson, 1992) this kind of relationship makes authentic learning occur. D’Ambrosio (1995) claims this is not a mere academic exercise, since its implications for the pedagogy of mathematics are clear. Teaching in an international community is both a unique situation and a unique challenge. It is also absorbing and rewarding. Sencer M Corlu teaches mathematics and ICT at Istanbul MEF International School, Turkey. Bibliography Bennett, C., (2001). ‘Genres of research in multicultural education’, Review of Educational Research. Washington: Vol.71, Iss. 2; pg. 171, 47 pgs. D’Ambrosio, U. (1985). ‘Ethnomathematics and its Place in the History and Pedagogy of Mathematics’, For the Learning of Mathematics 5, 1. Johnson, D. W., & Johnson, R. T. (1992). ‘Social interdependence and cross-ethnic relationships. Interdependence: Key to effective cooperation’. In J. Lynch, C. Modil, & S. Modil (Eds.), Cultural diversity in the schools (Vol. 11, pp. 179-190). London: Falmer Press. Murtadha-Watts, K., D’Ambrosio, B. (1997). ‘A convergence of transformative multicultural and mathematics instruction? Dilemmas of group deliberations for curriculum change’, Journal for Research in Mathematics Education. Washington: Dec 1997. Pepin, B. (1998) Paper presented at the European Conference for Educational Research, University of Ljubljana, Slovenia September 17th to 20th. Sleeter, C.E. (1997). ‘Mathematics, multicultural education, and professional development’, Journal for Research in Mathematics Education. Washington: Dec 1997. A guide for planning a new school Walther Hetzer applauds the CIS Accreditation Instrument Anyone starting a school will sometimes sympathise with the sentiment expressed by the great Austrian cabaret artist Helmut Qualtinger: “I don’t quite know where I am going but at least I’ll get there more quickly”. While the notion of speed has its appeal, a careful look at some roadmaps in detail is essential before roaring off into the unknown. One such useful map can be found in the CIS accreditation instrument (seventh edition). Among the characteristics of an accredited school, CIS lists: ‘The school knows itself. It has thought deeply about the services it offers to students, family, and community.’ A new school obviously cannot evaluate past and present services but it will think (one hopes deeply) about the services it intends to offer, about the indicators and standards by which planning, implementation, and – in due time – accreditation will be guided. Many of us know from experience how the preparation of a critical self study and the ensuing verification by a visiting team can lead to productive and focussed talks with board members, teachers, students and parents. A bit of stress as well, no matter how much the team members emphasise that they do not visit as ‘inspectors’. Accreditation does indeed focus a school on its mission and helps ascertain whether a school’s claims are being fulfilled. The resulting follow-up on any recommendations ensures that this focus is not blurred even after the coveted ‘seal of approval’ is received. Established schools know where they have been and where they are going. This is not the case with schools in the planning phase, even if the future school community is clear about their mission and goals. I have not, until now, fully appreciated to what extent an accreditation instrument can contribute to the development plan of a new school. So far I have been a ‘customer’ of accreditation services within well-established schools; involved in preparing the self-study, the team visit, and the subsequent follow-up. I have also served on numerous visiting teams. On one occasion this was in a school at an early stage of development, and the excitement and spirit of creating a very special school and ‘living its mission’ was tangible. For a school which has not even opened its doors the instrument, with its clear standards and indicators for most aspects of school life, provides a useful check and a host of questions related to future philosophy, organisation, or educational provisions. The Development Plan of the St Gilgen International School makes use of applicable categories of the seventh edition and liberally quotes from it (no charges of plagiarism since Gerry Percy is duly notified of this fact). Like other such plans, it states an overall goal for each section, lists the main strategies envisioned for reaching this goal, and adds corresponding action steps with an indication of expected timing and assignment of responsibility for each step. Much of the scope and language of the future accreditation process will thus already be familiar to everyone involved in setting up the school. The effectiveness of the plans will obviously have to 30Spring is Autumn 2005
pass many reality checks once the school is up and running. New considerations will no doubt also emerge (“why on earth have we never thought about this?”), but we have a clear framework for planning the school. Everyone will also be familiar with the indicators showing us where the school might not meet its stated expectations. I have found examples of particular relevance in early stages of planning. Section C (Governance and Management) clearly states the criteria for a co-operative and effective working relationship between the governing body and the Head of school. Even before the school’s governing body is established an awareness of these criteria will be of importance. Section D (Staff) stresses the importance for staff members to work co-operatively with each other for maintaining a good school climate. One should not take cooperation for granted, not even in a new school. The section provides very useful components and criteria for a consideration of personnel policies, staff involvement in performance appraisal, and participation in planning for professional growth – all worth keeping in mind when framing the school’s policies. How will ‘the learning needs of students, both at admission and thereafter’ be identified, a task mandated by Section E (Student Support Services)? The time to think about this is well before the first students are admitted. The goal of soliciting ‘information about unique talents and achievements of new students’ is of great importance for any school, particularly for a new and selective school where the combined talents of students will establish the school’s early reputation. One of our earliest commitments has been to enable students to maintain skills in their native language, an indicator also found in this section. Architectural planning of the school must take both local health and safety codes and CIS requirements in Section F (Resources) into account. The indicators regarding ICT and the library/media centre, including the ongoing programme of instruction in the effective use of these resources, deserve early consideration by the teachers who will have responsibility for this. The establishment of ‘effective forums for the two-way exchange of information between the school and students and parents’ (Section G: Student and Community Life) is an important task for a new school with a highly international student body. The first indicator in this section also aims at something fundamental: ‘A climate of collaboration, mutual respect and friendship prevails at the school’. is Autumn 2005 Spring With a whole beautiful lakeside village being considered ‘our school’ we will be keen to verify whether future activities and community service will take full advantage of the opportunities afforded by this location. Ensuring that ‘day and boarding students are well-integrated with one another’ and that ‘residential life takes advantage of the culture of the local community and promotes the international mission of the school within the host community’ are further indicators found in Section G. Inevitably, there are areas of school development not reflected in Accreditation Standards. However, I look forward to the day when the school will find out, by means of the Accreditation process, if the ambitious vision has become reality. Whether we get there quickly or not, the consideration of the accreditation instrument has already contributed to a better idea of where we want to go. Dr Walther Hetzer is the Director of the St Gilgen International School which opens in August 2006. It is an educational, social and cultural centre for the village, and a school where international boarding and internationally-minded Austrian day students will study within the framework of the IB Middle Years and Diploma Programmes and engage in extensive co-curricular, outward bound, and service projects. Multi-disciplinary Peace and Conflict Studies will be integrated throughout the curriculum from grades 7 to 12. A second central emphasis incorporates Media Studies and stresses communication and presentation skills. 31
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Page 5 and 6: To promote excellence of education
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Page 23 and 24: The tsunami through the eyes of chi
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