Category: Leadership

A Green Day

“Let us all work together to help all human beings achieve dignity and equality; to build a greener planet; and to make sure no one is left behind.” — UN Secretary-General, Ban Ki-moon

While the scheduling of EAB’s Environmental Day during the same week as the International Day of Peace was not by design, the coinciding of these two events was fortuitous. There is something about planting a tree that can instill a real sense of peace and community.

Our September 17 Sábado Legal, or “Cool Saturday,” was a day for our community to come together to plant trees, support an organic fair, build relationships, and inaugurate a new green space on campus. While seemingly simple in design, the day represented an important opportunity to disconnect from our world of technology and the stresses of daily life in a way that students, parents, and teachers could engage in environment-related activities associated with our school’s service pillar.

The day also offered an opportunity to connect with aspects of EAB’s student Learner Profile in a manner that was personalized and meaningful.  On a day focused on environmental issues and, indirectly, International Peace Day, key indicators from EAB’s Learner Profile provided students with a framework for reflection and growth:

  • I approach problems respectfully and ethically and work hard to solve them.
  • I am respectful to others through my words and actions
  • I make decisions considering the impact on others.
  • I demonstrate environmental stewardship.
  • I consider the impact of my actions on others at school and in the world and make good choices based on this.

We often talk about wanted to change the world for the better. But, as is often quoted, that change must first start with us. In a world that is too often filled with pain, suffering, and darkness, we may question what difference our small actions can make. As Magaret Mead famously stated, “never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.”

Thank you to all of our community members who came together last Saturday to plant trees and inaugurate a new green space. Thank you for contributing to the ideals associated with our environmental focus and those of International Peace Day. Thank you for making a difference.

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 Versão Português

 

“Vamos todos trabalhar juntos para ajudarmos os seres humanos a alcançar dignidade e igualdade para construir um planeta mais verde; E para nos certificar de que ninguém será deixado para trás”. Secretário-Geral da ONU, Ban Ki-moon

Apesar de não termos planejado que o Dia do Meio Ambiente da EAB ocorresse juntamente com o Dia Internacional da Paz, essa coincidência foi muito afortunada. Existe algo no plantio de uma árvore que pode trazer um senso de paz e comunidade.

O nosso Sábado Legal do dia 17 de setembro foi um dia para a nossa comunidade se reunir e plantar árvores, apoiar uma feira orgânica, construir relações e inaugurar um novo espaço verde no campus. Embora isso possa parecer algo simples em sua concepção, o dia representou uma importante oportunidade para desconectarmos do nosso mundo tecnológico e das tensões da vida diária de modo que os alunos, pais e professores puderam participar de atividades relacionadas com o meio ambiente e os pilares da nossa escola.

O dia também ofereceu oportunidade de conectarmos com aspectos do Perfil do Aluno da EAB de uma maneira personalizada e significativa. Em um dia focado em questões ambientais e, indiretamente, em questões relacionadas ao Dia Internacional da Paz, indicadores-chave do Perfil do Aluno da EAB oferece aos alunos uma estrutura para reflexão e crescimento:

  • Eu abordo os problemas de forma ética e respeitosa e trabalho duro para resolvê-los;
  • Respeito os outros através das minhas palavras e ações;
  • Eu tomo as decisões considerando o impacto que elas exercem sobre os outros;
  • Eu exerço gestão ambiental;
  • Eu considero o impacto que as minhas ações exercem nas pessoas da escola e do mundo e faço boas escolhas baseado nisso.

Costumamos falar sobre o desejo de transformarmos o mundo para melhor. Mas como geralmente é dito, a mudança deve começar em nós mesmos. Em um mundo cheio de dor, sofrimento e escuridão podemos questionar a diferença das nossas pequenas ações facilmente. Como Margaret Mead disse: “Nunca duvide que um pequeno grupo de pessoas conscientes e engajadas possa mudar o mundo. De fato, sempre foi assim que o mundo mudou”.

Muito obrigado a todos os membros da nossa comunidade que se reuniram no último sábado para plantar árvores e inaugurar o novo espaço verde. Obrigado por contribuir com os ideais associados ao nosso foco ambiental e ao Dia Internacional da Paz. Obrigado por fazer a diferença.

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Photo by Fabio Oliveira (http://www.fabiooliveira.com.au/)

Our Human Tapestry

The most moving and important testimonials about learning and school culture also come from parents, whose voices are critical to our collective partnership in support of student development. To complement last week’s post, Our Obligation, which focused on inclusion from a student’s perspective, this post shares a poignant parent reflection on the same theme.

Alex Ellis is currently serving as the British Ambassador to Brazil. Following his son Thomás’ recent graduation from the American School of Brasilia, Ambassador Ellis published the following reflections, which focus on the culture of learning and inclusion in schools.

Tomás Finished School Last Saturday

There are parents all over the northern hemisphere who in these weeks have watched or will watch their child go through this ritual, in many different forms, in the case of our son through a flick of a tassel. Each family has its own memories and stories, both similar to those of others and peculiar to themselves.

Our story includes a moment, at an earlier time, spent in a still, grey room, with sensible Flemish doctors telling us in sensible, Flemish English that our son is on the autistic spectrum. There’s no number to confirm this, no blood test. It’s the product of observation and judgment, and that knot of anxiety which has sat inside our stomachs from when Tomas’ first kindergarten teacher wondered if he might be a bit different, the apparent difficulty in hearing (tested, unproven), his slightly awkward walk, his focus on a few toys but not his classmates.

Before he was diagnosed Tomás passed through a series of small schools, mainly with the help of kind teachers, next to whom he was often standing. The diagnosis came after, at very short notice, we had moved from warm, fun Madrid back to Brussels. He plunged into a large school which quickly declared him “ineducable”. It doesn’t sound much nicer when you hear it in French. Which I did, twice, for bureaucratic reasons which were legally impeccable, financially advantageous and inhuman.

I wondered, when Tomas was diagnosed, what would happen next. “Tomorrow” is the best answer. He hadn’t changed and we hadn’t changed. We fell, and then got up. Tomas carried on, much happier at a school that took him, rather than rejected him, for who he is. The labels — Asperger’s, on the autistic spectrum, he’s quite bright but different etc — helped in the first interaction with schools. They were ready to adjust before he walked in.

Tomas got from there to here, 11 years later, because of some things he was born with; confidence, a sense of humour and a good heart. Lots of other children have those characteristics, autistic or not. Tomas had a lot of help as well. Help in the form of classroom support, and crucially from teachers who “got” him. Who saw him as different, not special, as a person, albeit in teenage form, rather than a syndrome.

This, we learnt, starts at the top. Schools are no different from any other organisation in the importance of the leader in determining and living its values. We had luck, and a bit of choice, in the two schools where Tomas spent the best part of a decade. Both heads thought that a school would gain more than lose from a boy like Tomas in it, that this was part of the world of difference in which pupils should learn. Almost without exception the pupils shared this attitude. On a rare occasion when a classmate tried to bully him, his confidence and humour dealt pretty comfortably with it.

The head teacher at the ambitious, academic school where Tomas stayed longest told me, after chatting with him, that he would take him into the school, but there would be some who wouldn’t be so keen to have him there. So it proved. Some teachers welcomed him, some wanted him out of their class. This wasn’t determined by Tomas’ abilities, but by the teacher’s confidence. Over time some teachers excluded him from classes in which he was relatively strong, whilst others kept with him in subjects (maths) in which threats, tears and bribes could not move him — I know, having tried, and failed, with all three. As exams loomed bigger, some teachers, and in rare cases some other parents, wanted Tomas out of the class for fear that he might undermine the grades of other pupils. In such situations the real values of a school become apparent.

Tomas is not easy to teach. Like a lot of kids on the autistic spectrum, he’s pretty autodidactic (and I should thank The Simpsons, Futurama and Cartoon Network for their significant contribution to his education). And he tells it as he sees it, which can be uncomfortable. The new music teacher in one school, fresh from university, might have hoped for a different opening to his career than Tomas asking to see his qualifications.

But the good teachers, and there were a lot of them, got past this or better still embraced this as part of what Tomas brought to the classroom, to the school — and also knew that the second is a lot ore than just the first. Last week, after Tomás stepped up to get an arts prize, to his father’s bursting pride and his own mild indifference, a teacher referred to the support for him from “the school community”. She was quite right. It did, for our son, take just that community to help get him through his education.

So this one goes out, yes, to the son I love. But it also goes out to every member of those school communities, teachers, administrators, security guards, classroom helpers, who saw in Tomas not a potential spoiler of grade averages or a “special” pupil to be kept in a “special” place but rather saw him for what he was — another flavour in the very wide variety that is the human race.

Link to Original Post: Tomás Finished School Last Saturday

Versão português:

Nossa Tapeçaria Humana

Os depoimentos mais emocionantes e importantes sobre a aprendizagem e cultura escolar também vêm dos pais, cujas vozes são fundamentais para a nossa parceria em prol do desenvolvimento do aluno. Complementando a postagem da semana passada, A Nossa Obrigação, cujo foco foi a inclusão de acordo com a perspectiva de cada aluno, a publicação abaixo compartilha a reflexão comovente de um pai sobre o mesmo tema. Alex Ellis está servindo atualmente como Embaixador Britânico no Brasil. Logo após a formatura do seu filho Thomas, na Escola Americana de Brasília, o Embaixador Ellis publicou a seguinte reflexão, que incide sobre a cultura de aprendizagem e inclusão nas escolas.

Tomás terminou a escola no último Sábado

Nessas últimas semanas, pais em todo o hemisfério norte foram ou vão assistir seus filhos passarem por esse ritual, de formatura, nas mais diversas formas; como no caso do nosso filho Tomás que passou a corda do capelo do lado direito para o lado esquerdo. Cada família tem suas próprias memórias e histórias, algumas semelhantes entre si — e outras completamente particulares.

Nossa história inclui um momento vivido alguns anos atrás, em uma sala ainda cinzenta, com sensíveis médicos da região belga dos Flandres nos dizendo, também de forma sensível, que nosso filho possuía um diagnóstico de espectro autista. Não há nenhum número para confirmar isso; nenhum exame de sangue. Essa conclusão é o produto único de observação e julgamento. É resultado daquele nó de ansiedade que tomou conta de nós, eu e minha esposa, quando a primeira professora de Tomás, no jardim de infância, nos chamou na escola e nos perguntou se ele era um pouco diferente; desde sua aparente dificuldade de audição (testada e não comprovada); ao caminhar um pouco desajeitado e o foco em alguns brinquedos, mas não seus colegas.

Antes de ser diagnosticado, Tomás passou por uma série de pequenas escolas, sempre com a ajuda de professores amáveis, dos quais ele quase sempre permanecia por perto. A comprovação veio logo depois que nos mudamos da quente e divertida Madrid de volta à Bruxelas, na Bélgica. Ali, Tomás foi matriculado em uma escola maior, que rapidamente o declarou como “ineducável”. Uma frase que não soa muito mais agradável quando você a escuta em francês.

Eu me perguntava, assim que ele foi diagnosticado, o que aconteceria em seguida. E o “amanhã” é a melhor resposta. Meu filho, assim como nós, não tinha mudado. Nós caímos, mas então nos levantamos. Tomás seguiu em frente, muito mais feliz em uma escola que o acolheu ao invés de rejeitá-lo por ser quem ele é. Os rótulos — Asperger, com espectro autista, “muito brilhante, mas diferente”… — ajudaram em sua primeira interação com as novas escolas. Elas estavam prontas a se adaptarem antes da nossa chegada.

Nesses últimos 11 anos, como fruto de várias características de sua natureza, Tomás adquiriu confiança, um excelente senso de humor e um bom coração.

Várias outras crianças também são assim — autistas ou não. Tomas também recebeu muita ajuda. Ajuda em forma de suporte com as atividades em sala de aula e, crucialmente, de professores que o conquistaram. Professores que o enxergaram como diferente, e não especial; como uma pessoa, ainda que adolescente, ao invés de uma síndrome.

Nós aprendemos algo desde o começo: escolas não são diferentes de qualquer outra organização no que se refere à importância de um líder que determine e estimule determinados valores. Tivemos sorte, e um pouco de escolha, com as duas escolas onde Tomás passou a maior da última década.Ambas as partes acreditaram que a escola iria ganhar mais do que perder recebendo um garoto como ele, parte de um mundo de diferenças que todos os demais alunos deveriam aprender. Quase sem exceção, todos os demais alunos compartilharam essa atitude. E na rara ocasião em que um colega tentou intimidá-lo, a confiança e o bom humor de Tomás lidaram confortavelmente com a situação.

O diretor da escola em que Tomás ficou a maior parte de sua trajetória me disse, depois de conversar com ele, que iria matriculá-lo, mas confessou que haveria algumas pessoas ali pouco ansiosas com a sua chegada. E assim foi. Alguns professores o acolheram, alguns o queriam fora de sala. Isso não foi determinado pela capacidade de Tomás, mas pela confiança de cada um dos professores. Ao longo do tempo, alguns professores o excluíram de aulas nas quais ele era relativamente habilidoso, enquanto outros continuaram com ele em disciplinas (matemática, por exemplo) em que as ameaças, as lágrimas e os subornos não conseguiam movê-lo. A medida que os exames foram aumentando, alguns professores e, em raros casos, alguns pais, queriam Tomás fora da classe — era o medo de que ele minasse os resultados dos demais estudantes. Nesses momentos, os reais valores de uma escola se fizeram presentes.

Tomas não é fácil de ensinar. Como um monte de crianças com espectro autista, ele é muito autodidata (e eu deveria agradecer Os Simpsons, Futurama e Cartoon Network por sua contribuição significativa para a sua educação). E ele diz as coisas exatamente com as vê, o que às vezes pode ser desconfortável. O novo professor de música, recém saído da universidade, talvez esperasse um início diferente para sua carreira: com certeza ele não esperava que Tomás pedisse para ver suas qualificações. Mas os bons professores, e havia um monte deles, apenas superaram essas dificuldades ou, melhor ainda, as abraçaram como parte do que Tomás trouxe para a sala de aula e a escola. Eles entenderam que os ganhos eram maiores que todos os desafios.

Na última semana, depois de Tomás ganhar um prêmio de artes, para o orgulho do pai e para sua própria indiferença, uma professora mencionou o suporte oferecido a Tomás por toda a “comunidade escolar”. Ela estava certa. Eles fizeram muito pelo nosso filho e se engajaram no desafio de ajudá-lo no caminho pela educação.

Então, sim, este texto vai para o filho que eu amo. Mas também vai para cada membro daquelas comunidades escolares, professores, administradores, seguranças e auxiliares que viram no Tomás não somente um potencial de notas medianas ou um aluno “especial” para ser mantido em um lugar “especial”, mas sim pelo que ele era — um outro sabor na variedade muito ampla que é a raça humana.

Link para publicação original: Tomás Finished School Last Saturday

Featured image: cc licensed (CC BY 2.0) flickr photo by James Cridland: Crowd  https://www.flickr.com/photos/leecullivan/240389468/

 

Our Obligation

It was one of those emails that catch your attention. Mauricio, then a fifteen-year-old student in a Brazilian school, sent an elegantly worded statement about how he taught himself English so that he could realize his dream of attending a university in the United States. Mauricio had been studying our website and, as he believed our school’s values were aligned with his, was determined to join our learning community. What I did not know at the time was that Mauricio was going to forever change our community’s perspectives on learning and our understanding of the world around us.

Mauricio’s application for admission to our high school was the first we had received from a blind student. While Mauricio did not seem to be concerned that his blindness would limit his learning, a reflection of his indomitable spirit that I quickly learned to admire and appreciate, our faculty did raise several valid questions and concerns.

The consideration of Mauricio’s application was framed and guided by a mission and set of beliefs that highlighted diversity and different learning styles as essential values. Through dialogue, learning, and understanding, the high school faculty committed to admitting Mauricio and providing him with the best educational program within our capabilities. Mauricio also supported us through this learning process and was always quick to remind us not to think of him as a blind person, but rather a person who happened to be blind.

During one of our admissions meetings, I welcomed Mauricio to my office with the greeting, “It is great to see you…” but cut myself off as I realized the insensitivity of my words. Mauricio smiled warmly and replied in a manner that conveyed wisdom beyond his years, “It is also great to see you.” While it was a seemingly minor moment of learning, it was also emblematic of our own collective growth. I humbly shared with Mauricio how it was likely that we were going to learn far more from him than he would learn from us. And, this was in fact the case. Four years later, Mauricio graduated from Graded, the school where I previously worked, and he realized his dream of attending and graduating from a top university in the United States. It was also during this time that we grew the most as professionals and as a community.

While Mauricio was a student at Graded, we had the honor of hosting two very special people, Bill and Ochan Powell, who conveyed a similar spirit of promise and a unique ability to instill an intrinsic commitment in others to be the best professionals and people they can be. Bill and Ochan scheduled time after their professional learning facilitation to interview Mauricio as part of their work associated with inclusive schools. I remember clearly how our faculty and I beamed with pride and a sense of purpose when Bill and Ochan highlighted and congratulated the team for their work with Mauricio and their efforts to ensure Graded was offering a highly functioning inclusive learning program.

The following two videos present clips from Bill and Ochan’s work with Mauricio.

Interview with Bill and Ochan:

Learning in a Science Classroom:

The videos highlight Bill’s talents and concern for others and, correspondingly, one of the many reasons why there has been such an extraordinary outpouring of sorrow, love, and admiration from around the world to the tragic news of Bill Powell’s sudden passing. Bill was a remarkable individual whose impressive professional capabilities were complemented with a warm heart and deeply caring nature.

A recent exchange of emails with Mauricio highlighted the difference Bill’s vision and unwavering commitment to student learning and inclusion can make in a student’s life. The following is an extract from Mauricio’s note to me this week:

Needless to say, if it were not for my inclusion at Graded and before, I would not be where I am today. I have worked at internationally recognized corporations, attended top educational institutions abroad, learned the importance of adaptation and persistence, and demonstrated to others that blindness does not define ones capabilities.

It all began with education – an education that was inclusive, grounded, and rigorous. It all began with teachers and administrators who believed in my potential, and who required of me the same as was required of any other student. If one has education one still faces challenges, the difference being that without it we have no solution. Blind people must be able to make any choice they wish for their future, with blindness being only a circumstance and physical characteristic. As the Olympics are held in Brazil, so will the Paralympics. We apply the inspiration and values from all athletes into our lives as much as possible so that we may continue fighting for opportunity for all people.

The message of six years ago still stands: people must ask questions, so that their doubts may be resolved. On the other hand, those with disabilities must believe in themselves, strive for their best, and not for what seems comfortable, and never be let down by expectations by others. Others may not know our full potential, but I find that most people will be allies if we help them help us. And, schools cannot do it alone – families must understand that disabilities shall never define where one wishes to go.

~ Mauricio

I am deeply grateful to Mauricio and Bill and Ochan Powell for the real difference they have made in our lives. Looking ahead, we hope to honor Bill’s significant contributions to the field of education and his dedication to the lives of others by ensuring a collective commitment to furthering his vision of inclusive schools where diversity, difference, and all learning styles are valued within the context of a plurality of thought and perspectives. Next Frontier Inclusion’s mission must also be our own: “to promote and protect the interests of children who learn in different ways or at different rates.” This is our moral obligation to Mauricio and all of the students, families, and communities we have the privilege of working with at our schools.

Uma Obrigação Moral

Foi um daqueles e-mails que chamam a sua atenção. Mauricio, estudante de uma escola brasileira, quinze anos de idade, enviou um comunicado elegante sobre como ele aprendeu inglês sozinho para que pudesse realizar seu sonho de ir para uma universidade nos Estados Unidos. Maurício estudou nosso website e como ele acreditava que os nossos valores se alinhavam aos dele, ele estava determinado a se juntar à nossa comunidade. O que eu não sabia na época é que Maurício iria mudar para sempre as perspectivas de aprendizado da nossa comunidade e o entendimento do mundo ao nosso redor.

A solicitação de matrícula do Maurício para o ensino médio foi a primeira que recebemos de um aluno cego. Apesar do Maurício não parecer preocupado com o fato de ser cego, uma característica do seu espírito indomável que eu aprendi a admirar e apreciar, nosso corpo docente levantou muitas questões e preocupações válidas.

A possibilidade da matrícula do Maurício foi moldada e guiada pela missão e uma série de valores que destacaram a diversidade e os diferentes estilos de aprendizagem, como valores essenciais. Através do diálogo, aprendizagem e compreensão, o corpo docente do ensino médio se comprometeu em aceitar o Maurício e dar a ele o melhor programa educacional, dentro das nossas capacidades. Maurício também nos apoiou neste processo de aprendizagem, sempre rápido em nos lembrar de que não deveríamos pensar nele como uma pessoa cega, mas sim como uma pessoa que ficou cega.

Durante uma das nossas reuniões de admissão, eu o convidei à minha sala e disse: “É ótimo ver você…”, e parei ao perceber a insensibilidade das minhas palavras. Maurício sorriu calorosamente e respondeu de uma forma que mostrou a sua maturidade, apesar da idade: “Também é muito bom vê-lo”. Embora, aparentemente, fosse uma pequena lição, também foi um momento emblemático no nosso crescimento de forma coletiva. Eu, de forma humilde, disse ao Maurício que a probabilidade de aprendermos muito mais com ele era bem maior do que a dele de aprender conosco. E isso aconteceu de fato. Quatro anos depois, Maurício se formou na Graded, escola onde eu trabalhei antes, e realizou o seu sonho de estudar e se formar em uma universidade dos Estados Unidos. Foi nessa época que tivemos a oportunidade de crescer como profissionais e como comunidade.

Durante a época que o Maurício foi aluno da Graded, nós tivemos a honra de receber duas pessoas muito especiais, Bill e Ochan Powell, que transmitiram um espírito de promessa e uma capacidade única de incutir um compromisso intrínseco de sermos as melhores pessoas e profissionais possíveis. Após suas reuniões eles agendaram um horário para entrevistar o Maurício, como parte do trabalho associado com escolas inclusivas. Lembro-me claramente como o nosso corpo docente e eu estávamos cheios de orgulho e propósito quando Bill e Ochan destacaram e parabenizaram o nosso time pelo o trabalho feito com o Maurício e o seu esforço para garantir que a Graded estivesse oferecendo um programa de aprendizagem inclusiva altamente funcional.

Os dois vídeos abaixo mostram o trabalho de Bill e Ochan com o Maurício.

Entrevista com Bill e Ochan

Aprendendo na sala de Ciências

Os vídeos destacam os talentos e a preocupação de Bill com os outros e, consequentemente, foi uma das maiores razões pela onda de sentimentos de tristeza, amor e admiração do mundo todo sobre a trágica notícia da passagem repentina de Bill Powell. Bill era um indivíduo notável e sua impressionante capacidade profissional foi complementada com um grande e caloroso coração, além de uma natureza protetora.

Uma recente troca de emails com Maurício destacou a diferença que a visão e o compromisso inabalável de Bill com a aprendizagem e inclusão pode fazer na vida de um aluno.

Abaixo, segue uma parte da conversa do Maurício comigo essa semana:

Nem preciso dizer que se não fosse pela minha inclusão na Graded e antes disso, eu não estaria onde eu estou hoje. Eu tenho trabalhado em empresas reconhecidas internacionalmente, frequentei grandes instituições de ensino estrangeiras, aprendi a importância da adaptação e persistência e, mostrei aos outros que a cegueira não define a capacidade dos outros.

Tudo começou com a educação – uma educação que foi inclusiva, apoiada e rigorosa. Tudo começou com os professores e administradores que acreditaram no meu potencial e exigiram de mim o mesmo que era exigido de qualquer outro aluno. Se você recebe educação, você ainda enfrenta desafios, com a diferença de que sem ela não temos solução para os nossos desafios. Pessoas cegas devem ser capazes de fazer qualquer escolha que desejam para o seu futuro, com a cegueira sendo apenas uma circunstância e uma característica física. Assim como os jogos olímpicos estão acontecendo no Brasil, as paraolimpíadas também irão. Nós aplicamos o máximo possível a inspiração e os valores de todos os atletas em nossas vidas, para que possamos continuar a lutar por oportunidades para todos.

A mensagem de seis anos atrás, ainda é: as pessoas devem fazer perguntas, de modo que suas dúvidas possam ser respondidas. Por outro lado, as pessoas com deficiência devem acreditar em si, esforçar-se para dar o seu melhor e não para o que parece confortável, e nunca se colocar para baixo por expectativas dos outros. Os outros podem não saber o nosso potencial, mas eu acredito que a maioria das pessoas serão nossas aliadas, se nós as ajudarmos a nos ajudarem. E as escolas não podem fazer isso sozinhas – as famílias devem compreender que a deficiência não deve definir onde se quer ir.

~ Maurício

Eu estou profundamente agradecido ao Maurício, ao Bill e Ochan Powell pela diferença real que eles têm feito nas nossas vidas. Olhando para o futuro, esperamos honrar as contribuições significativas do Bill na área da educação e sua dedicação para com a vida de terceiros, assegurando um compromisso coletivo com a promoção da sua visão sobre escolas inclusivas, onde a diversidade, a diferença e todos os estilos de aprendizagem são avaliados dentro do contexto de uma pluralidade de pensamento e perspectivas. A missão do Next Frontier Inclusion, também deve ser a nossa: “promover e proteger o interesse de crianças que aprendem de formas diferentes ou em ritmos diferentes.” Essa é a nossa obrigação moral com o Maurício e com todos os alunos, famílias e comunidades que temos o privilégio de trabalhar em nossas escolas.

Featured image: cc licensed (CC BY-NC 2.0) flickr photo by lee: like a record…   https://www.flickr.com/photos/leecullivan/240389468/

Envisioning a True Leader

Kristie Da-Ngoc Nguyen, a friend and former colleague at the American School of Brasilia, published her deeply profound and moving personal story in the most recent edition of The International Educator (TIE) newspaper.  Kristie’s article is shared below, with permission.

Envisioning a True Leader

By Kristie Da-Ngoc Nguyen
01/13/2016

“Together we inspire a love of learning, empowering all students with the courage, confidence, creativity, and compassion to make their unique contribution in a diverse and dynamic world.”

 On our welcome back to school day,  our head of school, Mr. Andrew Hoover and our school board chairperson, Ms. Gayathri Sriram, asked us to reflect on how we can use the 4 Cs of our school’s mission—Courage, Confidence, Creativity, and Compassion—to inspire our students. Ms. Sriram also shared with us a story about India’s beloved former president, APJ Abdul Kalam, who had passed away in the previous week.

Twenty years ago, Ms. Sriram had the opportunity to be in the audience at one of the Former President’s talks. He asked all those in the audience to close their eyes and envision a great leader. Our school board chairperson repeated this challenge, asking all of us to do the same,  calling up the image of someone who had inspired us. A vision of my father, Binh Van Nguyen, in his crisp white shirt and tie appeared in my mind. A man who embodied courage, confidence, creativity, and compassion. A man who has been a force throughout my life. A man who made me who I am today. Here is the story of my father.

In 1975, after the Fall of Saigon, my father was arrested and put in a re-education camp. His crime was working for the former government’s telecommunication office. Fortunately for us, my maternal grandfather had some connections from his resistance days fighting against the French regime. With what money he could gather, he paid a bribe to free my father from his incarceration. With a mark on his file, my father was unable to find a job. My grandfather gave my dad a job on his fishing boat. Though he had never done a day of hard labor in his life, my father happily accepted it.

Without any complaints, he embraced his new life as a fisherman. He learned as much as he could about the work and always found joy in everything. Every time he came home from a fishing trip, he taught my siblings and me the names of all the new sea creatures he had harvested. We learned which ones to stay away from and which tasted good. He made it so fun that we always looked forward to his return home.

By 1978, life had become unstable in Vietnam and my parents did not know what kind of future we would have there. They ultimately decided our family should flee the country. For their children’s future, my parents would say goodbye to everything and everyone in Vietnam and bring us to a new land of hope.

The plan to escape was simple: my father would go on one of his fishing trips and pass the checkpoint, then wait for us on shore. We would take a smaller boat through the jungle to get out to the coast without going through the checkpoint. A few mementos were packed and hidden on the boat. Everyone was set and ready to leave the country.

As dusk arrived, we boarded the small boat to head through the winding, narrow river in the dense jungle. We prayed that we wouldn’t get caught. Our hearts were thumping in our chests as we paddled further and further away from our home. We met with a few mishaps—the boat got stuck in the mud, and we met a few people that wanted to know where we were going—but we managed to reach the coast. The sea breeze blew away some of our worries as our destination came into view. A light flashed from afar, a signal from the boat that would carry us away. Unfortunately, the wind blew harder and harder, and the rain began to pour down on us.

Then suddenly, a dreadful storm came up and capsized our boat. We were thrown into the water, fighting for our lives. After what seemed like an eternity struggling against the relentless storm and the merciless waves, we were rescued by another fishing boat. Soon, we discovered that my mother, my five-year–old sister, and about seven other members were missing. A few people jumped in the water to search for them, but found no one. We were urged by the kind fisherman that rescued us to go, because they didn’t want to get caught.

When we arrived at my father’s boat he was informed of the news. My father broke down and cried. He wanted to go back and find my mother and sister, but time wasn’t on our side. Other members of the group pleaded that we had to leave immediately, before the authorities discovered our escape. They begged him to think about his other children: if we were caught, our future would forever be sealed. For his four other children’s future, my father sadly steered the boat to freedom. It must have been one of the hardest decisions he had to make in his life.

We arrived in Malaysia and were taken to a refugee camp in Kota Bharu. Life was hard, but it was not too bad. We were given sardines, eggs, and rice to eat. We didn’t have much, but we had each other. After five months in the refugee camp, we were sent to Des Moines, Iowa with some second-hand clothes and an album of valuable pictures in a rice sack. After a few months on welfare, and a few English lessons, my father went out to look for a job. He found a work as a custodian in a hospital. A man with a college degree, used to wearing a tie to work, now had to clean the floor and toilets. But he proudly went to work every day, and continued to go to school at night.

Wonderful dad that he was, he didn’t grumble when he came home at the end of a hard day. He always brought little treats from the hospital for us: discarded magazines and uneaten packages of jam or Jell-o were presents we always looked forward to. After eating a quick dinner, he would load the four of us and some of his classmates into his used station wagon to go to his night school. While he was in class, my siblings and I entertained each other by running down the hallways and peeking into other classrooms. It sure beat doing homework at night. After a few years of working and going to school, my dad earned an Associate degree from the community college. He quit his job as a custodian and found a better one working in the printing department of a newspaper. He died a few years later of a brain tumor, but not before seeing all of his children as college graduates working happily in their chosen fields.

This is a story about my father, a man who embodied courage, confidence, compassion, and creativity. A man who, despite starting his life in America with nothing but an empty hand, was able to bring up four wonderful children all by himself.

My wish for all us as educators is that many years from now, when kids close their eyes and think of who inspired them as a leader,  that each of our images will come to the mind of at least one child.

Kristie Da-Ngoc Nguyen is a third-grade teacher at the American International School Chennai.

One Resolution at a Time

The start of a new year also brings with it a deluge of advice and commitments to guide our resolutions. Mick Walsh, author and coach, believes that most new year resolutions are not fulfilled because they are too short-term in nature (i.e. knee-jerk remedies) and more focused on meeting the expectations of others rather than our own dreams.

To realize higher degrees of fulfillment, self actualization, and happiness, it can be argued that resolutions should be based only on long-term, life pattern behaviors. Walsh refers to a publication by Regina Brett, a journalist who celebrated her first fifty years of life by publishing an article listing the fifty lessons life taught her.  The following sample statements from Brett’s article speak to the ideals associated with resolutions that could serve to frame our long-term, life pattern behaviors.

  • Life isn’t fair, but it’s still good.
  • When in doubt, just take the next small step.
  • Life is too short to waste time hating anyone.
  • You don’t have to win every argument. Agree to disagree.
  • Cry with someone. It’s more healing than crying alone.
  • When it comes to chocolate, resistance is futile.
  • Make peace with your past so it won’t screw up the present.
  • It’s OK to let your children see you cry.
  • Don’t compare your life to others. You have no idea what their journey is all about.
  • Take a deep breath. It calms the mind.
  • Get rid of anything that isn’t useful, beautiful or joyful.
  • It’s never too late to have a happy childhood. But the second one is up to you and no one else.
  • When it comes to going after what you love in life, don’t take no for an answer.
  • Burn the candles, use the nice sheets, wear the fancy lingerie. Don’t save it for a special occasion. Today is special.
  • No one is in charge of your happiness but you.
  • Frame every so-called disaster with these words ‘In five years, will this matter?’
  • Forgive everyone everything.
  • Time heals almost everything. Give time time.
  • However good or bad a situation is, it will change.
  • Don’t take yourself so seriously. No one else does.
  • Your children get only one childhood.
  • All that truly matters in the end is that you loved.
  • Get outside every day. Miracles are waiting everywhere.
  • If we all threw our problems in a pile and saw everyone else’s, we’d grab ours back.
  • No matter how you feel, get up, dress up and show up.
  • Life isn’t tied with a bow, but it’s still a gift.

So how does this connect to the start of a new school semester? One of the many facets that I appreciate about our profession is the opportunity to begin each semester afresh as part of a continuous cycle of renewal. The new relationships, new challenges, and new learning and growth opportunities offered during the school year bring us another step forward towards the self-actualization aspirations we set for ourselves, both as individuals and as an institution.  The ongoing processes of setting goals and establishing resolutions, particularly those that are long-term life pattern behaviors that further our own and collective self-actualization and happiness, are directly linked to the ideals expressed through EAB’s mission: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Jack Layton’s words further articulate these thoughts and our work as educators:

“My friends, love is better than anger.  Hope is better than fear.  Optimism is better than despair.  So let us be loving, hopeful, and optimistic.  And we’ll change the world.”

So, let us work to change the world through education, one resolution at a time.

 

Uma Resolução de Cada Vez

O início de um novo ano traz também uma enxurrada de conselhos e compromissos para orientar nossas resoluções. Mick Walsh, autor e instrutor, acredita que a maioria das resoluções de ano novo não são realizadas porque são de natureza transitória (ou seja, soluções apressadas) e com foco em atender as expectativas dos outros, em vez de cuidar dos nossos próprios sonhos.

Para alcançarmos um grau de satisfação maior, felicidade e termos consciência do nosso potencial, podemos afirmar que as resoluções devem ser baseadas apenas em longo prazo, nos comportamentos padrões de vida. Walsh fala de uma publicação de Regina Brett, uma jornalista que comemorou seus primeiros cinquenta anos de vida publicando um artigo com 50 lições que a vida lhe ensinou. Os exemplos seguintes do artigo de Brett falam dos ideais associados às resoluções que podem servir para estruturar o nosso padrão de comportamento a longo prazo.

  • A vida não é justa, mas ainda é boa.
  • Quando estiver em dúvida, dê somente o próximo passo, pequeno.
  • A vida é muito curta para desperdiçá-la odiando alguém.
  • Você não tem que ganhar todas as vezes. Concorde em discordar.
  • Chore com alguém. Cura melhor do que chorar sozinho
  • Quanto a chocolate, é inútil resistir.
  • Faça as pazes com seu passado, assim ele não atrapalha o presente.
  • Não há problemas em deixar suas crianças verem que você chora.
  • Não compare sua vida com a dos outros. Você não tem ideia do que é a jornada deles.
  • Respire fundo. Isso acalma a mente.
  • Livre-se de qualquer coisa que não seja útil, bonito ou alegre.
  • Nunca é muito tarde para ter uma infância feliz. Mas a segunda vez é por sua conta e ninguém mais.
  • Quando se trata do que você ama na vida, não aceite um não como resposta.
  • Acenda as velas, use os lençóis bonitos, use a sua roupa íntima chique. Não guarde isto para uma ocasião especial. Hoje é o dia especial.
  • Ninguém é o responsável pela sua felicidade a não ser você.
  • Enquadre todos os assim chamados “desastres” com estas palavras ‘Em cinco anos, isto importará?’
  • Perdoe tudo de todos.
  • O tempo cura quase tudo. Dê tempo ao tempo.
  • Não importa quão boa ou ruim é uma situação, ela mudará.
  • Não se leve muito a sério. Ninguém faz isso.
  • Suas crianças têm apenas uma infância. Torne-a memorável.
  • Saia de casa todos os dias. Os milagres estão esperando em todos os lugares.
  • Se todos nós colocássemos nossos problemas juntos em uma pilha e olhássemos os dos outros, nós pegaríamos os nossos de volta.
  • Não importa como você se sente, levante-se, vista-se e apareça.
  • A vida não está amarrada com um laço, mas ainda é um presente.

Então, como isso se conecta ao início de um novo semestre letivo? Uma das muitas facetas que eu aprecio sobre a nossa profissão é a oportunidade de começar de novo a cada semestre, como parte de um ciclo contínuo de renovação. As novas relações, novos desafios e novas oportunidades de aprendizado e crescimento oferecidas durante o ano letivo nos colocam um passo a frente nas aspirações de crescimento que estabelecemos para nós mesmos, como indivíduos e como instituição. Os processos de estabelecer metas e resoluções, particularmente as que são modelos de comportamento em longo prazo, que estimulam a nossa felicidade e consciência do nosso potencial e do todo, estão diretamente ligados aos ideais expressados através da missão da EAB: Aprendizes inspirando aprendizes a serem inquisitivos na vida, firmes em seu caráter e com uma visão audaciosa.

As palavras de Jack Layton estimulam a articulação desses pensamentos e o nosso trabalho como educadores:

“Meus amigos, o amor é melhor do que a raiva. A esperança é melhor do que o medo. O otimismo é melhor do que desespero. Por isso, vamos ser amorosos, esperançosos e otimistas e, assim, vamos mudar o mundo”.

Então, vamos trabalhar para mudar o mundo por meio da educação, uma resolução de cada vez.

 

Featured image: cc licensed (CC BY-NC-ND 2.0) flickr photo by Toni Verdú Carbó:The Passage of Time; https://www.flickr.com/photos/tonivc/2283676770/

A Better Tomorrow

 

Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. ~ Martin Luther King, Jr.

International news reports in recent weeks and months have been filled with disturbing reports of terror attacks, refugee migration, acts of aggression, and indescribable loss and suffering. Our hearts go out to everyone who has been affected by these horrific acts and circumstances.

As we are reminded daily of the conflict, hate, and desperation that can exist in the world, we are compelled to reflect on the role international schools play, especially with a focus on the education of future generations.

There are clearly no simple answers to what seem to be infinitely complex global challenges. While it is not the explicit mission of schools to solve these problems, it is the responsibility of schools to work in partnership with families to prepare students with the necessary skills and dispositions to make a positive difference in our communities and the lives of others. Taking this belief a step further, there is a moral imperative for international schools to lead by example and provide students with opportunities to learn how to lead and solve complex problems. We know there is no quick fix to our problems and that solutions of a profound nature will require a long-term strategy guided by a strong moral compass. It is hoped that schools can contribute in meaningful ways to this strategy through relevant and profound learning opportunities.

EAB Mission Statement: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

The Model United Nations (MUN) program is one example of how schools support students towards realizing these ideals. Last weekend, EAB hosted the first ever Brasilia MUN conference with 150 students in attendance. In modeling similar issues faced by the United Nations, students are responsible for proposing and negotiating solutions to some of the world’s most challenging problems. The performance of the students was impressive, not only based on their knowledge of world affairs, but also based on their ability to effectively negotiate effective, creative, and innovative solutions. The following video and photo links highlight some of the extraordinary work of our students: Video, Photos, Website.

EAB Vision Statement: To positively impact the world through excellence in academics, activities, arts, leadership, and service.

EAB’s mission and vision statements provide our community with an important framework in terms of the ongoing development of our educational program. To be “inquisitive in life” emphasizes the focus on learning about the world around us, which includes developing high degrees of empathy and understanding about what is both familiar and different. To be “principled in character” challenges us to by guided by a moral direction. To be “bold in vision” is to commit to making a positive difference in our community and the lives of others.

In a letter reflecting on the Paris attacks, Kevin Ruth, the Executive Director of ECIS, underscored one of the key roles of international schools, which also corresponds to the essence of EAB’s “bold in vision” ideal:

“An absolute cornerstone of any school that calls itself an international school should be the social impact that that school can effect, beginning in its immediate surroundings, yet going beyond, to create positive impact in our world. At times like these, we must go beyond our curricula, beyond our politicking, beyond our first world complaints, and seek to create positive impact in our world as deeply and intentionally as we can.”

Through an educational program that includes experiential learning opportunities such as MUN, it is one of EAB’s fundamental goals to “seek to create positive impact in our world” based on a whole child, community-based educational approach. It is with this vision and commitment that we look to the future with optimism and a belief in a better tomorrow for all.

A escuridão não pode expulsar a escuridão; apenas a luz pode fazer isso. O ódio não pode expulsar ódio; só o amor pode fazer isso. ~ Martin Luther King, Jr.

As notícias internacionais nas últimas semanas e meses foram preenchidas com relatos perturbadores de ataques terroristas, a migração de refugiados, atos de agressão, perdas e sofrimentos indescritíveis. Nossos corações estão com todos aqueles que foram afetados por esses atos e circunstâncias.

Ao sermos lembrados diariamente dos conflitos, ódio e desespero que podem existir no mundo, somos obrigados a refletir sobre o papel que as escolas internacionais desempenham, especialmente sobre a educação das gerações futuras.

Evidentemente, não há respostas simples para o que parecem ser os mais complexos desafios globais. Mesmo a solução desses problemas não sendo a missão explicita das escolas, é nossa responsabilidade trabalhar em parceria com as famílias, para prepararmos os alunos com as habilidades e disposições necessárias para fazerem uma diferença positiva na nossa comunidade e na vida dos demais. Ao levarmos esse pensamento à diante, existe uma exigência moral das escolas internacionais para darem o exemplo e proporcionarem aos alunos, oportunidades para aprender a liderar e resolver problemas complexos. Sabemos que não existe uma solução rápida para os nossos problemas e que as soluções de uma natureza profunda requer uma estratégia em longo prazo, guiada por um forte compasso moral. Esperamos que as escolas possam contribuir de uma forma significativa para essa estratégia, através de oportunidades de ensino profundas e relevantes.

Missão da EAB: Aprendizes inspirando aprendizes a serem questionadores na vida, firmes em seu caráter e com uma visão audaciosa.

O programa do Model United Nations (MUN) é um exemplo de como as escolas podem apoiar os alunos para realizarem esses ideais. No último final de semana, a EAB sediou o primeiro evento do MUN em Brasília, com a participação de 150 alunos. Usando como modelo os problemas enfrentados pelas Nações Unidas, os alunos são responsáveis por propor e negociar soluções para alguns dos problemas mais desafiadores do mundo. O desempenho dos alunos foi impressionante, não apenas com base no seu conhecimento sobre os assuntos mundiais, mas também em sua capacidade de negociar soluções de forma eficaz, criativa e inovadora. O vídeo a seguir e o link das fotos destaca alguns dos trabalhos extraordinários dos nossos alunos: Video, Photos, Website.

Visão da EAB: Impactar o mundo de forma positiva, através da excelência acadêmica, atividades, artes, liderança e serviço.

A Missão e a Visão da EAB fornecem a nossa comunidade uma importante estrutura em termos de desenvolvimento contínuo do nosso programa educacional.  Ser “questionador na vida” enfatiza o foco na aprendizagem sobre o mundo que nos rodeia, o que inclui o desenvolvimento de um alto grau de empatia e compreensão sobre o que é familiar e diferente. Ser “firme no caráter” desafia a nos orientar em uma direção moral. Ter “uma visão audaciosa” significa se comprometer a fazer a diferença positiva na nossa comunidade e na vida dos outros.

Em uma carta que reflete sobre os atentados de Paris, Kevin Ruth, o diretor executivo da ECIS, destacou um dos papéis principais de escolas internacionais, o que também corresponde à essência do ideal da EAB “visão audaciosa”:

“O alicerce de qualquer escola que se diz internacional deveria ser o impacto social que essa escola influencia, começando pelo seu ambiente, mas indo além, criando um impacto positivo no nosso mundo. Em tempos como esse, nós temos que ir além do nosso currículo, além da nossa politicagem, além das nossas primeiras queixas sobre o mundo e procurar criarmos um impacto positivo da forma mais profunda e internacional que pudermos.”

Através de um programa educacional que inclui oportunidades de aprendizagem como o MUN, um dos objetivos fundamentais da EAB é “buscar a criação de um impacto positivo em nosso mundo”, com base na abordagem educacional da criança/comunidade por um todo.  É com essa visão e comprometimento que nós olhamos para o futuro com otimismo e  crença num amanhã melhor para todos nós.

 

 

Bold in Vision

“Use your unique gifts and talents to make a difference in the world.” Lailah Gifty Akita.

After a yearlong review process, involving regular feedback and contributions from parents, students, and teachers through surveys, retreats, and focus group meetings, the American School of Brasilia’s new mission statement was officially introduced at the start of this school year:

 Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

As part of an ongoing analysis of EAB’s new mission statement, this week’s post looks at the fourth and final element of the mission: Bold in Vision.

Bold in Vision highlights the aspiration that our students and community members will make a positive difference in our community and the greater world around them. In one sense, Bold in Vision is the outcome that brings the other elements of the mission together towards a higher aim. While it is imperative to support and empower a community of learners to inspire each other and foster a lifelong love for learning (Inquisitive in Life), knowledge and learning can be further enhanced in the context of values systems (Principled in Character). Taking this progression a step further, it seems to be a loss if all of this learning and character development are not applied in some manner to improve, not only ourselves, but our communities and the lives of others.

To further the goal of making a positive difference, the Bold in Vision aspect of the mission also focuses on the strategic approaches to implementing effective change. These strategic changes and the ability to effectively address many of our current challenges will require creative and innovative approaches. To that end, our schools must assume the fundamental responsibility towards ensuring learning environments that support creativity, innovation, empowerment, and engaged learning.

In his book, From Master Teacher to Master Learner, Will Richardson highlights this responsibility of schools, with a particular focus on the role of teachers:

“Our job as educators is to understand deeply what it means to be a modern learner more so than a modern teacher. Our goal should not be to learn new technologies in order to become better teachers in the traditional sense. Our goal is to develop expertise in powerful new technologies to become better learners for ourselves and for our students, who may lack other learning models.”

It is hoped that EAB’s new mission statement embodies the ideals associated with Richardson’s words.

As with any focus on a Bold in Vision statement, technology will play a key role in the future of education. The Organization for Economic Co-operation and Development (OECD) published a report in 2015 entitled, Students, Computers, and Learning: Making the Connection, which frames the role that technology will play in education. Specifically, the report stresses that, “information and communication technology (ICT) has revolutionized virtually every aspect of our life and work. Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social, and cultural life around them.”

The work of teachers is key to leveraging the opportunities associated with ICT. However, the report cautions that, “technology can amplify great teaching but great technology cannot replace poor teaching.” This is an important quote in that it clarifies that technology is not driving our work nor replacing poor teaching but rather providing teachers with an additional, important, and ubiquitous resource to support the learning process.

Finally, when considering our commitment to the Bold in Vision aspect of our mission statement, the OECD report emphasis the role of schools and educators on the future of learning:

“We need to get this right in order to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st-century skills they need to succeed in tomorrow’s world. Technology is the only way to dramatically expand access to knowledge. Why should students be limited to a textbook that was printed two years ago, and maybe designed ten years ago, when they could have access to the world’s best and most up-to-date textbook? Equally important, technology allows teachers and students to access specialized materials well beyond textbooks, in multiple formats, with little time and space constraints.”

Returning to EAB’s new mission statement, the last element of the mission – Bold in Vision – was purposely designed to be less prescriptive and focused as compared to the other elements of the mission. The reason for this design is to frame the American School of Brasilia’s future work in the context of dynamic and changing environments. Bold in Vision is an open-ended premise that challenges us to use our collective learning and development to make a positive difference in the world through personalized, innovative, and creative approaches.

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Previous Posts about Mission Statement:

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Chase Elliott Clark (Binoculars V) https://www.flickr.com/photos/chasblackman/8502151556/

More Than Words

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

A little over a year ago, our community embarked on a journey of reflection and self-examination as we conducted a review of our school’s mission statement and associated core documents. As with most meaningful endeavors, it was recognized at the start that the learning from this process was arguably as important, if not more important, than the final product. To that end, the yearlong review included the involvement of parents, students, and teachers through surveys, focus group discussions, retreats, review committees, and a school improvement team. At the end of this process, the American School of Brasilia’s (EAB) Board of Directors, who were also active participants, were presented with a proposed new mission statement, which was approved. As we look to the current year and years ahead, there is excitement surrounding the opportunity and challenge to make the new mission statement come alive.

Process

To avoid lengthy discussions and potential misunderstands regarding terminology, our School Improvement Team (SIT) agreed to not let the strict definitions and debates associated with the words mission and vision take way from the review process. SIT agreed on a basic definition of mission as “who we are” and vision, with an emphasis on the future, as “where we are going” and, more subtly, “how we will get there”. While not perfect, this was enough to move us forward.

As part of the reflection process, we literally reviewed hundreds of mission statements from schools around the world, fortune 500 companies, and internationally recognized not-for-profit organizations, with the goal of establishing criteria associated with an ideal mission statement structure. This process was helpful and led us to the following criteria:

  1. Accurately reflect our community and school
  2. Be short and concise, such that it could be easily memorized
  3. Avoid lofty language that sounds impressive but has little practicality
  4. Avoid a statement that encompasses everything but says very little
  5. Provide a framework to clarify who we are and what we value
  6. A blend of realism and optimism
  7. Strive for language that is accessible to all student ages in addition to community members whose first language is not English.

It was also agreed that the descriptor statement about the school would be removed from the mission and listed as a separate statement called “Our School”.

Our School: We are a diverse community that provides an English-language based pre-K through Grade 12 education. We are an International Baccalaureate World School with U.S. and Brazilian accreditation.

The remainder of the process focused on identifying and articulating the key components associated with our school’s identity. As those who have participated in similar processes, this is not an easy task but is at the very heart of establishing a new mission statement.

Looking back on the process, a key moment in the discussions occurred during the review of mission statements from other organizations, when someone highlighted the Ritz-Carlton motto: 

We are ladies and gentlemen serving ladies and gentlemen.

This statement is not only elegant in its simplicity and content and easy to remember, but also acts as an effective and inspiring guide for everyone who works at the Ritz-Carlton.

New Mission Statement

There is no doubt that the Ritz-Carlton motto influenced the key aspect of EAB’s new mission statement, which articulates that we are a community of learners, adults and students alike, working together on an educational journey. It is EAB’s conviction that student learning is only maximized when all members of our community are also engaged in the learning process. It is this focus which led to the first words in EAB’s new mission and also serves as the new motto:

Learners inspiring learners

Education has fundamentally changed and continues to change, specifically in terms of who controls the flow of information. It is, therefore, of fundamental importance that schools be designed in an adaptable manner, such that they are positioned to take advantage of the current and future changes associated with learning. It was hoped that the concept of “learners inspiring learners” would capture these concepts in terms of how everyone in our community is always learning, adapting, and growing. Given that the control of information has shifted from teachers to students, we must then expect that parents, teachers, and school communities must also be continuous learners or we risk becoming irrelevant in the learning process.

With the first three words of the new mission statement established, the remaining parts of the mission emerged quickly, with the following result:

PREVIOUS Mission Statement:

The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English- language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

NEW Mission Statement:

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

As stated, “Learners Inspiring Learners” highlights that we are all life long learners, learning together. “Inquisitive in Life” is about a focus on academic learning. However, learning should always take pace within the framework of character, ethics, and acceptable values. It is this belief in a whole child approach to learning that resulted in an emphasis on character: “Principled in Character” is about being a good person and making good decisions. Yet, it can then be argued that we have a moral imperative to use our learning and character to make a positive difference: “Bold in Vision” is focused on channeling our creative and innovative energies towards making a positive difference in the world.

In summary, after a yearlong review process, it is believed that the new mission meets the criteria set at the start of the process. The statement accurately reflects our community’s beliefs, is sufficiently short and concise such that it can be memorized, and avoids lofty language and jargon. It is also believed that the statement further articulates our values within the context of a blend of realism and optimism for the future.

We are excited to officially introduce EAB’s new mission statement. The next step is to ensure that the mission guides everything we do in addition to finding ways to make the mission come alive at our school.

Mais do que palavras

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Há pouco mais de um ano, a nossa comunidade embarcou em uma jornada de reflexão e autoexame ao conduzirmos uma revisão da missão da nossa escola e documentos associados. Como na maioria dos empreendimentos, concluímos desde o início que o aprendizado, resultado desse processo, seria sem dúvida, tão importante ou mais que o produto final. Sendo assim, a revisão ao longo do ano contou com o envolvimento dos pais, alunos e professores, através de pesquisa, discussões em grupo, retiros, comitês e uma equipe de melhoria da escola. Ao final desse processo, os membros do conselho da Escola Americana de Brasília (EAB), que também participaram ativamente do processo, receberam uma proposta para a nova missão, a qual foi aprovada. A olharmos para o ano em curso e os anos à frente, sentimos um enorme entusiasmo em torno da oportunidade e desafio de transformarmos a nova missão em realidade.

Processo

Para evitar longas discussões e potenciais equívocos sobre a terminologia, a nossa equipe de melhoria da escola concordou em não permitir que definições rigorosas e debates relacionados com a palavra missão e visão participassem do processo de revisão. Concordou-se com uma definição básica da missão, “quem somos”, e da visão com ênfase no futuro, “pra onde vamos”, e de forma subjetiva, “como chegaremos lá”.

Como parte do processo de reflexão nós, literalmente, revisamos centenas de missões de escolas ao redor do mundo, de 500 empresas bem sucedidas e organizações sem fins lucrativos, reconhecidas internacionalmente, com objetivo de estabelecer um critério associado a uma estrutura de missão ideal. Esse processo foi muito útil e nos levou aos seguintes critérios:

  • Refletir com precisão a nossa comunidade e escola;
  • Ser breve e concisa, de modo que possa ser memorizada facilmente;
  • Evitar uma linguagem rebuscada e pouco prática;
  • Evitar uma declaração que engloba tudo, mas que diz pouco;
  • Fornecer uma estrutura que diga quem somos e quais são os nossos valores;
  • Uma mistura de realismo e otimismo;
  • Usar uma linguagem que seja acessível para todas as idades, tanto dos alunos como dos membros da comunidade, cuja língua materna não é o Inglês.

Além disso, nós também concordamos que a declaração descritora sobre a escola seria removida da nossa missão e usada como uma declaração a parte, chamada: “Our School”:

Our School:    We are a diverse community that provides an English-language based pre-K through Grade 12 education. We are an International Baccalaureate World School with U.S. and Brazilian accreditation.

O restante do processo teve como foco identificar e articular os principais componentes associados com a identidade da nossa escola. Para os que participaram em processos similares, esta não é uma tarefa fácil, mas é o cerne da criação de uma nova missão.

Voltando ao processo de criação, um dos momentos chave nas discussões ocorridas durante a revisão da missão de outras empresas, foi quando alguém destacou o lema do Ritz-Carlton (http://www.ritzcarlton.com/en/Corporate/GoldStandards/Default.htm):

Nós somos senhores e senhoras servindo senhores e senhoras.

Esta afirmação, além de ser elegante em sua simplicidade e conteúdo, também é fácil de ser lembrada e atua como um guia eficaz e inspirador para todos que trabalham no Ritz-Carlton.

Nova Declaração de Missão

Não há dúvidas de que o lema do Ritz-Carlton influenciou o aspecto fundamental da nova missão da EAB, que expressa que somos uma comunidade de aprendizes, alunos e adultos, trabalhando em conjunto durante essa jornada educacional. A EAB está convicta que o aprendizado do aluno só é maximizado quando todos os membros da nossa comunidade estão envolvidos no processo de aprendizagem. Esse é o foco que levou as primeiras palavras da nova missão da EAB, e também serve como novo lema:

Learners inspiring learners

A educação mudou fundamentalmente e, continua a mudar, especialmente em termos de quem controla o fluxo de informações. Portanto, é fundamental que as escolas sejam projetadas de forma flexível, de modo que estejam posicionadas para tirar vantagens das mudanças ligadas a aprendizagem, atuais e futuras. Criou-se uma expectativa de que o conceito de “learners inspiring learners” iria capturar essas idéias, já que todos na nossa comunidade estão em constante aprendizado, adaptação e crescimento. Tendo em vista de que o controle das informações passou dos professores para os alunos, nós devemos esperar que os pais, professores e a comunidade da escola sejam aprendizes contínuos, ou corremos o risco de nos tornarmos irrelevantes no processo de aprendizagem.

Com as três primeiras palavras da nova missão estabelecidas, o restante da missão saiu rapidamente com o seguinte resultado:

Missão Antiga:

The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English- language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

 Nova Missão:

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

 Conforme declarado, “Learners inspiring learners”, destaca que nós somos aprendizes ao longo da vida, aprendendo juntos. “Inquisitive in life” está relacionado ao foco no aprendizado acadêmico. No entanto, a aprendizagem deve sempre ter lugar no âmbito do caráter, ética e valores aceitáveis. É através da crença na abordagem do aprendizado da criança como um todo, que resultou em ênfase ao caráter. “Principled in Character” trata-se sobre ser uma boa pessoa e em tomar boas decisões. Além disso, podemos argumentar que temos uma moral imperativa para usarmos o nosso aprendizado e caráter com o intuito de fazermos uma diferença positiva: “Bold in Vision” foca em canalizar a nossa criatividade e a nossa energia inovadora para fazer uma diferença positiva no mundo.

Resumindo, após um longo ano em um processo de revisão, acredita-se que a nova missão atende ao critério estabelecido no início do processo. A declaração reflete com precisão as crenças da nossa comunidade, é curta e concisa, tanto que pode ser memorizada e evita uma linguagem rebuscada ou gírias. Acredita-se também, que a declaração articula ainda mais os nossos valores dentro do contexto de uma mistura de realismo e otimismo para o futuro.

Estamos muito animados para apresentar oficialmente a nova missão da EAB. O próximo passo é garantir que a missão irá guiar tudo o que fizermos além de encontrar formas para trazermos a missão à vida na nossa escola.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Muha... https://www.flickr.com/photos/alpstedt/13339786034

Innovation and Creativity

I am writing this week’s article from 44G, my assigned seat on the plane returning me to Brasilia. It has been nearly two weeks since I departed from Brazil to attend a series of international teacher recruitment fairs, planning meetings, conferences, professional development workshops, and school visits. As with any professional trip of this nature, the challenge with the follow-up is to determine how best to consolidate and apply the essential outcomes within the context of our school’s ongoing growth and development strategies. To that end, the concepts of creativity and innovation, among several other resulting focus areas, emerged as one of the dominant themes of this trip.

During a retreat hosted by the Academy for International School Heads, the school directors in attendance agreed to the American School of Bombay’s (ASB) proposed working definition for the word innovation:

Innovation: an idea, practice, or object perceived as new by an individual, team, organization, or community.

Equipped with this definition, the directors were then asked by Craig Johnson, ASB’s Director, to rank the following industries from the most innovative and relevant to the least:

Agriculture, Communications, Education, Entertainment, Medicine, and Military.

While a debate about the ranking order ensued, there was a general consensus that education was the least innovative among this list of industries. While the reasons for this are varied and complex, it is clear that inhibitors to innovation in education can be attributed to two key areas: (i) the challenge of teaching in a manner that is different from how teachers were taught; (ii) overcoming the adult expectation for children to learn in a manner that is similar to how these same adults learned as students.

David Burkus’ book, The Myths of Creativity, presents the metaphor of a mousetrap, which may be used to better understand the challenge of innovation in schools. While the catchphrase, “If you build a better mousetrap, the world will beat a path to your door,” may be widely believed as a fact, is not necessarily true. Our initial reaction to an innovative idea is usually to reject or ignore the idea. Burkus emphasizes, “Creative ideas, by their very nature, invite judgment. People need to know if the value promised by the new idea is worth the abandonment of the old.”
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Since the original and current version of the spring-loaded mousetrap was patented in 1899, over forty-four hundred new versions of a mousetrap have been patented, with several identified as more effective than the original. Yet, it is the original model that continues to be the most popular. Why? Burkus highlights several other examples of resistance to key innovative ideas, such as Kodak’s rejection of their own digital camera invention in 1975, as Kodak did not believe people would prefer digital to film pictures. Sony, in contrast, is now a digital photography industry leader, and has been a key benefactor of Kodak’s inability to embrace its own innovation.

According to Burkus, our natural tendency is to inherently reject innovation, resist change, and act with bias against new ideas, the later of which has been established through validated psychological research. Based on these arguments and the deep, personal nature of education, it is easy to see why education is ranked as one of the least innovative industries. So, how do we move forward in the face of these challenges? Burkus again provides us with helpful advice:

“It’s not enough to merely generate great ideas. Though we live in a world of complex challenges and our organizations need innovative solutions, we also live in a world biased against creative ideas. It’s not enough for an organization to have creative people; it has to develop a culture that doesn’t reject great ideas. It’s not enough for people to learn how to be more creative; they also need to be persistent through the rejection they might face.”

I am not alone in my belief that education is currently undergoing a transformative change process representative of an inflection point in the history of educational reform. While we can speculate, no one can be certain about where this change process will eventually lead us. Only time will determine which of the current innovations in the world of education will prove to be highly effective and become standard practice. EAB is no exception to facing this challenge. However, there are innovative approaches, such as EAB’s new assessment policy, the focus on collaborative learning and associated learning spaces, like the iCommons, that educational research has established and validated as best practices.

Like other industries, education will continue to face challenges associated with establishing and embracing an effective culture of creativity and innovation. Based on Burkus’ work, it is probable that several key innovations, which would likely lead to significant improvements in education, may not come to fruition in the near future. However, we also know that some innovative ideas will be accepted and will soon be recognized as standard practice. By way of example, it is predicted that, in the near future, the pervasive use of technology in learning environments will be second nature, rather than new and innovative.

As I submit this note for publication from seat 44G, I can’t help but reflect on Burkus’ theories about our inherent nature to reject innovation in the context of my current travels. How outlandish it must have seemed when someone first proposed the idea of passengers sending email messages from their airplane seats while jetting across the sky.

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Reference: Burkus, D. (2013). The Myths of Creativity: The Truth About How Innovative Companies and People Generate Great Ideas. John Wiley & Sons.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Morten F
Flying from Copenhagen to Oslo https://www.flickr.com/photos/glimt1916/15506061634

Mission-Driven Learning

“Those who have a ‘why’ to live, can bear with almost any ‘how’.”
~ Friedrich Nietzsche.

The ‘why’ highlighted by Nietzsche is equated, in schools, to foundational documents, such as mission statements. These essential documents act as guiding principles for all facets of education, ranging from day-to-day instructional approaches, to business office and human resource decisions, to the building of new facilities, to educational program implementation, to co-curricular and extracurricular activities, and to long-term, strategic planning.

By way of example, I had the privilege of receiving an invitation to work with our Grade 3 classes on the development of a class mission statement. Once my introduction was completed, the outstanding Grade 3 teaching team led the students through a process to create a unique mission statement for their class. Through an effective and collaborative process, the students worked diligently to arrive at a consensus, which resulted in the following mission statement:

In third grade, it is our mission to explore new things, to make new friends, and improve ourselves so that we can solve problems and become responsible citizens of the world.

This statement will guide the learning and development of all Grade 3 students throughout the remainder of the year. Furthermore, it is no coincidence that the student mission statement expands on the tenets of our school’s overall mission. By design, everything at the American School of Brasilia (EAB) is framed and guided by the school’s key foundational documents.

EAB’s ability to provide our students with the best holistic education possible will be achieved through a partnership between students, parents, and the school, towards the realization of the ideals presented in the mission, vision, core values, and motto.

IMG_1815
EAB’s Foundational Documents

MISSION
The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

VISION
At the American School of Brasilia, each student pursues an excellent academic program in a supportive and nurturing learning environment, whose rigor and relevance is evident through the five pillars of academics, arts, leadership, service learning, and activities. In an EAB education, our students are:
…provided a differentiated education, that optimizes academic potential;
…exposed to the arts, achieving proficiency in at least one area;
…provided the opportunity and support to develop as citizen-leaders;
…engaged in meaningful and sustainable service learning experiences;
…involved in co-curricular activities or sports.

CORE VALUES
Trustworthiness – Respect – Responsibility – Fairness – Caring – Citizenship

MOTTO
Celebrating Diversity and Cultivating Citizenship

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Documentos Chaves

O propósito do Bull-It dessa semana é destacar os documentos chaves da fundação da EAB que incluem declarações da missão e visão da escola, os valores fundamentais e, o nosso lema. Estes documentos essenciais funcionam como princípios orientadores para todas as facetas da EAB, que variam a cada dia, desde as abordagens institucionais, como no escritório de negócios, nas decisões do recursos humanos, com a construção das novas instalações, a implementação de programas educacionais, para as atividades co-curriculares e extracurriculares, e a longo prazo, o planejamento estratégico.
Por exemplo, eu tive o privilégio de receber um convite esta semana para trabalhar com os alunos da 3ª série sobre o desenvolvimento de uma declaração de missão. Uma vez que a minha introdução foi concluída, a excelente equipe de professores da 3ª série levaram os alunos através de um processo de criação a fazer uma declaração de missão única para a sua classe. Através de um processo eficaz e colaborativo, os alunos trabalharam diligentemente para chegarem a um consenso, o que resultou na seguinte declaração de missão:

Na terceira série é a nossa missão é explorar novas coisas, fazer novos amigos e melhorarmos a cada dia para que possamos resolver osproblemas e tornarmos cidadãos do mundo responsáveis.

Esta declaração vai orientar a aprendizagem e desenvolvimento de todos os alunos da 3ª série durante todo o restante do ano. Além disso, não é por acaso que a declaração de missão dos alunos amplia os princípios da missão geral da EAB. Desde a sua concepção, tudo na EAB é moldado e guiado pelos documentos fundamentais da escola.
A capacidade da EAB para oferecer aos nossos alunos a melhor educação holística possível será alcançada através de uma parceria entre os alunos, pais e escola, e através da realização dos ideais apresentados na missão da EAB, visão, valores e o lema.

MISSÃO
A Escola Americana de Brasília atua nas comunidades internacional e brasileira, transmitindo uma educação credenciada pelos dois sistemas de ensino, o americano e o brasileiro, atendendo da Eduacação Infantil ao Ensino Médio. Além disso, oferece o International Baccalaureate – IB, expandindo uma atmosfera culturalmente diversa. Nosso sistema educacional, transmitido em língua inglesa, visa desenvolver as habilidades dos alunos como um todo, objetivando alcançar seu potencial. Por meio de experiências de aprendizagens diferenciadas e inovadoras, formamos cidadãos responsáveis e solidários, líderes ativos e defensores do meio ambiente, buscando atingir uma sólida base de excelência acadêmica.

VISÃO
Na Escola Americana de Brasília, cada aluno almeja um programa acadêmico de excelência, em um ambiente de aprendizado acolhedor e solidário, cuja seriedade e relevância se sustentam nos cinco pilares: formação acadêmica, artes, liderança, serviço comunitário e atividades esportivas e extracurriculares.
Na educação da EAB, os alunos:
• recebem uma educação diferenciada, que otimiza o potencial acadêmico;
• são incentivados às artes, atingindo proficiência em pelo ao menos uma área;
• têm oportunidade e apoio para se tornarem cidadãos líderes;
• envolvem-se em experiências significativas, sustentáveis e comunitárias;
• participam de atividades esportivas e co-curriculares.

VALORES ESSENCIAIS
Confiabilidade – Respeito – Responsabilidade – Senso de Justiça – Solidariedade – Cidadania

LEMA
Celebrando a Diversidade e Cultivando a Cidadania
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Photo Credits: Caira Franklin and Matt Hajdun, Grade 3 Teachers at the American School of Brasilia