Reflecting on the state of world affairs and the challenges we have been facing, from a worldwide pandemic to historical political events to social injustice, among other critical issues, it would be easy to understand the impulse to have consigned 2020 to the local Ökihof (Swiss recycling centre) for recycling and become a distant memory. However, as difficult as the past year has been, and without diminishing in any way the immeasurable losses experienced by so many of our community members, 2020 has also taught us many lessons and forced us to learn more about ourselves, our work, and our communities. As 2021 is continuing to unfold, and many of the same challenges remain, I am hopeful that the experiences from both 2020 and 2021 to date will serve to provide a constructive and insightful pathway forward for our time ahead.
In J.R.R. Tolkien’s book, The Fellowship of the Ring (a personal favourite), there is a lament from the main character wishing the challenges they were facing did not happen during their time. Gandalf replies, “So do I, and so do all who live to see such times. But that is not for them to decide. All we have to decide is what to do with the time that is given us”.
What our community of international schools has done with this time has led to so many inspiring stories about innovation, reinvention, and the learning of new skills. The importance of community, relationships, health, and well-being, and our ability to be present have all come to the forefront. We have been moved and buoyed by the kindness, compassion, and empathy extended by friends and strangers alike. There is no longer any doubt (if there ever was any) that learning is a social endeavour, and through our need to connect, we are reminded that our diversity and differences are among our greatest strengths.
Perhaps the most enduring response during these challenging times has been the collective bolstering of our international community’s esprit de corps, from which we have emerged more aligned and unified. Borrowing from the wisdom young children often convey to adults, my three-year-old’s recent declaration may best summarise what has buoyed us: “We are better together”. I feel a profound sense of gratitude to be part of our International School of Zug and Luzern (ISZL) community and our larger collection of international schools and organizations as we work through challenges, seek positives, and embrace the new opportunities that have emerged from these difficult times.
These are not pollyannish declarations; the pandemic has reminded us of how central schools can be towards uniting communities, achieving more together, supporting our collective well-being, and realizing our potential. It is also during these times when our schools’ missions are perhaps most relevant. In our context here at ISZL, I am grateful to be serving at a school with a mission in which we are committed to being a “community of learners determined to make the world – or our corner of it – a better, kinder place.” And, similar to schools around the globe, it is this very commitment that leads to the realization of our vision to help every student turn their learning into action, creating opportunities to stretch themselves further and achieve more than they believe possible.
Featured Photo Credit: ISZL Communications Team
Photo Below: Me, a cellphone, and a fortunate moment
Our three-year-old reminding me that we are all “better together”
While the very nature of an international community is one of transience, it is important not to diminish the challenges and opportunities associated with the transitions themselves. As the departure of valued colleagues and dear friends are accompanied by the arrival of new families and the promise of new friendships, we also find ourselves managing pandemic-induced vicissitudes. But, with every challenge, we also seek to learn from our experience and embrace new opportunities.
Could anyone have imagined last semester that campuses around the world would be closed from one day to the next, that over one billion students would spend several months learning from home and connecting with teachers online? As we know, this is exactly what happened. It was remarkable to see how quickly our community transitioned to a new reality and incorporated creative, and, in several cases, better ways of doing things. It was also affirming to witness what can be accomplished when real or perceived barriers are removed.
Our life journeys will include the need to face adversity, when our character and values are tested, when we are transformed for the better. We know that real growth comes from overcoming setbacks and challenges. We tend to learn much more from our failures than our successes. We face our crucibles, learn from those experiences, and emerge transformed in a fundamental way, though transitioning through these stages is not always easy. The author, William Bridges, makes a key distinction between the impact of change and transition on our lives:
“…change is situational. Transition, on the other hand, is psychological. It is not those events, but rather the inner reorientation and self-redefinition that you have to go through in order to incorporate any of those changes into your life. Without a transition, a change is just a rearrangement of the furniture. Unless transition happens, the change won’t work, because it doesn’t ‘take’”.
The pandemic has challenged us in ways we could not have previously imagined. And, while it has not always been easy, our families, teachers, and staff have all inspired and emboldened us. Our students have been heroic throughout this journey, showing us how to flourish with grace, class, and good humour during a time of uncertainty and change.
Looking ahead, we will continue to prepare and plan for a school year using design principles that are adaptable and flexible in nature. We are committed to embracing transitions, learning from our experiences, incorporating new opportunities, and advancing a learning programme designed to help every student turn their learning into action, and stretch themselves further and achieve more than they believe possible [ISZL Vision].
One of the many things I appreciate and admire about Switzerland is the collective commitment to civic responsibility. The pragmatic Swiss approach to the establishment of community norms in combination with both an individual and societal belief in supporting and adhering to these agreements have resulted in a country that runs incredibly well.
ISZL‘s commitment to these ideals was evident during last week’s road safety training. Our Kindergarten students had the opportunity to learn from a local police officer about traffic rules and, more precisely, how to navigate pedestrian crossings. The fact that young children in Switzerland take public transportation and make their way to school unaccompanied by an adult does not happen by accident. The effectiveness with which the local police partner with schools to educate young children about their civic responsibilities is clearly by design.
The police officer who met with our students demonstrated the highest levels of professionalism and impressive pedagogical skills. The traffic safety lesson, conducted in partnership with ISZL’s teachers, involved differentiated and personalised instruction, focused on building relationships, and provided students with an opportunity to develop their German language skills.
The resulting demonstration of learning involved each student individually stopping traffic with a hand wave, looking both ways to ensure their safety, and then crossing the street at the designated crosswalk. Of course, the students were also encouraged to give a wave of thanks as they passed in front of the cars. For those students who were initially reluctant to cross the road, the police officer and teachers gently helped them to develop the understanding, skills, and confidence needed. It was exemplary teaching at every level!
ISZL’s vision is to help every student turn learning into action, creating opportunities for students to stretch themselves further and achieve more than they believe possible. The realisation of this vision will look different at every level of the school. At the Kindergarten level, our students were able to turn their learning into something they may not have thought possible – to cross a busy street alone.
Thank you to ISZL’s teachers and the Zuger Polizei for their important work to ensure our students continue to learn about their civic responsibilities and turn their learning into responsible action.
‘We are all ISZL’ are the words that best capture our recent work in the area of inclusion. For the past year, ISZL staff and representative groups of students and parents have been engaging in professional development sessions, workshops, and discussions focused on inclusion and what we value as a community.
The International Baccalaureate (IB) plays a vital role in supporting this effort. The IB’s mission is “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. As an IB School, ISZL has been embracing inclusion and acceptance of different perspectives and people for years. It is a priority to ensure that every member of our community feels safe and has a sense of belonging. Our commitment towards realising this goal is achieved, in part, through the adoption of the IB’s learning principles and learner profile, in addition to engaging and fostering a welcoming international community. The IB’s mission statement serves as an important additional reference as we further articulate ISZL’s values and beliefs, foundational documents, and associated policies.
In order to further advance awareness associated with inclusion, a group of teachers, leadership team members, and counsellors partnered with Educate and Celebrate, an organisation from the United Kingdom that supports schools as they work to ensure environments that prioritise inclusion. From this partnership, ECCO (Educate and Celebrate Coordinators) was formed to identify and implement 31 action items over the next two years. One of the most critical action items was to update the ISZL Inclusion policy:
ISZL agrees to support, respect and seek inclusion with regards to the safety and care of all community members. This includes but is not limited to: age; disabilities; ethnicity; gender; gender expression; gender identity; health needs; languages spoken; marital status; mental health; national origin; political affiliation; race; religion; sex; sexual orientation, and any additional characteristic protected under Swiss law.
ISZL endeavours to understand and protect the civil and human rights of all individuals within the community, striving to maintain a high level of multicultural awareness and knowledge about all applicable laws and statutes related to non-discrimination and inclusion. This policy relates to all decisions and advocacy regarding staffing, recruitment, student care, suitability of external organisation partnerships, and curriculum. ISZL will review this policy, as well as practices and procedures, periodically.
The policy was then transformed into a poster that shares the essence of the updated inclusion policy and the sentiment that ‘We Are All ISZL’. You can see this poster below.
If you are interested in learning more or getting involved in supporting the work of this group, please contact our Counsellor Stephany Herzog. I look forward to sharing more developments in this important area throughout the coming year.
“We Are ISZL Photo” by ISZL’s fabulous publications and communications team.
The idea that we are “standing on the shoulders of those who came before us” was a prevalent theme at the recent Swiss Group of International Schools (SGIS) annual conference with the publication of Chalk and Cheese: Celebrating 50 Years of SGIS. As I read through the profiles of the 48-member schools, I was struck by the rich history associated with the organisation and extensive contributions to international education.
Among the international schools listed in
the book, nine of the schools have been in existence for more than 100 years.
Three of these schools first opened their doors in the 1880’s: Institute Le
Rosey (1880), Brillantmont International School (1882), Institute Auf Dem
Rosenberg (1889). In total, the 48 SGIS member schools have collectively
contributed over 2,700 years in serving the international school community!
Each school has a unique history. Ecole
d’Humanité was founded by the gifted pedagogue, Paul Geheeb, whose theories and
practice represented the best in the evolution of a liberal and humanising
education, which he conceived in response to contemporary “rote and drill
schools”. The International School of Geneva, founded in part by the
League of Nations, is considered to be the birthplace of the International
Baccalaureate (IB) program.
Fast forward to today, SGIS continues to
bring together the nearly 50 international schools in Switzerland and
neighbouring countries to collectively learn from each school’s history and
development. It is this very diversity in schools that make the present and
future development of international education in Switzerland such a rich,
engaging, and promising endeavour.
One of SGIS’ focus areas is that of
professional growth and the promotion and support associated with professional
development groups. Examples of these collaborative learning groups include
Mental Health Counselling, Science Technicians, Early Learning, Student
Leadership, Diploma Coordinators, College and Guidance Counsellors, IB
Coordinators, and Librarians, among several others.
In addition to supporting student
activities, such as a Leadership and Forensics and Debate events, the SGIS
Sports Committee oversees approximately 150 sports events each year involving
18 different sports. Workshops, clinics, and certification opportunities were
also recently in football, rugby, volleyball, basketball, and track and field.
The International School of Zug and Luzern
(ISZL), where I have the honour to serve as Director, is also an active SGIS
member with its own rich history. ISZL story began in 1961 with the current
school representing the merger in 2008 of three schools: The International School
of Zug, The International School of Luzern, and The Riverside School. After
more than five decades of progress and expansion, we are fortunate to “stand on
the shoulders of those who came before us” as their passion and dedication have
culminated in a special school that emphasises community, relationships, family
partnership, and learning focused on the “whole child”. Today, ISZL is home to more than 1,250
students, age 3-18, representing over 60 nationalities, and more than 330
talented staff members, representing over 35 different nationalities.
Thank you again to the Geoff Tomlinson and Jackie Chan-Kam, the editors of Chalk and Cheese: Celebrating 50 Years of SGIS, for reminding us of the importance of our history. Our gratitude is extended to those before us whose vision, dedication, and hard work have resulted in a collective of successful schools that benefit our students and communities of today.
Featured image: cc licensed (CC BY-NC-ND 2.0) flickr photo by Derek: View from Männlichen station (with 2 flags) https://www.flickr.com/photos/navona-pics/4240553080/
We are reaching the end of another busy and exciting term at ISZL. I find these weeks uplifting as I attend numerous meaningful and special celebrations throughout the school. Just this week, Kindergarten children walked with their families and performed holiday songs at the beautiful Lichterweg in Baar; Grade 4 students participated in the annual Festival of Lights celebrating holiday cultures from around the world; Grade 5 students enjoyed the annual Traditions Lunch hosted by parents; and High School hosted a fun-filled ugly sweater contest and cookie exchange supported by the Student Council and the Parents’ Association.
This time of year also gives me a moment to reflect on what we have accomplished together as a learning community. Personal Development Week still remains a highlight of the term with students engaging in unique global learning experiences and bringing these perspectives back to the classroom. ISZL’s Arts Week was a huge success with students in Grades 3-12 participating in exceptional workshops and performances from our Music Ensembles, Riverside Singers and ISZL Jazz Orchestra. In addition, students led a curated exhibition in the Art Factory and enjoyed a visit from artist Anthony Jegu. And, just last week Middle School students participated in a two-day coding and robotics workshop while others attended a three-day curriculum trip to Chalet Bergheim, our school’s mountain retreat in Wengen. These are just a few examples of the extraordinary educational opportunities that our students experience throughout the year.
In addition, I have been continually impressed with the school’s ability to attract and recruit talented teachers and administrators. High School Principal Eddie Wexler and I attended a Recruiting Conference in Dubai last month and met with hundreds of teachers who were interested in professional opportunities at ISZL. This week, the school is hosting four exceptional Middle School Principal candidates with the hope to make a decision by next week on this leadership position.
ISZL continues to thrive because of the strong partnership between our outstanding students, talented faculty and staff, and supportive and engaged parents. As we come to the close of the calendar year, I hope you join me in reflecting about our special community and the opportunities we have each day.
I wish you all a happy holiday season and hope you take the time to rest and rejuvenate with family and friends. We look forward to new celebrations in 2019.
Kindergarten children singing by candlelight on the Baar Lichterweg earlier this week.The end of the term is filled with joyful celebrations of the season including the Festival of Lights on Zug Campus.Musicians performing during one of many Arts Week events.It was a joy to see so many families at Thanksgiving last month, a true celebration of our vibrant and welcoming community.Our athletics teams have enjoyed a successful season – here the Junior Varsity Girls’ Football team celebrates winning the SCIS championships on home turf. High School students are looking forward to the second Youth Forum Switzerland and preparing with some impressive Series events.I am always inspired by the teaching and learning taking place in our classrooms. During Book Fortnight I had the privilege of reading to these Grade 1 students.I am immensely proud of our excellent teachers and staff, and thank them for their hard work, commitment and dedication to our students this term.
Photo Credits: ISZL’s awesome communications department
An important focus area associated with this year’s review of ISZL’s mission, vision, values, and learning principles is that of our school and community’s culture and how it relates to global citizenship. With our staff and students representing 34 and 60 different nationalities respectively, in addition to the school’s offering of 25 language courses, ISZL is clearly an international community that embraces diversity, culture, and language. To what degree, then, does the concept of global citizenship define ISZL?
If we consider this question from a more
macro perspective with respect to ISZL’s greater context, we quickly note that,
although the Canton of Zug does not include a large metropolis centre, it has a
remarkable degree of diversity in its population. According to 2016 census
statistics, non-Swiss residents comprised approximately 26% of the population
while the city of Zug records an even higher level at 31.7%. Switzerland
currently hosts residents from about 140 different countries.
A recent conversation with local
educational leaders highlighted this diversity. As part of our outreach to
further connect with the Swiss community, we invited the leadership team from
Kantonsschule school to visit ISZL with the hope of initiating a partnership.
At one point, we were asked about the number of nationalities represented by
our student population, and we proudly stated the number to be about sixty. We
are somewhat surprised when the visiting school representative responded by
stating that they have about the same number of international students. This
commonality has, in part, established that we seem to have more in common with
local schools than may have been understood initially.
While the Swiss government has implemented
policies to attract international residents, there also seems to be an approach
to global citizenship that may be instructive to ISZL’s culture and values,
particularly given our focus on further integration with the local community.
By way of example, the Swiss Federal Immigration department publishes a
document called, “Welcome to Switzerland”, which provides information for new
residents arriving from abroad. One of the most interesting aspects of the
publication are the quotes from foreigners living in Switzerland and their
focus on integration and diversity. For example, Sabir Aliu from Kosovo
stresses the importance of communication:
“Our neighbourhood means more to me than just having a roof over our heads. This certainly has something to do with the fact that the people who live here gradually realised that living happily together requires effort from all of us. It doesn’t matter whether one is Swiss or a foreigner, old or young. One has to start talking to one another. This is the only way to change things together.”
Anna Gruber from Macedonia challenges us to
think about integration at a deeper level:
“What bothers me slightly is that the word integration is often reduced to learning the language or to whether one wears a headscarf or not. But integration means a lot more: It needs people who have the will to become involved with a new country and a foreign culture. And on the other hand, it needs a society which allows this. Mutual understanding and tolerance just cannot be stipulated by laws.”
The publication also quotes Swiss citizen
Bruno Moll who provides us with transition advice:
“Responding to prejudices and opening doors, not closing them – this is my aim. Not only as a Swiss person, but from one person to another, I would give the following advice to new residents arriving from abroad: They should approach our country inquisitively and not shut themselves away with people in the same situation. Of course, I would advise them to learn our language and explore our mentality. I would prefer them to see what we have in common, instead of the differences. They should ask questions and try to discuss with their fellow citizens. They should definitely climb our mountains and join the strollers on Sundays. They should go shopping at the weekly markets and read, watch and listen to our media. To put it simply: They should try to become a part of things. Of course, I also wish this for ourselves, the natives.”
Some of the common themes that emerge from
these quotes are the concerted and purposeful efforts for understanding through
listening and talking, engagement with our local community, and respect and
openness to different ways to comprehend the world around us. As a community
that focuses on the development of students, these values and dispositions
translate well to a school environment. This thought can be taken a step
further to argue that ISZL’s context and its location in the Canton of Zug will
inevitably have a strong influence on ISZL’s culture.
When reflecting on the question of “Who are we?”, it seems prudent to consider the influence local culture has on our school, which can range from a traditional farmer’s lifestyle to the more than 30% of foreigners living in the canton, among other factors. The influence of external factors on ISZL’s culture also furthers our work associated with the International Baccalaureate’s mission, “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This focus on culture and global citizenship may also be referred to as cross-cultural cognition, which can be defined as the ability to think, feel, and act across cultures. To that end, it would be natural to conclude that the concept of global citizenship plays a critically important role in contributing to defining ISZL and answering the question, “Who are we?”.
PS: In an effort to hear as many voices as
possible and form a narrative over the course of this school year, I am kindly
asking community members to email me (barry.dequanne@iszl.ch) with any stories
you may have that would contribute to answering the “Who are we?” question.
As we embark on the new school year ahead, I find it helpful to reflect on the past year to learn from our successes, challenges, and what we could do better. To that end, senior graduation represents a particularly important reference point given the culminating nature of the event that has involved the collective efforts of students, the support of their families, and the work of teachers and staff from all grade levels and areas of the school. It is hoped that graduation, among other goals, represents a time to celebrate student achievement, communicate what makes a school special, and highlight the ideals and values that challenge us both as individuals and a community to be our best selves.
It is without question that student speeches and performances are the most inspiring moments of a graduation ceremony. This may be the reason why school directors are usually asked to speak at the start of the ceremony! I am always grateful for the opportunity to speak with students and, in my role as Director, hope to use the moment to again articulate who we are and the ideals and values that guide our learning. The exercise is helpful in serving as a reminder of what frames our professional work and how we can best support students. Looking to the year ahead and in the spirit of beginning with the end in mind, I am including the following speech, prepared for the International School of Zug and Luzern’s (ISZL) graduation, as part of my reflections for the year ahead.
Graduation Address:
Guten abendmiteinande. Good afternoon honoured guests: Board of Directors, teachers, families, and friends, and, of course, our “graduands”. I called you graduands because it is the official term used to describe someone who is a candidate for a diploma. The related word, “graduation” is the actual act of receiving a diploma, which will then make you a graduate, a person who has earned the diploma. So, graduands, if all goes well today, you will soon all be graduates!
Continuing the theme of examining words and in the spirit of celebrating our wonderful host country, I would like to also highlight a few Swiss German words that have provided for windows into Swiss culture (my apologies in advance for pronunciation errors).
Most people appreciate Znüni, the nine am morning break to eat Gipfeli, which may be stored in a kitchen cupboard, which is apparently one of the most difficult words to pronounce: Chuchichäschtli.
And then there is a word that some of you may have used to describe Mr. Wexler or me at some point: Bünzli is the word for those boring people who follow all the rules and make sure everyone else does too!
There are of course the foods, Raclette, Birchermüesli, and Rösti.
Words and culture are important. While this may be a lighthearted approach to reflecting on a country’s identity, I hope it also serves as a reminder of the influence language can have on a special place like ISZL and our school’s culture, which is framed by three key words: Respect, Motivate, and Achieve.
Class of 2018, you have lived up to and exceeded the expectations associated with the school’s mission. Your self-motivation and impressive achievements have inspired our community to further realize our collective potentials. And, perhaps most importantly, you have always acted with the highest levels of respect for yourself and all those who have had the good fortunate to enter the narrative of your classes’ learning journey.
Perhaps it is this focus on respect that has led to the prevailing sentiment that ISZL is much more than just a school. In many ways, it is the shared experiences with special people that make ISZL such an extraordinary place. In the introduction to the yearbook, I borrowed a quote from the French novella titled The Little Prince, which may best explain what makes ISZL special: “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” These words are apropos to ISZL’s context in the sense that the school and this 2018 graduating class may only be fully understood by looking beyond what is readily visible.
While you cannot necessarily see the sense of belonging, the supportive environment, and the feeling of safety, there is a palpable awareness of their presence. The same is true about optimism, positive energy, and a sense of promise. There is a discernible feeling on campus that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference. There is a serious and disciplined commitment to academic learning but also a sense of enjoyment and play. This is evident as students and teachers prepare to engage with the seemingly endless list of activities, clubs, charities, trips, and sports that exemplify the ISZL learning experience. The culture of learning is a ubiquitous presence on campus.
Finally, and perhaps most importantly, we can see that relationships are the foundation of what makes ISZL special. What is not necessarily easy to see is how profound and respectful the relationships between the Class of 2018, staff, and parents are at the school, and how this commitment to others represents the fundamental factor that contributes to making ISZL and this graduation class so unique and special
Class of 2018, thank you for being such impressive ambassadors of ISZL’s values and culture. We are deeply grateful for how you have represented and personified ISZL’s culture, values, and the words Respect, Motivation, and Achievement. Congratulations on your well-deserved graduation today. Thank you.
Welcome to the start of the 2018-2019 school year! I hope you are returning from an enjoyable and restful break, and that your family has experienced a smooth transition back to school today.
I was at the entrance to the Zug campus this morning with members of the ISZL team as we welcomed families to the new school year. The first day of classes is a moment filled with excitement, anticipation, and joy as the students catch up with old friends, meet their teachers, and connect with new classmates. Any nervous energy they may have had quickly dissipates as everyone dives into the learning process. The feelings of optimism, the promise of new experiences and learning, and the sense of a community reunited that are associated with the first day represent one of my favourite moments of the year.
We are grateful to all faculty and staff who have been busy preparing for the arrival of students and transforming our facilities into personalised learning spaces. I would like to give special thanks to the support staff who have worked diligently throughout the summer months to ensure all campuses were ready for the start of the term today.
This year we will conduct a community-wide review of our Mission, Vision, Values, and Learning Principles and subsequently, our Strategic and School Improvement Plans in order to guide ISZL’s future development and to clarify its purpose in serving families and the local community. Two questions will be used to frame critical conversations: “Who are we?” and “Where are we going?”.
As a first step in this process, staff engaged in an activity last week to answer the question, “What does ISZL do well to serve our students, colleagues, and community?”. There was significant agreement that the school’s greatest strengths are in the areas of support, care, relationships, connections, inclusion, and opportunities. This common response is not entirely surprising given what I learned during my transition interviews last year and how the theme of community emerged from everyone’s stories.
As this community-wide review continues, we will provide regular updates and seek input and feedback. If you are interested in serving as a member of the steering review committee or an advisory group, please send me an email to confirm your availability and interest.
Continuing with the theme of “Who are we?”, the following represents a selection of focus areas to further articulate what makes ISZL so unique.
New Families & Admissions
On behalf of ISZL, it is my honour to extend a warm welcome to the 196 new students and their families who have joined the ISZL community and to share how excited we are to partner with you. We are opening the school year with a healthy enrolment of 1,236 students from 755 families representing nearly 60 different nationalities.
Faculty and Staff
We are delighted to welcome 14 new members to the ISZL team. After an intensive two-week orientation programme and transition process, they are fully prepared and excited to welcome students to school. They represent the best in their fields, come to us from diverse cultural backgrounds, and look forward to integrating as members of this special community.
All ISZL faculty and staff joined together this past week to celebrate our supportive learning environment, engage with teaching and learning goals, and participate in Child Protection training, among several other focus areas. I am deeply grateful for the opportunity to work with such talented and dedicated professionals who exemplify ISZL’s values and are committed to ensuring our students receive the very best educational experience while fostering a passionate approach to learning and community.
Academic Achievement
We would like to congratulate all IB Diploma students for their outstanding performances. It is with pride to share that 100% of ISZL students passed the Diploma Programme with the number of candidates increasing from 42 in 2017 to 67 in 2018. Our students averaged 35.1 Diploma points (out of 45) compared to the world average of 29.8. In addition, five students participated in the IB Career-related Programme, all of whom achieved the BTEC Subsidiary Diploma in Business, including three students achieving Distinction (the highest possible grade).
ISZL also offers students the option to take Advanced Placement courses, and these students were equally successful with a 2018 mean score of 3.9 (out of 5) compared to 3.6 for Switzerland and 2.9 globally. A remarkable 98% of ISZL students achieved a score of 3 or higher as compared with 87% for Switzerland and 61% globally. These results are a testament to the high quality of teaching and learning at ISZL and the commitment and motivation of our students. We are very proud of these collective achievements.
Institutional Advancement
After a lengthy review last year of ISZL’s future needs, a strategic decision was made to restructure the school’s Community Relations Department and expand the department’s scope to that of an Institutional Advancement profile. To that end, we are thrilled to welcome Felicia Allard Smith who has joined ISZL as the school’s Director of Institutional Advancement. In this new role, Felicia will be responsible for designing and implementing a comprehensive institutional advancement programme that will integrate community relations, admissions and marketing, communications, and fundraising with a view towards long-term facility and programme improvement. Please see Felicia’s job description to learn more about Advancement and her work to support ISZL’s growth and development.
Facilities
In order to ensure that ISZL’s learning environment is a source of inspiration and is meeting the needs associated with current and future changes in education, the school’s facilities will continue to be a priority. As communicated at the end of last semester, the Board and the School will continue to consider all options with regards to the Zug Campus, while currently focusing on the sale of the Trumpf facility. More information will be shared as this important process continues to move forward.
Optimism
As members of this school community, our natural dispositions should lean towards that of an eternal optimist. We arguably have an obligation to our students to convey, without reservation, our belief that they are capable of realising their potential and our commitment to a better future for all. There is indeed a sense of promise on campus and a discernible feeling that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference.
These are only a few of the characteristics that hopefully help to convey a little more about “who we are”. I also look forward to hearing from community members to learn more about your thoughts related to this question.
In closing, I would like to again thank new families for choosing ISZL and returning families for your continued support. Please know that your partnership is deeply appreciated. I am thrilled to commence our 2018-19 collective teaching and learning journey with you and look forward to our ongoing work to ensure ISZL is an extraordinary place of learning and community every day.
“It is only with the heart that one can see rightly; what is essential is invisible to the eye.” ~ The Little Prince, by Antoine de Saint-Exupéry
While the following reflections are focused on the International School of Zug and Luzern (ISZL), I believe these reflections are also generally applicable to all schools and organisations, particularly in terms of identifying factors that lead to communities becoming highly positive, collaborative, and unique learning and work environments.
Students at ISZL chose “iconic” as the theme for the 2017-18 yearbook, and it is a most fitting choice when reflecting on my first year and my learning about the school. A prevailing sentiment that has emerged from student comments is that ISZL represents much more than just a school. It is, in fact, the shared experiences with special people that make ISZL such an extraordinary place.
The words from the “iconic” book, The Little Prince, by Antoine de Saint-Exupéry, may best explain these sentiments: “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” These words are apropos to ISZL’s context in the sense that the school may only be fully understood by looking beyond what is readily visible. While you cannot necessarily see the sense of belonging, the supportive environment, and the feeling of safety when first visiting the campus, there is a palpable awareness of their presence. The same is true about the optimism, positive energy, and sense of promise. There is a discernible feeling on campus that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference.
There is a serious and disciplined commitment to academic learning but also a sense of enjoyment and play. Students and teachers move with purpose during their free time as they prepare to engage with the seemingly endless list of activities, clubs, charities, trips, and sports that exemplify the ISZL learning experience. There is an appreciation that the culture of learning is a ubiquitous presence on campus.
Finally, and perhaps most importantly, we can see that relationships are the foundation of what makes ISZL special. What is not necessarily easy to see is how profound and respectful the relationships between staff, students, and parents are at the school, and how this commitment to others represents the fundamental factor that contributes to making ISZL and schools in general such special places.
Photo Credit: The Little Prince Movie – http://www.TheLittlePrinceMovie.com
