Professional Documents
Culture Documents
Spring/Summer 2010
6 Challenge at ZIS
14 Students Making a Difference
21 The ZIS Gala
30 Back to the Future
Challenge at ZIS
6 Relevant, Challenging and Engaging Curriculum
8 Inquiry-based Learning at the Lower School
9 Enrichment Program
10 Middle School After School Activities
11 Real World Experience at the Upper School
12 Musical Opportunities
14 Grade 9 Students Visit Ghana
16 Volunteering in a South African Safe House
18 Experiencing Life in India
Staff news
25 Introducing the New Middle School Principal
26 Farewell to Mark Hemphill
27 Farewell and Welcome to Faculty and Staff
29 Baby News
Alumni
30 Back to the Future
32 In Memoriam
33 The Class of 2010
ZIS Voices is published biannually by the Zurich International School. Submissions of articles, letters and photos from faculty, administration,
current and former students and their families are welcomed. For more information, please contact Rachel Ditchfield, Editor, on
+41 58 750 25 42; or at rditchfield@zis.ch; or at Steinacherstrasse 140, 8820 Wädenswil, Switzerland.
What’s a challenge? Passing a math test when you haven’t In this edition of you will encounter an altogether different
prepared sufficiently for it – that’s a challenge. Maintaining a healthy interpretation of ‘challenge’, one which is far more aligned with
relationship despite differences of opinion and perspective – that’s the meaning we had envisaged when we encapsulated ‘challenge’
a challenge. Adjusting to an entirely new and unfamiliar set of as one of our Mission & Philosophy’s four pillars. The students who
circumstances when a volcano thousands of miles away erupts into write eloquently about their experiences in helping underprivileged
our lives – that’s a major challenge. Recognizing the magnitude children in India, working in a haven for foster children in South
of the environmental, ideological and economic problems in our Africa, or building a new cafeteria in our sister school in Ghana are
divided world and maintaining hope in the face of terrorism, wars, not trying to prove something to others by accepting a ‘challenge’.
and poverty – that’s a permanent human challenge. Disputing an They have stepped out of their comfort zone, have chosen to expose
umpire’s call in a tennis game – that’s also a challenge, and when themselves to the unfamiliar, the un-comfortable, perhaps even
someone is not very good at something, the “politically correct” way somewhat threatening – not in a physical but in a moral and ethical
of describing this deficiency is to say that he/she is challenged. sense. And they left, not only having made a difference in the
lives of others, but having irreversibly changed their own. They
We consider challenges good things, except, of course, when our are implicitly disputing the maxim (there’s the older definition of
authority – whether parental, political, or institutional – is challenged ‘chalonge’ again!) that challenges exist to establish or confirm moral,
by people who have no business doing so! Some of us ‘thrive on economic, social or personal hierarchies.
a challenge’; most of us are expected to ‘rise to a challenge’ in our
jobs, and a few of us may ‘challenge the status quo’. Our students We can react to challenges fearfully or competitively; we can
say they are challenged by peers to who speak a language other turn away from them because we don’t feel up to the task or we can
than their own and many would define the annual ritual of having engage with them because we want to prove something to ourselves
to say good-bye to friends who are moving on a painful personal or to others. Either way the motive is ultimately narcissistic. We
and emotional challenge. can also confront challenges selflessly because in stepping outside
of ourselves, in resisting the urge to look out for ‘number one’, to
The etymology of the word suggests another, darker origin: possess the world before us, and to impose our own desires on it, we
challenge is derived from the Old French word chalonge which gain the power not only to make a difference to others, but, just as
meant as much as ‘slander, accusation, dispute’ (echoing the Latin importantly, to change ourselves permanently. This is the greatest
calumniare which meant “to accuse falsely” and which is still challenge of all, and this is what the smiles and tears in the faces of
preserved in the somewhat archaic English word calumny). Perhaps it the children our students left behind are all about.
reflects the gradual evolution of democratic habits of mind that the
word lost its largely negative connotation and has now assumed the
status of an educational buzz word: are we sufficiently challenging
our students (i.e. providing them with academic rigor) to prepare
them for “success” in our world? I suspect that implicit in this
assumption is the notion that we ‘challenge’ in order to be better
than someone else, to assert ourselves against countless others who
(we hope?) can’t measure up to the challenge.
Students looking around the new Middle School classrooms at ZIS Baden, which are currently under renovation
A new Middle School is being added to ZIS Baden “The kids here will get an amazing
this summer with the creation of Grades 6 to education,” says Principal Ji Han
8. Students will benefit from the full ZIS Middle
School program in a smaller setting, says Principal The Middle School students will looked after by a highly qualified
Ji Han. and motivated Middle School teaching team. “All the teachers are
trained in middle school years and experienced practitioners,” said Ji.
Two floors of the school building are currently being renovated “The Baden Middle School students will follow a scheduled program,
to create a science room, math room, art room, IT room and drama the same as at the Kilchberg campus, which includes an advisory
room, and six new teachers have been appointed. Over the next few program. As a 1-to-1 laptop school, each Middle School student
months, resources will be ordered, Smartboards and technology will will have their own tablet laptop, as at Kilchberg, and there will be
be installed and final preparations will take place ready for the start Smartboards in all classes. I firmly believe that the students here
of the 2010/11 school year. will get an amazing education.”
“It is very exciting,” said Ji, who oversaw the opening of the Planning is underway to create an after school activities
school two years ago with just 29 students. There are currently 73 program, including competitive sports. Additionally Middle School
students in Pre-School to Grade 6, with a potential 30 in the new students will have the opportunity to take music lessons as part of
Middle School grades. the Music Academy. The one difference to the Kilchberg Middle
School timetable is that students in Grades 6 to 8 at ZIS Baden
“With the addition of the Middle School, we will be able to offer will have an early finish on Wednesdays, like the younger ZIS Baden
a comprehensive programme for students aged three to 14 under students, rather than a late start on Mondays.
one roof. The Baden community has always been open and inclusive,
and the Middle School section will be a wonderful addition to our “This makes it ideal and more feasible for parents who have
school. Even with increasing numbers and expansion, our aim to children in both primary and middle school levels,” said Ji.
keep the spirit of community and closeness a high priority,” said Ji.
ZIS Baden is also aiming to offer Early ZIS for two-year-olds
“We will offer a solid Middle School-based curriculum with as at the Early Childhood Center, should there be high enough
core subjects as well as elective courses of drama, choir, art and IT. enrollment.
Currently students will learn German as the foreign language with
the likelihood of an additional language later on when enrollment For more information visit the ZIS Baden pages of the school’s
increases.” website at www.zis.ch.
The Middle School Boys Soccer Team are the SCIS Soccer Champions
SCIS Varsity Boys Soccer champions, SCIS MS 60 minutes with the students, due to all the travelling time, and
Boys Soccer champions, SGIS MS Girls Soccer moving and setting up of equipment. Now the kids can be setting
up equipment in our own gym and warming up before the lesson
champions, SGIS Northern JV Girls Soccer
even starts. We have seen a better level of engagement in the kids
champions, SGIS Cross Country champions, SST thanks to that.”
Girls Cross Country champions, SCIS Boys Cross
Country champions, SGIS Varsity Girls Basketball It’s not just final results which reflect the success of the
champions, SCIS US Varsity Boys Basketball programme. “We have had a number of sportsmanships awards
too, which is fantastic,” said Greg. “I don’t care whether we win or
champions, SGIS MS Girls Basketball champions, lose, but how we play the game.”
SCIS US Swim champions, SGIS MS Swim
champions, SGIS US Swim champions. ZIS is a member of the SCIS (Sports Council of International
Schools), ISST (International School Sports Tournament) and SGIS
These results reflect one of the best years ever for Upper (Swiss Group of International Schools), something which is not
School and Middle School students and are the culmination of the always the case for international schools and reflects the importance
strengthening of the structure for athletics and activities at ZIS. the school places on sport.
“These results are fantastic but are not by chance; they are “When the school values sport, the coaches feel valued, the
the culmination of four years’ work in the development of ATAC students benefit from that and the community sees the difference,”
(Athletics and Activities) at ZIS,” said Athletics Director Greg said Greg.
Hart. “They are the consequence of putting everything under one
umbrella and vertically aligning Middle and Upper School athletics ZIS is increasingly known as a great competitor and host for
and activities. We now have students coming to the Upper School tournaments for these different groups, thanks to the facilities and
with a passion for sport who already know the fundamentals thanks the organisation when playing host. “We have great parents here
to the work at the Middle School. This has allowed coaches at the and a community behind us, to help with hosting and running a
Upper School to hone their art of coaching and really bring the tournament,” said Greg.
students on in their sport.”
“Taking part in these tournaments gives ZIS students the
A major contributing factor is the facilities available at the opportunity to travel throughout Europe to compete against
Upper School. “Three years ago during a typical week we would have comparable schools and athletes, as well as enjoying a different
gS14 teams using 37 different locations over a five day period,” said cultural experience and interacting with other young people. It’s a
Greg. “Of the 90 minute contact time the coach might only have win-win situation.”
Learning is not restricted to the classroom and students of all ages go on a variety of curriculum-based trips, like this Grade 6 visit
to Kerenzerberg
We live in a dynamic and exciting world, where “We challenge our students to embrace
the only constant is change. At ZIS, our challenge the opportunities provided and to push
is to match the needs of our learners to this their boundaries.”
ever-changing global environment, writes Mark
Schulz, Director of Curriculum and Professional
Development. all the information they need to know, the challenge now is to get
them to ask the right questions.
To meet this challenge, we need to be strategic learners ourselves,
by expanding our perspectives and updating our approaches and We realize that students entering the classroom today are
strategies in order to provide effective learning opportunities for much different from those who have come before. To make our
all of our students. connections with students we must change our strategies to fit this
new age of children and to ensure that we cater for their full range of
As a school, our challenge is to provide a curriculum designed to learning styles. While technology obviously plays a key part, its value
meet the needs of all ZIS learners. Therefore it needs to be relevant, doesn’t lie in the tools themself. Programs and Web 2.0 applications
challenging and engaging in order to allow students to fully develop such as Google Apps, One Note, Google Earth, Skype, Flickr, Voice
their potential in terms of the skills, attitudes, values and knowledge Thread, Blogs, Wikis, Jing and Movie Maker are used as powerful tools
required to meet their current and future needs. to support communication, collaboration and creativity during the
learning process in ways that otherwise would not be possible.
Content knowledge is not enough. The shift now is to promote
the development of key skills – communication and collaboration, At ZIS we have adopted the ‘Understanding by Design’
critical thinking and problem solving, creativity and innovation. curriculum development framework (Wiggins and McTighe 2005).
These skills are not new; they tend to be part of the skill set of The central tenet is that the design of curriculum, assessment and
most of the successful people in the world. What has changed is instruction must focus on developing and deepening understanding
the increasing demand for these skills for people living in the 21st of important ideas. The challenge for teachers is to first identify
century to enrich their lives and the lives of others and make them what they want students to know and be able to do, then to
more successful in their work. Therefore student-led discussions, design assessments that allow students to clearly demonstrate
group activities, presentations and reflections feature prominently their understanding and proficiency, and then to decide upon the
in our classrooms. most appropriate instructional and learning activities that will
lead to these desired results. Through this process, challenging and
Without engagement, it is unlikely that learning will take place. authentic learning opportunities and assessments, designed to lead
Work that is too easy soon leads to boredom, while work that is too to enduring understandings and promote discussion about essential
difficult for students leads to frustration. Students can now access questions, are provided.
David Sargeant, centre, with some students who love the challenge offered by learning at the Lower School
Challenge: how much is embedded in this word! I asked some Grade 5 and Grade 3 students to share some of
To be challenged, to face a challenge, to rise to their associations with the word challenge:
“It is learning a language that is not really your own.”
a challenge, to take on a challenge, to challenge
“It is saying hi to people, making friends with them…and then
others. It is a concept that can sit right on the having to say goodbye to them; saying hi all over.”
frontier of our comfort zones bringing with it a “Living in a new country, coming to a big school.”
spectrum of feelings from excitement to fear, “A challenge for me and my family is to try and understand
writes David Sargeant, Primary Years Programme what Swiss people are saying.”
“Learning to read and spell…but it is great when you do it
Coordinator. well.”
Few of us want to be so challenged that we become disabled “Challenges are a good thing because you learn more.”
by fear but as comfortable as our comfort zones are, we all know “It is a challenge beating Grade 4 students at soccer at recess,
how equally disabling it is to be constantly under-challenged. For when you are just a Grade 3 kid.”
an educator, being in tune with student ‘readiness’ for the next
challenge is in itself one of the greatest challenges of the job. For educators the biggest challenge at the heart of everything is
how we teach kids to become their own teachers. In The Lower School
To be successful we need to really know our students and faculty lounge there is a Professional Development information
our curriculum. With these understandings it is crucial that we board. Prominently displayed at the top are two extracts from the
know when and how to invite students to explore the territory just ZIS Mission and Philosophy, one of them is this: Challenge - We
beyond their comfort zones in the spirit of adventure, excitement challenge ourselves to be open to risk, change and innovation.
and reflective risk taking.
It reminds me of the importance of constantly challenging
In a Lower School inquiry-based curriculum often the teacher myself and of staying a lifelong learner.
accompanies the student to this frontier, encouraging them to take
the next steps beyond alone but always metaphorically in sight,
never abandoning the student.
Jackie Langford, left, with some of the students on the Lower School Enrichment Program
An enrichment program for students with a talent for maths has Help with Emotional and
been running at the Lower School since 2008.
Developmental Issues
Jackie Langford is currently working with 13 students from School counselor Doris Benrey Venguer works with Lower
Grades 3, 4 and 5, offering them additional challenges to what is School and ECC students who have emotional difficulties
happening in their classroom. “It’s not about stretching the children or developmental issues. She works closely with parents,
by giving, for instance, Grade 5 students Grade 6 work, but about teachers and other members of the Learning Support
stretching them sideways, extending their problem-solving and team to help students, but remains the child’s ambassador
critical thinking skills,” said Jackie. “They work on their own, in pairs throughout.
and in groups, and sometimes take things home. It is often student-
initiated because they are highly motivated.” “Some things are transient, such as anxiety about going on
a field trip, but other emotional problems are more complicated
At the moment Jackie, who works part-time, focuses only on and require support for an extended period of time,” said Doris,
maths. “This is because our class teachers say that’s the area most a clinical psychologist and child and adolescent psychotherapist
difficult to differentiate for because the gap in abilities is often who has worked at ZIS for 12 years. “It’s important that I
quite large,” she explained. “Students may need further challenges understand the situation from the child’s perspective as well as
and I support the teachers by offering that. All students need to their family and cultural background. I look at their relationships
be challenged but in different ways. It’s about giving equality of with classmates, teachers and at home. Children know that they
opportunity, in the same way that we support students who are can talk to me about anything, it’s confidential and that I am
struggling by providing learning support.” on their side.”
Students who might be eligible for the program are identified For children with such diagnoses as autism or attention-
by teachers or, occasionally, recommended by parents. Jackie starts deficit hyperactivity disorder (ADHD), Doris works with parents,
by observing the child in the classroom and then gives them an teachers, tutors and external professionals to create an Individual
individual problem-solving challenge followed by a standardized Education Plan in order for everyone to work together to help
maths test and non-verbal reasoning test. the student.
Once selected, students spend time with Jackie in grade-level While School Counselor Jill Wagner is available to work with
groups when they would be doing maths in their classroom. Students all children new to ZIS, Doris will become involved should any
taking part in the programme must agree to keep up with their youngster display extreme or continued transitional difficulties.
classroom maths work. “The students love coming and the parents She also works with school Nurse Betsy Zimmerman to cover
and classroom teachers are very positive about it,” said Jackie. the topic of puberty with the Lower School’s older students.
Activities on offer at the Middle school range from the new mountain biking club to the spectacular musical productions, like
‘Fiddler on the Roof Junior’
The Middle School after school activities As well as sports, there’s the opportunity to be part of
programme is challenging for students on a musical and drama productions, musical groups and other arts
and technology activities. Recent productions, including ‘Fiddler
variety of levels and offers the opportunity to
on the Roof Junior’, have included a large number of students
experience a wide range of sports, arts and music. both on stage and behind the scenes.
Every season some 260 of the 280 students at the
Middle School participate. But with all this on offer, students sometimes need to make
difficult choices.
New this season is mountain biking which, together with
recently added kayaking, is part of a concerted effort to make the “The challenge at the Middle School is for students to
most of the local environment, said Assistant Athletics Director have a level of responsibility for their time management,” said
and Middle School PE teacher Jay Haken. Jay. “We encourage them to be active participants in the after
school activities programme but they have to manage how much
“The idea is to use the local environment as much as we can time they commit in order not to get behind in their school
and we have bought kayaks and bikes so that a lot of students work. They need to strike the balance between academics and
can try these activities out,” he said. participation.”
The ethos of the programme at the Middle School is to The Middle School is where students have their first
give everyone a chance to try out a variety of activities. opportunity to represent ZIS in sports or at Model United Nations
sessions which involve traveling and overnight trips.
“I don’t think it’s our responsibility to provide any kind of
activity at an elite level, rather to give kids the opportunity to “They are representing something larger than themselves
participate and experience as much as they can,” said Jay. “We and that’s a massive part of the experience — there is the
never offer more than two seasons of a sport as we don‘t want camaraderie, the sense of belonging and they gain life-long
kids to become a ‘one sport student’; we encourage them to do memories,” said Jay.
a variety of sports and activities.”
Again, students must maintain their academic standards in
As well as having competitive-level sports, Jay and his order to participate.
colleagues offer developmental groups.
“One of our advantages is that almost all of our coaches
“We aim to have A teams for the best performers and the B are teachers in school, so they are educators first and coaches
teams almost always focus on the future, with skills and drills. We second. The coach and the class teachers work together with the
have created a strong B team programme with less fixtures and student to ensure they keep on top of their school work,” said
time commitment, but which still gives students the experience Jay. “These experiences are part of the Middle School philosophy
of being part of a team. Our responsibility is to try to ensure that and a big reason why this is such a positive place to be.”
everyone gets that experience.”
“I know that at IBM students are ranked in the same way as “The students organise themselves into roles, like being the
their regular employees and sometimes the company wants them project manager, or working in marketing and IT, and through this
to come back – even after college,” said Melissa. we teach them professional project management,” said Manuel.
“Last year their process management, thoughts on the flaws in the
Manuel Seybold, who has coordinated the internship program existing process and recommendations were sent to the European
for IBM in recent years, explained why the company offers places Steering Committee and we certainly made a lot of use of that. It
to students over the summer. is good to have input from people with fresh ideas.”
“It is the chance for us to get ‘top talent’ into IBM and we have Going through the school’s internship programme is not the
high hopes that, once they enter college or university, they will still only way students can get work experience, of course. In the past
remember that it’s a good place to be,” he said. “All of these young students have organised their own placements at places such as
people bring with them a unique set of skills and perspectives, myclimate – a ������������������������������������������������
Swiss organisation focused on carbon offsetting
every year they come with a different approach of how they see measures – and in a medical practice in the UK. “We have to
the world around them, and they bring new ideas which we can empower students, tell them to go out themselves and beat the
benefit from. pavements, because that’s what life is about,” said Melissa.
Although he didn‘t need the class, with a course load of five classes he felt he had time
to do it.
“It’s something that interested me and I knew that I would be taking it sometime later in
college so thought I would do it now,” he explained. Kevin had to make his case to Principal
Jon McLeod, explaining how he was going to do the class and be assessed. He was assigned
a ZIS teacher, should he need support, and told he had to present a project at the end of the
year, to show what he had learned.
“Math is my strong point and I have a lot of support at home,” explained Kevin, who
simply got some books on the subject and created his own syllabus. “I concentrated on
stats for a couple of weeks over the winter and February holidays.”
Kevin had looked into doing the course with Virtual High School. “VHS do offer it but
at 12 hours work per week, which is more than I do on my other classes, so I looked into
Kevin Braunschweig studied AP Statistics other ways of doing it,” he said.
independently
“If they are selected they have the chance to work with top class Grade 7 student Mandy Kessler was selected to take part in the
conductors. The coolest thing is that they just get to be musicians MS Honor Band Festival in March in Dusseldorf.
for three days, spending time with people who really understand
how much they love music. They are in their element.” “I was so nervous in the audition,” said Mandy. “I was really
happy when I saw my name on the list, it was awesome.”
Each year dozens of ZIS students audition for a variety of
festivals, which this year included the AMIS Middle School Honor This year 11 ZIS students were selected, almost double the
Mixed Choir Festival held at the Upper School in April. number of previous years, which Bill Gilfry sees as the result in
a change to the way band is taught. Students are now grouped
To audition students must practice and perform a selected piece according to their ability not grade, meaning that children in Grades
of music which is recorded by Tracy and colleague Bill Gilfry, Middle 6, 7 and 8 play together based on their musical level rather than
School music teacher. These are then sent to the AMIS selection their age.
committee whose members decide who can participate. Both Tracy
and Bill have been part of those committees in the past. “We decided to change this to keep students challenged and
interested and it’s definitely a good thing, as students are enjoying
If chosen, students are sent the selection of music being used it and we can see the progress,“ he said. “We saw it in the results
at the event in order to start to prepare for the festival. of honor band.
Nine ZIS students were selected to join the AMIS Choir Festival hosted at the Upper School in April. Photo by Cecilia Nilsson
“If they are selected they have “For boys it’s an additional challenge as their voice may be
changing from one week to the next and suddenly they can’t make
the chance to work with top class the notes they could before, so I teach them tools to learn how to
conductors. The coolest thing is that sing at different levels.”
they just get to be musicians for three
The festival was a huge success and a wonderful experience for
days, spending time with people who the students involved, said Bill.
really understand how much they love
“It was an amazing event for everyone,” he said.
music. They are in their element.”
“In many cases the music is a little over their head and being
able to organise yourself to be able to learn it and show that you
understand it when you’re playing it is quite a challenge. The
students are very motivated and really want to achieve.”
Catherine Hurrell, above left, teaching the children. Above right, students Eva Edwards, Chloe Munro, Charlotte Taylor and
Louis Op de Beeck, together with Steven from the village, working on the foundations of the dining hall
This February a team of Grade 9 students and “The most meaningful part of this trip
teachers visited Ghana to spend a week with was seeing the positive outlook on
students at the Bosomtwe Community School. life that the people of Ghana possess.
Here is their story...
Everyone smiles and laughs. What
In 2008 ZIS sent a group of Grade 9 students to Ghana to they lack in material possessions, they
participate in a Model United Nations at Lincoln Community School make up through just being happy. I’ve
in Accra, writes Middle School teacher Bill Hovey.
honestly tried to laugh and smile more
I was the MUN director and Lower School PE teacher Ibrahim often.”
Oubda came along as my chaperone. Accra was several hours from
Kumasi and the Bosomtwe Community School (BCS) that Ibi, Maud
de Moor and the Lower School had been sponsoring. One night
Ibi shared his dream of bringing kids from that year’s Grade 7, the these were bus trips, visits from and with Ibi’s family, lake and ocean
first kids to begin working on the BCS project, to the school itself swimming, market bartering, mango, pineapple and coconut eating,
when they were in Grade 9. This year’s Team Ghana was born that a gospel service, drumming evening, bonfire, dancing, soccer match
evening. with villagers, and getting sick!
Twenty Grade 9 students and history teacher Sarah Goudy It was an extraordinary trip and true to our Mission and
accompanied Ibi, Maud and myself to Ghana for nine days this past Philosophy - Learn, Care, Challenge, Lead. The level of learning was
February. The trip combined cultural excursions within Accra and to varied and high. An ethos of care was underlying throughout the
Cape Coast, visiting the Cape Coast slave castle and Kakum rainforest week. Kids continually stepped up to lead as opportunities were
canopy walk, with service learning projects at BCS school. ever present. The most difficult aspect of the trip is the challenge
of keeping its spirit alive now we’re back to the daily stress and
The main aspect of the BCS experience was rotating through demands of Zurich life.
three stations: working on finishing the dining hall, a building project
supported by ZIS donations, visiting and helping in the village (water
fetching, cooking, basket weaving…), and then teaching and playing
with the school children (Pre-K to Grade 3). Wedged between all of
Sam Bunderson, above left, and Noemi Holzleg, above right, had the experience of a lifetime in Ghana
As the bus drove down the red dirt road, the villagers and the traditional Ghanaian food. As well as then living in a family’s home,
school children welcomed us with warm smiles. We walked on we had the chance to practice weaving baskets out of palm fronds
towards the dilapidated school building as the children were with an excellent instructor who had been weaving baskets for the
starting their morning prayers. Every morning we were greeted past 60 years. From our time spent in the village, we became more
by their humble voices before we split into our rotations, which aware of diversity and how that makes life more interesting.
consisted of teaching the children, constructing work at the new
cafeteria building and befriending the villagers. Already the very We didn’t just work with the children and in the village, we all
first day left us with irreplaceable and unforgettable memories took turns working on the dining hall. We began by mixing cement.
of everything we experienced. First, we had to make a well of dirt and then pour in the cement
mixture along with water. After mixing all this cement we had to
We walked into the classroom and it was dark and stuffy. Four carry it in wheelbarrows to the dining hall. We were supposed to
grades were packed into one small building and two of those had “slap” the wet cement onto the wall, but as it turned out, we could
lessons out on the porch. The classroom supplies were extremely barely do it. The village workers enjoyed watching us try and fail.
basic: a box of chalk and a run-down board. The benches and walls In fact, it was more a question of them helping us than us helping
were cracked and worn out. Even though the conditions were them! Working side-by-side with the village workers gave us an
unfamiliar, we tried our best to lighten up the environment and irreplaceable experience.
despite the state of their classroom the children looked forward to
learning. We spent hours entertaining the children with big group The valuable time we spent in Ghana filled our hearts with love
games such as ‘What time is it Mr. Wolf?’ and teaching them with for every child and every smile we saw. All of us are dying to go
addition cards and colourful dominos. These excited children have again and were heartbroken when the day of leaving came. A mix of
taught us to not dread school, but be grateful for having the chance happiness and sadness dripped down our eyes and we wiped away
of a high-standard education. the tears as we were waving goodbye. We just have to remember,
it’s not like I won’t ever see them again, because we’re definitely
While some of us were teaching at the school, others spent time going back!
in the village. This experience made us feel like part of a family that
had been complete strangers to us just a few minutes before. We had The lessons we learned are things everybody should know,
the opportunity to live the life of a local child — we fetched water at everybody should live with and everybody should take to their
the village pump, washed clothes with soap in a big basin and made hearts, and this message is what we want to share.
The children crowded behind me with fearful eyes “The visit helped me realize that
as the intimidating woman marched towards the community development and working
door. I was never so thankful to have a padlocked with children is very important to me,
gate between me and another person.
and that I would like to learn about
It was my second week at the safe-house and my supervisor and pursue international development
was away. My responsibilities as a volunteer were turning out very projects and/or charity work in my
differently from what I had expected. I had never travelled by myself.
I had never been to a developing country. I had never been to Africa. future career.”
I had no idea what to do.
This winter vacation I had the opportunity to travel to South minimum age of 18. Because I was volunteering over the December
Africa where I worked as a volunteer at a children’s safe-house in holidays (South African summer holidays), the usual pre-school
Jeffreys Bay, home to 12 youngsters, ranging from five months to to which volunteers were sent was closed, and I was posted to a
14 years in age. It was an amazing experience. children’s safe-house to assist a single caretaker, Nelly.
Up until then I’d had a very sheltered and privileged life Although I babysit regularly, love children, and thought I was
compared to many other children from around the world. I grew quite prepared by studying South Africa beforehand, I can in no way
up in America, attending an international school, with door-to-door compare my previous experiences with the one I had in those three
transport, my mother driving us to sports, and my parents planning weeks. Upon my arrival each morning the children and I began
all our trips. cleaning up the three bedroom house, vacuuming floors, sweeping
outside and returning furniture to its proper place. Only after the
I had wondered for quite some time, “How can I grow up like house was returned to an orderly state were the children allowed to
this, when there are other people starving, who are no less deserving eat their bowl of porridge in the playroom, whilst I bottle-fed Hope,
of this life?” I had no influence on the family I was born into, or the youngest, and kept a watchful eye on two more youngsters.
choice concerning my family’s social or economic status. I realized Breakfast was usually followed by games like tag or ball games in
that after a certain point, you have to take your life into your own the empty garage, as Nelly and I would call one youngster after the
hands, and make it something you are proud of. I hoped to explore other to the bathroom to bathe, diaper and dress them for the day.
a less developed country and experience up close and understand The children and I would spend the afternoons out of the heat, and
the challenges in the lives of those people who did not grow up in in the cooler house. They’d want me to read them stories, impress
such a feathered way, particularly those who also had no influence them by teaching them how to memorize math times tables, and
on their situation yet: children. draw pictures, whilst they jammed around me and watched, and
spent hours touching and playing with my hair, fascinated by its
I applied to a program in South Africa because one of the texture and color. Gradually, a sort of ritual was established: the
country’s national languages is English, and thought I could make a kids would plait my entire head in the afternoons and I would take
more profound impact in a country whose language I could speak. the braids out again just before I left, only to repeat the process
I was lucky to gain acceptance after speaking with the head of the again the next day.
small volunteer program, as the application requirements stated a
When first arriving at the house, I had expected an introduction
on how to deal with and approach situations, and guidance as to my
role as a volunteer. The house was run by the caring but overworked
supervisor, Nelly, who had received inadequate training herself,
and who was naturally running out of energy when looking after
the children alone 24 hours a day, seven days a week. Although
I was initially overwhelmed to find myself thrown in the middle, I
came up with some activities I could do with the children, such as
writing Christmas cards or making decorations to hang up around
the haven.
bags of crayons and chalk to the children, they were magnetized with The woman loudly protested that she had agreed with Nelly that
wide eyes and huge smiles on their faces, almost overwhelmed, as Angel was to come back to her home for a sleepover. I responded as
they unpacked the gifts. calmly as I could that I had heard of no such agreement, and was not
allowed to let any children leave the premises. The woman became
Broken shards of glass from passers-by who threw their bottles more and more angry and began shouting at me, accusing me of
over the wall lay scattered across the outside play areas, so that being a racist for not letting her take her daughter home. I took the
many of the children cut their feet numerous times. We created children and retreated back into the house after apologizing to her
“projects”, cleaned up all of the broken glass and set a schedule to for the inconvenience of the situation. I was grateful that nothing
free the areas from these shards before the children went outside more happened, but was in a state of shock for most of the rest of the
to play. Nelly looked at the schedule dismissively and informed me day. I was later informed that Angel’s mom had tried unsuccessfully
that I could continue implementing the plan while I was there, but to take Angel back twice before, and was now no longer allowed
that she would not follow through with it, since their lease was up inside the haven.
and they would soon be moving.
Volunteering at the safe-house showed me that the local
With no training or prior experience, the most unsettling structures were very fragile, and sometimes too weak to handle well-
moments were those in which I had no idea how to act. In my meant donations if not closely coordinated. It made me realize that
second week, for example, Nelly left me with sole responsibility for such donations have to be very much thought through, to maximize
all 12 children every day. Although I did not mind working longer effectiveness for the intended people. Furthermore, I realized that
hours, I was worried about having full responsibility, as a foreign girl this kind of trip is not very beneficial as a one-time only thing.
only two years older than the oldest girl of the house. Making a lasting difference takes a sustained commitment of time
and effort. The visit helped me realize that community development
I was involuntarily put to the test when an angry mother and working with children is very important to me, and that I would
appeared one afternoon, demanding that I release her daughter. I like to learn about and pursue international development projects
hadn’t been aware that some of the kids at the safe-house were foster and/or charity work in my future career.
children with mothers and fathers, who had been removed from their
homes by the Department of Social Development, when the children I returned to the same South African safe-house during the
suddenly came running, crowding around me one afternoon with March break, and together with the manager and her support
worried looks on their faces. On the other side of the gate was the organization, made an inventory of the most important needs of
mother of one of the children, Angel. It was immediately clear that the new site. I now want to raise funds for, and come up with a plan
she was very determined to get her way. Upon seeing very worried on how to acquire these items. Then, I will hopefully once again
looks and frantic headshaking from the older girls while I searched be able to see the gleaming eyes and smiling faces of the children
for the keys (the padlock on the gate always remained locked), when they hear the story of the many people in Switzerland who
I decided to hold the ground against this increasingly aggressive care to help them.
woman. After initially asking some aloof questions, she became
agitated, demanding that I release her daughter. If you would like to support Marie in her efforts please contact
her at mbaldauf@zis.ch.
I tried to calm Angel’s mom, who could see her daughter and
was calling to her, while Angel herself was clinging to my hand, in
no way wanting to approach her mother. My feeling that something
wasn’t right increased as the smell of alcohol came through the gate.
Grade 12 students Virginia Hasenmeyer and We would like to thank all those ZIS members who contributed
Laura Gambineri raised money, including holding to raising money for Kochi, India. We used the money wisely and
hope that we could help the underprivileged children by giving them
a raffle at WorldFest in October, to fund a life-
some new textbooks, pens, crayons and for the small ones some
changing trip to India over the winter break. Here drawing books and paint.
Virginia thanks everyone for their support and
writes about the experience: Here is a short summary about how we got to the idea of going
to Kochi, and how it changed our life.
First of all I congratulate and appreciate both of you for your great
decision to serve the underprivileged children in a meaningful way.
May the Almighty bless you to make your efforts fruitful and thus you
may become a model to others all over the world.
“This trip has made us better people boxes of colorful crayons, the same amount of math textbooks for
the children in school, and over 50 paint sets with paintbrushes
and made us think of things we didn’t and color-in books for the smaller children, and money itself for
consider before. We have the feeling other programs we attended. Over 300 pens were purchased and
that we made a small but effective we ourselves added pens, clothes, shoes and handbags that we had
brought from Switzerland.
change!”
Throughout the 12 days we visited all age ranges of children
from nine months old to 16-year-olds, and even a elderly home of
a different way. We wrote letters to family and friends asking for with people of an average age of 75 years. Together with the children
donations, and were surprised by the amount of people who were and elderly we had programs planned which included them singing
willing to give us money and trust us with it. During ZIS annual World and acting to us, as well as us singing, playing and interacting with
Fest we collected over CHF 700 by selling raffle tickets for an Indian them. Although the language sometimes hindered us from telling
spa in Zurich. At this point, we would like to thank the people who longer stories in English, the personal guides helped us to have a
bought raffle tickets again, and say that you caused smiles on the smooth language transition.
faces of many children. Just before leaving for the trip, we had a
total of CHF 2,021! On the faces of the children we saw a stream of happiness as
never before when handing out the presents to all individuals. It
Flying to India caused butterflies in our stomachs and a mixture gave us a feeling of showing care towards the less benefitted and
of feelings. The first step onto foreign ground caused an arousing how small changes can be a great, delightful surprise in the eyes
feeling and then humid air blew us away the second we got out of of a child.
the plane.
We will repeat a trip like this, but looking back we want to
We were welcomed by Mr. Antoni at the airport with an A4 piece change some things. For example, on the next trip we will want to
of paper where “Virginia” was written in red coloring pencil. After a go to one place and see how we affect one place throughout two
long drive, we arrived at the college, and went to our guestroom. We weeks, instead of traveling around areas and always seeing different
had everything we needed: a bed, a toilet and a bucket of water. lines of poverty but not being able to help in the long run.
During the 12 days of work which we were going to accomplish This trip has made us better people and made us think of things
in Kochi all my expectations were fulfilled and even more. Already we didn’t consider before and we have the feeling that we made a
after the first day we went out for a “shopping day” where we got small but effective change! Thank you!
everything we needed for the children. We purchased over 250
The Annual Fund is a year-long “To date over 250 donations have been Did you know?
fundraising effort to support received – thank you to everyone who has — The 08/09 Annual Fund raised over
participated,” said Robin Pola, ZIS Head CHF 155,000, with families from more
the school’s annual operating
of Development. “Every gift makes a than 30 countries making a donation.
budget and enhance educational difference to our students,” Of this, CHF 45,000 was raised by
excellence at ZIS. the 2009 Gala to enhance visual and
There is still time to donate to this year’s performing arts at ZIS. The balance
A strong Annual Fund strengthens the Annula Fund. For more information or benefited all students by being
school’s financial position, gives ZIS more questions, please contact 2009/10 Annual disbursed among the campuses or, at
flexibility in planning, and helps to keep Fund Co-Chairs Luitgard Holzleg (Parent, a donor’s request, being designated
tuition fees as low as possible. Middle and Upper Schools) and Lily Quinn to Student Life, Student Support,
(Parent, Lower and Middle Schools) or Libraries, IT, or the Arts.
As each donation is put back to work Robin Pola.
immediately in the school to benefit this — Every member of the Board of
year’s students, each donation is important. Luitgard Holzleg Trustees and Leadership Team has
Donors can designate gifts to this year’s T +41 (0)43 377 85 57 already given to the 09/10 Annual
Annual Fund to benefit Student Life luitgard@holzleg.com Fund.
(Athletics & Activities), Student Support
(Language & Learning Support), Libraries, Lily Quinn — Donations to ZIS are tax-deductible
IT, and the Arts, or allow ZIS to designate T +41 (0)43 844 69 77 for Swiss and U.S. taxpayers.
where the donation can best be used. lily.quinn@bluewin.ch
— Participation by our families
As with all income, Annual Fund Robin Pola demonstrates to outside donors like
donations are included in the operating ZIS Head of Development corporations and foundations that our
budget to ensure that they are best used. T +41 (0)58 750 25 43 community supports ZIS’ fundraising
Donations enhance educational excellence rpola@zis.ch efforts. Gifts of any size make a
for each ZIS student, whether in the libraries, difference!
on the sports field, in the language lab, on
stage, or in front of a laptop. — All information regarding gift
amounts is kept strictly confidential.
Photos clockwise from top: the organisers – Sophie Danner, ZIS Development Office; Chantal Hackett, auction and raffle; Monita
Singh, decorations; Regina Roos, auction and raffle; Karin Edstam, Gala Committee Chair; Robin Pola, ZIS Development Office;
guests enjoyed a three course dinner; MetroGnome provided the music; Christie’s auctioneer Andreas Rumbler in action
ZIS thanks Karin Edstam, Gala Chair, and her team of volunteers,
including Chantal Hackett, Alicia Lindgren, Regina Roos and Monita
Singh, and the Development Office for their tremendous work in
making the evening such a success. ZIS would also like to thank the
corporate and individual sponsors and donors for their generosity.
The sporting theme was reflected in the decorations Photos by Deirdre Flynn, Regina Roos and Sophie Danner
Reaccreditation Process
Deborah Cotorceanu (left) and Claudia Helen Falcomer (left) and Ivana Horyna Cornelia Lachenmeier (left) and Romy
Hohl at the Lower School Front Desk are the Middle School team. As well as Backus work together at the Upper School.
assist with the daily needs of our younger dealing with the stream of phone calls, mail Cornelia’s role includes the organisation of
students and their families – helping them and emails, Helen and Ivana take student Graduation and arrangements for all school
to feel secure and familiar with their new attendance. Helen is also responsible for trips. She also coordinates workshops for
surroundings. They provide logistical, the production of student reports and faculty, the booking of sports facilities and
administrative support to the staff, controlling student files. Ivana coordinates outside venues. Romy’s responsibilities
overseeing daily attendance, buses, and travel for school trips and faculty include attendance, petty cash, reports, IB/
dismissal, as well as coordinating school professional development, the booking of AP assistance, and bringing children their
field trips and teacher conferences. external facilities and ordering of various forgotten lunch! They both also deal with
supplies. Both Helen and Ivana also help the numerous phone calls and emails that
the MS faculty and staff with a variety of come in each day, as well as helping to keep
other tasks. the school running smoothly.
Rita Brodbeck has been working at the Monika Ingold has worked at ZIS Baden Beatrice Thomann supports Director Peter
school since 1996 at the beautiful lakeside since the opening in August 2008. Her duties Mott as well as the school’s five departmental
ECC villa. include the administrative support for the directors. She is the secretary to the Board
“I still enjoy seeing our tiniest members teachers and the Principal (ordering supplies, of Trustees and coordinates school-wide
growing and developing into independent reports, fieldtrips, travel arrangements...), faculty and staff travel needs.
little individuals,” said Rita. “I so enjoy the coordinating the bus service, ordering Having built up the Human Resources
daily contact with the parents, students and and serving school lunches, attendance, function and relocation organisation for new
staff and help them in any way.” managing the petty cash, responding to faculty and staff, Beatrice now coordinates
As well as normal everyday duties and various parent inquiries, finding apartments the initial welcome for new employees and
supporting the Assistant Principal Laurel for the new teachers and helping them any housing needs. She previously worked
Sutcliffe, Rita helps with the children getting settled in Baden and many other for a major travel company both on location
and teachers, organises hot lunches and miscellaneous tasks, small or big, that come and running a team at the headquarters, as
absences. up during a school day. well as in marketing.
David Wood with his wife Leanda and sons Connor, left, and Joel, right
David Wood is excited to be with students, faculty, staff and parents Leanda is an IB and AP English teacher
coming to ZIS, a move he and continue the good work that has been and will become a part-time Upper School
done by Mark, Mike, the Curriculum Area University and Careers Counsellor in August.
describes as a ‘great fit’ for him
and Grade Level leaders,” he said. A keen musician, David enjoys playing the
and his family. guitar and is currently in two bands in
He is keen to build on service learning at Beijing.
“I am very excited to be coming, for the Middle School and support the work that
personal and professional reasons – it’s a comes out of the reaccreditation process. Peter Mott is looking forward to David
dream job,” said David, who will be joined joining ZIS in August.
by his wife Leanda and son Connor, who will “I saw a lot of desire to build on the
go into Grade 9. Older son Joel is studying way students and the school community “He impressed us from the start with his
at university in Germany. can make a difference. I’m interested to talk ability to articulate a vision for our Middle
more about how the Middle School fits into School, understanding of middle school, the
“I have had my eye on ZIS for a while the local community, and to look at ways kids, the academic needs, and vision for the
– it has an excellent international reputation for students to continue to be active, busy, school as a whole,” he said.
– and I thought it would be a good school engaged and productive,” he said. “I am
for our younger son, which is top of our sure there will be some goals to come out “When he came here I think he
priorities.” of the reaccreditation and it’s important to impressed all of the constituencies with
support those.” his caring approach. He has considerable
David’s impressions were confirmed experience, comes from a well recognised
during his visit in March for the recruitment Currently Assistant High School school and was highly recommended.
process. “I was so impressed when I met the Principal of the Western Academy of Beijing, He has a strong technology background
students, faculty, staff and parents during David is looking forward to returning to the and understanding of the role it plays in
my visit. One of my first interviews was with middle school age group. His background education.
the students, which was a great way to start is in guidance and counselling, and he
– I really enjoyed their company,” he said. has previously worked in his homeland of “I believe that one of the things he will
Australia as well as at two schools in Saudi continue is the positive relationship with
“The Middle School teachers are really Arabia. students and adults and be very good at
passionate about middle school education living the four pillars of our Mission and
and want to preserve the integrity of With family and a home in Germany, Philosophy – Learn, Care, Challenge, Lead
the school. And I love the Mission and not far from Schaffhausen, the Wood family – as he brings great strength in all of them.
Philosophy of the school and can really is delighted to be moving to Switzerland.
relate to it. I came back from my visit on “We spend summer and winter vacations “He will be an important voice on the
such a high – I loved the school, the people, at our house in Germany, so it feels a bit Leadership Team and will contribute in the
the city – it felt like a great fit.” like coming home. We have also spent a school’s development in the future. We very
lot of time in the area, hiking and skiing, and much look forward to having David and his
David is now looking forward to getting Zurich is a beautiful city. This is somewhere family here.”
to know ZIS better. “My first goal is to learn we will definitely be for a while,” he said.
all about the school, build relationships
Amongst the initiatives Mark has developed during his four years
as Principal are the expansion of electives, the advisory program and
the after school activities offerings; the change in the schedule;
and changes in course content. He also introduced curriculum area
leaders (CAL) and created the post of guidance counsellor.
Mark, Lachie and Barb with their dog Molly But there is a lot he will miss about being here. “I will miss the
outdoor lifestyle – running in the hills, going skiing so easily, hiking,
the beauty of the country, and the ease of travel. I will miss making
Coming here was the best thing he ever did, and friends from all over the world and the different conversations you
a challenging and rewarding experience, says have with people,” he said
Middle School Principal Mark Hemphill who is
“These four years have been invaluable – the best thing we have
leaving this summer after four years at ZIS. ever done, we have absolutely loved it but it is just too far from our
family as they get older.”
Mark will be taking his ‘dream job’ at a leading school in Sydney
when he returns to Australia with his wife Barb, the ZIS Webmaster, ZIS Director Peter Mott praised Mark’s student-centred
and their son Lachie, Grade 6. The move also means that they can leadership. “In these four years Mark has developed, together with
be close to their family again. the faculty and administration, what could be called the happiest
and most ‘together’ division in the school, by having brought the
It’s clear that the students have been paramount for Mark. “I Middle School philosophy to full fruition,” he said.
love working with the kids here and being able to help them,” he
said. “The kids have always come first for me in any decision. I hope “He created a division that’s very proud of its accomplishments.
I have been able to make a difference here and to have had a positive It has a solid academic program and an excellent co-curricular
impact. My role has been very much about the family and not just program. I really believe that the Mission and Philosophy is very
about school, I’ve also given advice to parents, looking at the whole much alive at the Middle School.
picture, and I have really enjoyed that.”
“Mark is so incredibly student-oriented. He always puts the
Mark has also valued the chance of meeting people from around kids’ interests first and will not compromise when it comes to their
the world. “I have enjoyed working with the different cultural groups, learning experience. The faculty, I believe, feel led by him and, at the
it’s been interesting to see that a particular response is because of same time, have the opportunity to give input into decision-making
cultural experiences and that the way people react is because this at the Middle School.
is the way they do things in their country,” he said.
“He has been a great member of the Leadership Team; he’s a
“I have really enjoyed learning about different styles of education very clear and sequential thinker and brings us back down to the
around the world. Bringing that all together with everyone’s different ground – he’s very good at forcing us to think of practical issues
experiences and perspectives, trying to keep everyone happy – that’s around visionary ideas. Finding a worthy successor has been a huge
definitely been rewarding. I feel far worldlier for having been at ZIS challenge.”
“I put the Community Relations team together – taking people Former Board member Michaela Seeger, who co-chaired the
doing very distinct functions with different ideas and creating one Campaign for Building for International Education, has been appointed
team with a common purpose,” said Christine. “Two years later we as the new Director of Community Relations.
have a very integrated team with a strong sense of purpose who work
together on issues that affect the school as a whole.
Romy Backus has been an Upper Emma Bladen leaves ZIS after ECC German teacher Christine Ann Carshult‘s highlights at ZIS
School Administrative Assistant two years as a Grade 2 Homeroom Boeni has enjoyed working for include ‘coaching volleyball,
for four years. She has enjoyed Teacher and EC-G2 Language such a ‘professional and open- school trips, friendly students,
seeing the Upper School through Coordinator. Her highlights have minded school’ for the past and professional book studies
the transition to the new included ‘teaching the incredible seven years. with well educated colleagues’.
building in Adliswil, and working students in Grade 2 and learning “The diversity of the students, After six years as a Learning
with such wonderful and warm from them everyday, the bright their straightforward and eager Support teacher at the Upper
colleagues. “I will miss being smiles and conversations with way of learning German has School she is moving to Thailand
asked for the craziest things students, the humor and support always fascinated me and has to teach at the New International
by students – like batteries, from colleagues and partnerships been one of the most motivating School of Thailand, Bangkok.
extension cords, balloons, with parents’. highlights!” said Christine. “I’m Having enjoyed winter sports, the
flashlights, carbon paper, Emma is returning to working going to miss the lively and Alps, swimming in Lake Zurich
water bottles, extra shoelaces, in Asia where she will assume cheerful atmosphere of the and last minute European travel
confiscated cigarettes, ice, a teaching position at the villa, the beautiful location opportunities she is looking
rope, salt, matches, shoehorns, New International School of and of course the friendliness forward to island hopping,
various world currencies, and Thailand. of my colleagues.” Christine improving her golf and exploring
pasta!” Romy starts a new will continue to work in local Asia.
position for an executive search schools and study for additional
firm in June. teaching qualifications.
Stephen Castledine, who is Grade 5 homeroom teacher Middle School Learning Support University and Careers Counselor
leaving the Upper School after Aaron Downey is leaving ZIS teacher Devon Hehl will miss ‘the Melissa Johnson Schnyder is
three years as a science teacher, after two years to move back to beautiful country, great people moving to a similar role at a
will miss ‘the quality of student his home of Toronto and be near to work with, caring teachers, small international school in
exchange and the professionalism family and friends. and fun and caring atmosphere Thailand after three years at
of colleagues’ “The highlights have been at the Middle School’ when she ZIS. Amongst her highlights
“I have enjoyed every day with the students, and my travels leaves ZIS this summer after Melissa includes the wonderful
the students as well as coaching throughout Switzerland,” he three years. moments when students are
the football team and working said. “I will miss the view from She is moving to Zambia to accepted to universities after
with Greg Hart, Edith Stirnimann, the train on my ride to work, become a Learning Support a long wait. “I’ve also really
Steve Burnham and my science watching the sunrise over the teacher at the International enjoyed the professional
colleagues,” he said. mountains but am looking School of Lusaka. development opportunities I’ve
Stephen is taking up a post in forward to being in a big city had, the kind and supportive
Stockholm, Sweden, working again!” colleagues here and helping
as curriculum coordinator for a coach track and cross-country,”
group of schools. said Melissa, adding that she
will miss the supportive parent
community, advisory time and
the yakalele orchestra!
Cornelia Meintrup, Middle Yanina Miguel, Admissions Celina Richters is staying at Lower School Learning Support
School German teacher, is Assistant, is leaving ZIS after home with her newborn son teacher Kristin Simmers is
leaving ZIS for a second time! three years but will still be Bogislav after leaving ZIS moving to London after after
“The first time my kids (Lena and connected, through her daughter following 18 months as a Lower three years at ZIS.
Lennart both at Michigan State Marian in Kindergarten. School German teacher. “I continue to be amazed and
University now) and I stayed for “I will miss working with the ZIS “I have loved working in a inspired by the students, and
eight years and this time it was team and the school families,” community with so many will truly miss them and my
just one short year, but I enjoyed said Yanina. “All their support, nationalities, and seeing the colleagues at ZIS,” she said.
it very much,” she said. “What I interactions and exchange of possibilities of teaching if A keen runner, Kristin has
love and will miss very, very much ideas were very rewarding and someone has ideas and has the enjoyed the nature and sporting
are my students. Middle school is enriching. Of course I’ll miss the motivation to work to make them opportunities in Switzerland.
my favorite place to be!” happy atmosphere of working come true,” said Celina. “I have
Cornelia and her husband Niklas around children and friends. enjoyed the openess of colleagues
are moving to Shanghai, China. Now I’m looking forward to my and principals and working with
personal ventures.” the many wonderful, interesting,
motivated, challenging and
diverse children.”
Baby News
Alex Telford, above left, graduated from ZIS in 2009. He is pictured, above right, in Grade 5 with his friend Lennart Meintrup
contacted by some parents and students incredible reminder of where we all came “I’m always curious to know how they
who said they cried together when they from and what we were like back then. To are getting on, and some have added me to
read the letter. There is probably no other individuate as adults it is helpful to remain their social networking sites. I think they
instance in life when someone is going to get aware of that younger version of ourselves. find it very interesting to remember what
such direct communication from the person That person is still with us, in some ways they were like then,” said Steve.
that they once were. unchanged, yet we have also changed.”
Remembering his days in Switzerland,
“����������������������������������������
I got the idea from my 7th grade Public Of course, some of the letters don’t Steve said: “The primary school was a very
Speaking teacher who did the same for us reach their author. different place back then, in an office building
back in the 80s. It was such a meaningful in Gattkikon. The school logo on all of our
and memorable thing for me to get my own “I suggested that the students use an blue sweatshirts was a student centered
letter that I decided to do this with all of my address of someone in their family who was rendition of William Tell’s apple, and rather
students over my 11 or so years of teaching not likely to ever move house – so some non-corporate-looking. My memories are of
in K-8 classrooms.” of the letters went “care of” an auntie in a very happy, close-knit place. In the winter I
Yorkshire or whatever. Others over the always miss those Klosters ski trips, too. One
Students responded differently to the years have bounced back, since the Swiss of the famous teachers back then was Bertil
idea, said Steve. postal service is real good about returning Bergagård who took students on weekly
undeliverable mail. This is just part of it – a Alpamare trips!”
“It was challenging to get some of the few people will never get their letters,” he
kids to write more than one or two sentences said. Steve Carber now teaches an MEd in
– I think they couldn’t really imagine the International Education program visit www.
notion of getting this as an adult, yet “In some cases the letters weren’t endicott.edu/internationalmasters.
somehow still as themselves. Others wrote sealed, so I read them again before posting He is also the co-author of ‘Taking the PYP
quite a bit, ranging from how much they them – and it feels like I’m back in time as Forward’, available from www.amazon.co.uk
liked Pokemon to deeper ideas about what I can recognise the writing without reading Contact Steve at stevecarber@yahoo.com
they wanted to do for a future career,” he the name,” said Steve, who now teaches on
explained. an MEd in International Education program
and has recently published a book about the
“To me, the letters carry a deeper IB Primary Years Programme.
significance aside from just being kind of
cool. Most of us who have lived in Zurich Many students have used the letter as
have at least heard of the nearby Jung an opportunity to get back in touch with
Institute, and in those circles they speak their former teacher.
often of notions like inner child. Such ideas
are rather abstract, but this letter is a fairly
Holiday Reunion
Stephan Blank, Joshua Crouse, Jenny Day and Ingrid Höfstrom, Rick Lawrence, ZIS Faculty, and Roger Kaufmann, Class of 1984
all Class of 2004
More than 20 alumni braved harsh weather in December to Around a dozen alumni were due to meet up in New York in early
attend the annual alumni holiday apéro, which took place this May for the annual Alumni of International Schools Reunion, which
year at The Lion Pub in Zurich. is also attended by former students of other European schools. See
the next edition of Voices for a report and photos.
ZIS, AISZ, and IPSZ alumni gathered to celebrate the holidays
and catch up with old friends and teachers. A good time was had Do You Have a Story?
by all! What have you been doing since leaving school? Contact Voices
editor Rachel Ditchfield at rditchfield@zis.ch to share your news in
the magazine.
Former Faculty
In memoriam
The ZIS community was saddened to learn of the deaths of “Watching her work helped me a great deal: she always put
two former faculty members - Randi Pregnetter, who died the students first, trying to find out what they needed at which
last year, and Fred Alexander, who died in March. level, in which form. She was always looking for ways to make
the library more user-friendly and more up-to-date.”
Jabbo Gehring, Urs Weber, Sebastian Rainer, Dominic McNamee, Maxime Huijgen, Nicholas Burnham, Daniel Drummer, Gabriel Martin,
Bastien Vogt, Michael Hale, Finlay Small, Jonathan Langford, Rohan Rajiv, Simon Strong, Severin Knaub, Christian Evertz, Oliver Broks,
Lisa Der Weduwe, Russell Du Peza
Deniz Lorenzini, Marc Lemann, Alex Han, Jonathan Ranstrand, Robert Schenck, Bjoern Borgers, Alexander Svensson, Ultan Whelan,
Kevin Braunschweig, Benjamin Rosen, Michael Truninger, Emil Mawad, Joanna Jourdan, Arthur Paquier, Mish Aleisa, Christian Clausen,
Gavin Steinhubl, Felix Baldauf-Lenschen, Karol Remin
Daniel Edmonds, Raymond Remmert, Guillaume Dubois, Thibault de Keersmaecker, Nicholas Hetherington, Imogen Roscoe,
Laura Brendle, Ben Pidduck, Greg Herren, Bjorn Kvaale, Vladimir Taratynkin, John Remmert, Stefan Bloch, Dimitri Da Ponte,
Michael Schenck, Felipe Rigaudeau Lopez, Niklas Spaniol, Venla Aho
Juhani Meurman, Rohan Bhanot, Yuval Grossmann, Haran Grossmann, Skerdilajd Dizdari, Matthew Davis, William Lawrence,
Maximilian Spielbichler, Jordan Reid, Kai Dieter, Maren Rackebrandt, Melissa John, Anna-Theresa Mehl, Eleonora Spanudakis,
Rachel Kearney, Milja Takala,Younes Huber, Timotheus Baldauf-Lenschen
Moritz Reithmayr, Alison Sienkiewicz, Jessica Luedi, Michael Wilkes, Elliot Young, Amit Zaidenberg, Sarah Engler, Sangeetha Maxwell,
Rocio Perez, Christina Haupt, Helene Gleitz, Virginia Hasenmeyer, Laura Gambineri, Helen Poxon, Jamie Oosterbaan, Fabiola Kaiser,
Geneve Anderson, Sarah Collins
Andrea Eggli, Cristina Leopoldi, Julia Peter, Yael Burla, Hannah Zundel, Hannah Barkan, Livia Kriech, Cassandra Stutz, Sara Ullman,
Alessandra Veenendaal, Abigail Waddington, Georgina Sutcliffe, Katherine Walwyn Brown, Alexandra Boedtker, Stephanie Illy,
Laila Brenninkmeijer, Aleya Thakur-Weigold, Luisa Freiin von Wangenheim, Laura Perez