CASIE

DR. CINDY TOLAND APPOINTED CASIE’S NEW EXECUTIVE DIRECTOR

Odette Schuler — Wed, 16 May 2012 14:36:41 +0000

CASIE, The Center for the Advancement and Study of International Education, Georgia’s leading international training center, is proud to announce the appointment of Dr. Cindy Toland as its next Executive Director, effective July 1, 2012.

Following an extensive international search, the CASIE Board of Trustees search committee unanimously chose Dr. Toland whose lifelong international education and management experience will strengthen CASIE as it enters into the next phase of its development.

CASIE is a non-profit organization that promotes multi-language programs, rigorous academic training and international understanding in K-12 schools in the United States. CASIE aims to strengthen the U.S. education system as it readies students for a more competitive global economy by equipping them with a broader world view and cross-cultural communication skills. CASIE believes in supporting educators’ work and all children’s access to education in response to the changing demographics in Georgia’s communities.

Board of Trustees Chairman Axel Leblois says, “We are deeply grateful to Suzanna Jemsby, our immediate past Executive Director, for her leadership, vision, and passionate commitment to CASIE. Cindy’s expertise in language learning and technology will ensure that CASIE remains the excellent training provider it is and expand its reach to even more teachers throughout the US and the world.”

A native of Houston, Texas, and with a 25-year career in education, Cindy brings a broad and deep wealth of experience to her work with CASIE. She currently serves as the Elementary School Principal of the American International School of Budapest, an International Baccalaureate World School. Not only has she taught in and established schools in Asia, South America, Europe, and the USA, but she grew up in Libya, graduated high school in Scotland, and has attended Tennessee Temple University, University of Bath (England), Azusa Pacific University, and the University of Mississippi for secondary and post-graduate studies. Cindy holds a PhD in K-12 Educational Leadership with a specialization in Blended Learning and Student Achievement with Technology in ESL from The University of Mississippi.

“Research and learning are passions of mine, and I am very pleased to be part of an organization that promotes research and understanding of International Education,” says Cindy.

One thread that has followed Cindy throughout her professional life is professional development for teachers and school administrators. She adds, “I have been privileged to provide professional development for teachers and administrators in a number of areas, including cross-cultural and multicultural transitions and the unique needs of international and expat students. I have facilitated and trained teachers on issues in international curriculum and instruction, cultural differences in education, developing attitudes and skills for working with multicultural students, teachers, and parents. I have also provided professional development in Differentiation of Instruction, 21st Century Learning, Blended Learning, and integrating technology in ESL/EAL instruction.”

Cindy is a Spanish speaker. She has been married to her husband, Grady, for 32 years. They enjoy traveling, walking in nature, and reading. They have two sons—Toby and Justin, one daughter—Lori, and two grandchildren and look forward to more frequent family reunions now that they are all in the same country.

Although she will begin her work with CASIE on July 1^st, Cindy is already working closely with our Board and Staff to ensure a smooth transition. “Her appointment truly marks a new chapter in CASIE’s history. With each of its past three Executive Directors, CASIE grew in ways which the Board could not have imagined but always welcomed and marveled at. We cannot wait to see what Cindy will bring to the table!” said Leblois.

Created in the fall of 1999 at Atlanta International School by a group of trustees and educators, CASIE offers a full range of professional development opportunities for educators, and consults with schools around the world in a wide variety of fields relating to international and multi-language education. CASIE also works with like-minded organizations to promote international education. CASIE’s partners include the Atlanta International School, the International Baccalaureate, the Georgia Department of Education, TeachUNICEF, and Harvard University’s Project Zero.

Love of Learning Lost and Found: A Parent’s Story

Gordana Goudie — Wed, 09 May 2012 13:55:07 +0000

As a parent, I have always understood the importance of instilling a love of learning in children, but it is only recently that I truly appreciated what this means and how it happens.

Our son – curious, energetic and gregarious – plunged into school life at the age of four in the French track at Atlanta International School (AIS). For four years, we watched him thrive in a challenging dual-language program despite his seeming inability to sit still and “study.” After school, instead of worrying about schoolwork, he fired endless questions at us: Is it OK for a president to tell a lie? Why can’t you make a French poem rhyme when you say it in English? Did we realize that in some countries, his best friend wouldn’t be allowed to go to school because she’s a girl? Does it make sense for a popular local learning center to have a logo of a face that looks bored when it’s trying to get kids interested in math and reading?

Our after-school conversations typically revolved around such subjects and, as parents, we took for granted our son’s fervent search for answers. Then suddenly, the questions stopped. The conversations dried up. The enthusiasm died. His confidence vanished. Learning, as he knew it, ceased.

What happened?

When our son started third grade, we moved to Cairo, Egypt, where he attended a traditional American school for expatriate children. Although a reputable school in the region, it did not seem to have an inquiry based approach to learning in the elementary school. In my view, it appeared that the school did not require teachers to use student-centered, inquiry based teaching methods but left it up to each teacher to decide on how to present content to students. Some used thoughtful strategies to generate students’ interest while others clung to teacher-centered, content-heavy instruction that left no room for student creativity or discovery.

At first, we believed that our son was doing well at his new school. He maintained high scores in standardized tests, his report cards indicated that he was meeting or exceeding expectations, and his teachers were pleased with his progress. He made many new friends, excelled at sports and seemed to be the main attraction at every community event. And yet, he hated school.

Instead of the spirited discussions we once enjoyed, my husband and I now listened with growing concern as our son whispered unfamiliar questions: Is he different from other children? Is there something weird about him? Why does he come up with ideas that don’t make sense to anyone in class? Why can’t he mention something he learned in art when he’s in science class if these things are similar? Don’t teachers want kids to ask good questions? Why isn’t he allowed to come up with his own ideas for projects? Why is school so boring? And the most heartbreaking question of all: What’s wrong with him?

That’s when it dawned on me—he was losing his love of learning. Despite the positive results at school, he wasn’t doing well at all. His confidence as a learner and seeker of knowledge was slipping away. And to me, that’s much more serious than bad grades.

I realized then how important the inquiry based learning my son had experienced at Atlanta International School was – not only for his academic success – but also for his development as a person. By stifling his curiosity, his new school environment was crushing his love of learning, and a crucial part of his personality was receding.

We spent two years in Cairo where our son completed grades three and four. Academically, his most memorable experience was building an electrical circuit with a friend to demonstrate to his classmates what they had learned about electricity. The project was not compulsory, it didn’t count toward any grades, and my son and his friend were among only a handful of children in the class who volunteered to take on this optional task.

We returned to Atlanta and AIS in 2011 in time for our son to start fifth grade. Again, we were in for a surprise. Although we expected him to need time to adjust to the dual-language program, we thought he would dive into school life as before and instantly become the self-assured, inquisitive child he used to be. But we had underestimated how much confidence he had lost. His French needed brushing up, which was understandable. But we were alarmed to discover that he believed he couldn’t follow the curriculum in English either. Even math concepts that I knew he had mastered in third grade were suddenly beyond him. Group discussions were especially traumatic because he no longer trusted himself to have anything valuable to say. He felt intimidated by his classmates who had “become so smart” while he was in Egypt. Rather than taking risks and contributing in class, he was focusing his efforts on covering up what he saw as his academic inadequacies.

It took three months for him to rebuild his confidence and become the independent learner he used to be. We noticed the old sparks of curiosity return and his enthusiasm for learning grow with each new project he completed in fifth grade. Before long, our after-school conversations began with his usual barrage of questions: “Did you know…”, “Can you imagine …”, “I wonder what would happen if…”. By February, he was thriving at school once again. His love of learning had been rekindled.

On reflecting on this experience, I realized that I had taken my son’s love of learning for granted. It is only when it began to erode that I realized how it had come about in the first place and what was needed to sustain it: an inquiry based learning environment. Sometimes you have to lose something to appreciate its value.

Day One of Life Beyond CASIE . . .

Suzanna Jemsby — Fri, 04 May 2012 12:04:38 +0000

It’s 40 minutes into the weekly staff meeting at CASIE, and I wonder what they are discussing. Yes, I’ve only been gone for a few hours, and yet my mind fondly returns to the Little White House on North Fulton Drive. Are my colleagues finding creative ways to find scholarship money for upcoming workshops? Are they finished with the reflections on the Education as a Human Right meeting CASIE co-hosted a couple of weeks back? Are they satisfied with the feedback from the Global Language Convention? Are they preparing for one hour of immersion into the Japanese language? Are they ordering new books for the library and bookstore? One thing is for sure, whatever they are doing, it’s bound to be fun, interesting, varied and focused on some improvement in education. What more could one ask for in a work environment?

Not surprisingly, I received lots of messages yesterday asking if the leaving was bittersweet. The answer was undoubtedly yes. I have an incredible opportunity ahead of me in the midst of the Galloway community – I’m going to love every second of being back in a school, feeling the pace of learning first hand. The transition has already whetted my appetite greatly. In describing CASIE to my successor on the other hand, I found myself saying “it’s the best job I’ve ever had… liberating… flexible… we can change directions as quickly as a catamaran… the colleagues are second to none… people support us in ways you could never imagine…”

So let’s hope I’m leaving this job to go to the next “best job I’ve ever had”. It’s been a fantastic 3 and a half years as the helm of CASIE. I’ve enjoyed meeting you all through workshops, my work in schools, and great conversations in far-flung places. And of course, I can’t wait to visit the Little White House in months to come. Maybe I’ll have time to properly read everything on the resource library shelves? Perhaps I’ll coincide my visit with one of those staff meetings I’m already missing…

Suzanna

Director of ESOL Services Wanted

Bobbi Kay — Thu, 12 Apr 2012 01:29:22 +0000

CASIE is pleased to share this wonderful opportunity with visionaries everywhere:

The Atlanta Speech School is currently seeking applicants for the position of: Director of ESOL Services in the Rollins Center for Language and Learning (“Rollins Center”).

Background

This is a senior leadership position at the Rollins Center (based at the Atlanta Speech School). The Rollins Center has created this position to actively help achieve the Georgia Early Education Alliance for Ready Students goal (GEEARS) that, by 2020, Georgia will be a national leader in ensuring that all children enter kindergarten ready to learn and on a path to “read to learn” by third grade. The Rollins Center aspires to achieve the GEEARS goal set forth above for all of Georgia’s children including those for whom English is not their native language.

The Rollins Center exists to bring radical transformation to the current educational delivery systems of early reading and readiness curricula. The Rollins Center is engaged in this work through its partnerships with approximately thirty private and public organizations and agencies. It is central to the Atlanta Speech School’s vision to expand our capacity to serve children at risk of reading failure. While most of the children served to date by the Rollins Center have been native speakers of English, demand exists to provide such service and training to teachers of non-native speakers of English. The work of the Rollins Center is based on research that shows the trajectory of children’s lives can be dramatically changed if given appropriate instruction. The Rollins Center provides teachers access to the knowledge and methods necessary to deliver effective language and literacy instruction as the solution to improving literacy for young children.

Description

Universal literacy for English learners is the goal toward which this program strives and for which leadership is sought. With our deep and wide-ranging relationships with key stakeholders in our state, this position presents an opportunity to effect change in the lives of English learners throughout Georgia ensuring that all children enter kindergarten ready to learn and on a path to read to learn by third grade. We are seeking an individual whose systemic approach to the complex issues of language, literacy, and culture includes sensitivity and intellectual rigor.

We believe the goal of universal literacy for English learners can be met through the following steps:

By bringing research-based practices and methods to the Speech School to positively impact language and literacy outcomes of English learning children who are currently enrolled on our campus and at Rollins’ partner sites;
By building upon our relationships within the educational community to identify potential public schools as partners for demonstration sites;
By arming their teachers, teacher assistants, and leadership with the latest research and evidence-based practices concerning dual-language learning and cultural considerations for students and their families;
By developing a system for scaling the work at our demonstration sites to broad, state-wide audiences;
By bringing together a community of providers, establishing research-based curricular and instructional practices which could become national models for universal literacy;
By providing professional development opportunities for leaders and teachers and by working directly with children and their families; and
By developing an evaluation protocol to meet program goals and by reporting measurable outcomes.

Essential candidate qualities, preferences, and skills

The ideal candidate will be a leader in the field of English learning, adept at bringing evidence – based research to students, teaching staff, and communities. This person will have insight into the barriers that are imposed upon English learners and that prevent them from meeting their potential. The resident expert will take the lead in our endeavor by actively responding to those barriers in order to transform the lives of English learners through assembling leaders in the field, creating partnerships with schools, developing curriculum, and hands on teaching and training. Both intellectual sophistication and application skills are essential.

Requirements

Master’s Degree or higher in English to Speakers of Other Languages (ESOL), Language and Literacy Development, Educational Leadership, or related fields
Experience in administering English learner programs; evaluating English learner programs; and providing professional development to teachers of English learners
Current teaching license or appropriate current certification, preferred;
Exceptional and exemplary written and oral communication skills
Demonstrated leadership and persuasive abilities
Ability to establish program goals; train and supervise staff; work independently; establish and maintain project deadlines; and work with a variety of individuals and groups
Bilingual and bi-literate in English and Spanish, preferred

The position is full-time, starting as soon as possible. The Rollins Center is a research and teacher professional development arm of The Atlanta Speech School. The Atlanta Speech School’s mission is to help each person develop his or her full potential through language and literacy.

Benefits

This is a competitively paid leadership position that includes a generous benefit package including health/dental/vision/life and long term disability insurance; The School subsidizes health insurance premiums of staff and families; Flexible Spending Account; 403(b) Plan with employer match after one year of full time employment; accrued sick and personal time; Employee Assistance Program; generous holiday schedule; credit union memberships; direct deposit; and cost reduction of lunches at the School campus and for some Atlanta Speech School services.

To apply

Please include all of the following documents to ensure that your submission is considered:

Resume; Certification/ license; Official transcript

Written submission: The Georgia Early Education Alliance for Ready Students identifies this mission: By 2020, Georgia will be a national leader in ensuring that all children enter kindergarten prepared to succeed and on a path to “read to learn” by third grade.

The Atlanta Speech School supports this mission, believing that all children should be using reading as a tool to learn by the time they complete third grade. Identify the challenges that English Learners might face in achieving this goal and describe how you would address these challenges.

Please limit your response to 750 words.

Email: hr@atlspsch.org;

Confidential Fax: HR Director 1-877-811-5256

Mail: HR Director, Atlanta Speech School; 3160 Northside Parkway; Atlanta, Georgia 30327

No telephone calls, please.

Applications will be accepted until May 15, 2012

The Atlanta Speech School provides equal employment opportunities to all employees and applicants for employment without regard to race, religion, gender, national origin, age, disability, genetic information, marital status, or status as a covered veteran in accordance with applicable federal, state, and local laws.

1 minute with John Rassias

Suzanna Jemsby — Wed, 11 Apr 2012 17:15:26 +0000

Are any of you are wondering how John Rassias learned some of his dramatic teaching methods? He acted in Greek plays as a young boy, and then took time in college and in France to develop drama in teaching. Despite what some of us might think, he claims to not use any props in his teaching. The language he loves to engage with most is Oui, Le français!

5 minutes with Bernadette van Houten

Bobbi Kay — Tue, 10 Apr 2012 14:03:35 +0000

Bernadette van Houten, Cross-cultural Citizen

As we prepare for this weekend’s Global Language Convention, we took five minutes to ask three questions to Saturday’s keynote speaker, Bernadette van Houten.

What’s the most common hurdle you hear about cross-cultural communication?

Most people aren’t aware of differences in personal and cultural communication styles and preferences and might blame the speaker, or themselves, if the communication is unsuccessful! When the differences in styles and non-verbal aspects are explained with examples, then there is a recognition: “Oh, that’s why…..”

The most common hurdle here in the Netherlands would be the directness, and in the US, in business, it might be the many US English slang words and idiomatic expressions used which are not always understood by non-native English speakers.

Describe one photograph you’ve seen that illustrates the state of the world today.

That’s not an easy question for someone who is an avid reader of newspapers! What I cannot erase from my mind’s eye are photographs of African refugees in boats trying to reach Europe and men and women crossing the desert to reach the US. I wonder how future generations will judge that.

And then the paradox: photographs of the smallest members of our family who are spread around different countries – The images of smiles, hope and promise – the future, that what can be.

How did you start to grasp your own identity?

I’m sure I am no different from others as a child, wishing to “fit in”, to not be different and to be accepted. Now I hope I am old and wise enough to realize that being different was in fact part of my identity growing up. My identity is perceived differently depending on who is identifying me. All of the labels I’ve been given so far mirror at least one strand of who I am, my identity.

CASIE ED Suzanna Jemsby’s Prezi Presentation at SCOLT

Odette Schuler — Wed, 28 Mar 2012 17:51:40 +0000

Suzanna Jemsby, Executive Director of CASIE, delivered a keynote speech last Friday, March 23rd, at the annual meeting of the Southern Conference on Language Teaching.

You may view her Prezi presentation, entitled “World Languages: Learners Wanted,” here.

Emory Organizing Educators’ Exploratory Trip to China

Odette Schuler — Mon, 26 Mar 2012 14:27:39 +0000

Is your institution or school interested in offering a Chinese language program? Emory University is proposing an educators’ delegation through their Confucius Institute for local Atlanta K-16 educators and administrators this summer through fall. This is a great opportunity to explore China, gain knowledge the Chinese language and culture, learn about the Chinese educational system, and gather valuable resources to help build your own Chinese language program here in the USA.

Who organizes the trip?

The Confucius Institute in Atlanta (at Emory) will apply to Confucius Institute Headquarters to organize the educator’s delegation to China. Nanjing University, the Chinese partner institution for the Confucius Institute in Atlanta, will host the delegation in China.

Who is eligible?

Presidents and headmasters of universities and primary and middle schools, as well as education officials and individuals responsible for schools interested in offering Chinese are eligible. Participants must have not visited China as part of a similar program organized by Confucius Institute Headquarters in the past three years.

A delegation should have no more than 10 members; the Confucius Institute will send a person to lead the group.

How does one benefit from the trip?

Educators will gain knowledge about Chinese language and culture and will learn about Chinese educational system. Participants will gather valuable resources to help them build and expand their Chinese programs.

The delegation provides an opportunity to:

Visit Chinese K-12 schools and universities, meet with Chinese educators and observe classes.

Establish meaningful partnerships with Chinese schools and network with U.S. colleagues.

Attend presentations on best practices and learn about resources to build and support Chinese language and culture programs.

What is the trip Itinerary?

Participants will visit Nanjing and another city in a period of 14 days or less, engaging in informal discussions with Chinese educators and taking part in cultural activities.

Detailed itinerary will be planned based on the needs of particular delegations.

What is the cost to delegates?

Participants are responsible for their own international airfare, visa fees, and expenses related to domestic travel.

All on-ground costs in China including hotel accommodations, group meals, tour guides and admission tickets, and local and inter-city transportation will be covered by Nanjing University.

For questions and inquiries, please contact: Dr. Hong Li (hli01@emory.edu; 404-727-2511)

Learning is Emotional

Bobbi Kay — Fri, 09 Mar 2012 19:22:09 +0000

I found out earlier this week that the dear woman who was my 6th grade teacher, Mrs. Judy Gwinn, passed away. As I scrolled through numerous Facebook friends’ posts commenting on what a wonderful educator she was, I was overcome with emotion. As I read remarks about how much she impacted their lives and how they were better people because she was their teacher, I nodded in agreement with all of their sentiments.

Then, I tried to remember something she taught me. Anything. Was it History? Was it Math? When I closed my eyes, I saw her petite frame; many of us towered over, even in the 6th grade. If I strained a bit harder, I heard her deepish, husky voice, somewhat out of place for her petite body. I saw her bright eyes – green, I think. I remembered her reading The Witches to us, and enthusiastically coming down from her reading stool when the book grew really intense. I remember an instance of her fainting and how worried we all were when it happened.

I couldn’t remember any content she may have passed on from a textbook, but I clearly remember her so gently guiding and prodding us along the way. I still feel her guidance with me now.

It initially frustrated me that I couldn’t remember any one specific thing she taught me. Perhaps it’s that she taught me so much that it would be impossible to remember one thing only. This whole episode leads me to a place of comfort.

Even in a world filled with test scores and AYP, learning is emotional. It is personal. It is impactful. Every child deserves their Mrs. Gwinn.

PZ is in the air: Welcome to “El museo del (des)amor”

Elena — Tue, 28 Feb 2012 02:56:38 +0000

A circuit of visible and artful routines in Spanish.

By Carmen Samanes and Elena Zapico, Atlanta International School

What better way to celebrate February than thinking about love in Spanish! On this occasion, the inspiration came from the existing Museum of broken relationships in Zagreb, Croatia (http://brokenships.com), which led us to consider embracing both sides of Cupid´s capricious behavior in our own “Museo del (des) amor: The museum of falling in and out of love”. From now on we will refer to it simply as El Museo.

We conceived El Museo as a circuit of visible and artful routines pertaining to the Spanish B topic on personal and social relationships. Once again, we joined 11^th and 12^th graders in both the Standard and High levels and witnessed spectacular results in their interactions. This time we decided to take the experience a step further and trained some of the students to conduct the activities themselves. This is how we did it and what happened.

The first step was designing the different stations at El Museo to fit an extended period of 90 minutes. We decided to have five stations set up around the class that the students would visit in groups. Each group would spend about 18 minutes in each station. Every station was located in a specific place of the classroom and was framed around a different kind of input: music, images, video, objects and text. All the inputs related to relationships and love. The space looked like this:

Mapa de la clase - Classroom Map

We have included the experience had at the museum. Please enjoy your visit!

El Museo Flyer

At the entrance you will receive a flyer that gives you the information that you need to navigate through El Museo. Look for your name in the section called “groups”, get together with the students that are in your same group and go to your assigned first station. Then follow your group´s route from station to station until you complete the circuit. A “routine guide” (yes, that guy with the big heart necklace) will give you instructions on what to do. Let´s go!

Students discussing ideas about “Beginning, Middle, End”

Station 1: “Beginning, Middle, End”. Watch a one-minute fragment of the Argentinian film “El secreto de sus ojos”, then take a moment to write if you think it belongs to the beginning, middle or end of a story and why. Discuss with your group.

“See, Think, Wonder”

Station 2: There are two routines, “Zoom in” and “See, Think, Wonder”. First, you will see different fragments of a painting in a power point presentation. After every fragment, you will reflect with your group on what you see and what you think is in the part of the picture that you are not seeing. The final image, the complete Magritte´s painting The Lovers, will surprise you and provoke more comments!

“Creative questions”

Station 3: “Creative questions”. Look attentively at the objects displayed. Then write 10 questions that come to your mind about them. Share with the group your most interesting observations.

Station 4: “Listen 10×2”. Listen to a 30 second music clip. After listening, write 10 words or ideas about what you heard. Repeat the process and reflect with your group.

Station 5: “What makes you say that?” . Read the poem “Nada es lo mismo” by the Spanish poet Ángel González. Do not worry about understanding everything; just explore what it suggests to you. Write about the following questions: What do you think the author wanted to express in his poem? What makes you say that?

Did you enjoy? Our students did! We have to say that it was magical to see them observing, thinking, wondering, sharing and reflecting in Spanish between themselves. We were almost invisible! As in previous experiences using PZ routines, we had the chance to observe how the affective filters lowered and students that usually do not participate much in class were thriving with comments, questions and insights. We dedicated the next class to reflect as a group about the highs and lows of the experience, receiving very enthusiastic and valuable feedback.

An interesting observation is that only few students felt that reading and reflecting about the poem was the least positive experience. These students had difficulty going beyond the fact of not understanding the meaning of each and every word and considered that this kept them from offering their best interpretation. However, most of the students felt at ease with this routine and based their opinions on the feelings suggested by the tone and semantic patterns that they detected in the text. The rest of the routines were unanimously considered interesting and fun. “Beginning, Middle, End” pointed out as a favorite.

Next thing we knew we were receiving “complaints” from other classes about not being invited to El Museo; needless to say we had to keep it up and running to satisfy the new visitors. The exhibitions remained opened for more than a week and were enjoyed by three different Spanish III groups.

PZ, it is now official: we are in love!