Voices Spring Summer 10

Voices
Spring/Summer 2010
6 Challenge at ZIS
14 Students Making a Difference
21 The ZIS Gala

30 Back to the Future
ZIS Voices · Spring/Summer 2010
Voices_spring10.indd 1 4/26/2010 2:49:03 PM

Table of contents
1 Message from the Director

2 Principals’ Page
4 ZIS Baden Expansion
5 Sporting Successes
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
20 The ZIS Annual Fund

21 An Evening on the Ball – the 2010 Gala
22 The ZIS Board of Trustees
24 ZIS Administrative Assistants
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,
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Message from the Director
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.
Peter C. Mott, Director

Principals’ page
Lower School Principal Middle School Principal

Viki Stiebert Mark Hemphill
At the beginning of this school year our teachers had the wonderful During the middle school years, between the ages of 11 and 14,
experience of Bill Powell and Ochran Kusuma leading a whole adolescents grow and change more rapidly than in any other period
faculty in-service on differentiation. We were asked to read the of their lives. Students enter the Middle School as children and leave
book ‘Making the Difference’ in which they had written about the as young adults. As a result the middle school years can be the most
principles that support ‘teaching them all’, a particular challenge in challenging of all for students, parents and teachers.
an international school and one that we value highly. This principle
is mentioned twice in our Mission and Philosophy, under �� ‘��
Learn: For students the challenge is to learn to identify their strengths and
We teach to multiple learning styles‘ and ‘��
Challenge: We challenge to accept their weaknesses. It is a time when adolescents often lack
ourselves to ensure the success of each student‘. self confidence and suffer from a very fragile self esteem. They may
struggle socially as friendships develop and change. Some may be
Some of the points that we found particularly pertinent during confused by the feelings and emotions they may be experiencing,
our workshop were that all children can and will learn; diversity not really understanding their moods or reactions. Their relationship
enriches; and children learn most enthusiastically and most with their parents and siblings is constantly changing and managing
efficiently when they are encouraged to use their strengths. these interactions may be stressful and challenging for all involved.
Understanding, accepting and learning to respect the adult they are
In an international environment the first challenge we have is becoming can be incredibly challenging.
providing appropriately for the diversity of cultures and backgrounds
in our community, which makes our lives as educators interesting For parents this phase in their child’s life can be the most challenging
and far more challenging than we would experience in most national and stressful to cope with. Accepting your child’s growing need
systems. The second challenge is reaching each student not only as a for independence and their reliance on their peers can be difficult.
person but also in extending their very individual capabilities. Whilst Seeing your child grow into a young adult who may be very different
a school in a national system would usually offer a certain slant to to yourself or developing interests and strengths in areas you may
their education, i.e. being sports, drama, IT or music focused, at ZIS not have considered as important can be confrontational. Keeping
we offer a wide range of choices including all the above to the 600 your adolescent child focused on their studies rather than on
children we teach in our ECC and Lower School. On top of that, this socialising, their friends and a growing fixation with technology
term alone we also have over 40 after school activities. can be particularly challenging. Most difficult to cope with can be
the mood swings, the rudeness and the sarcastic comments.
In each of our classes we have a wide range of learners whose
successes and learning we celebrate. I think a particular strength at For teachers the challenge is to keep middle schoolers interested
ZIS is that we are prepared to cater for each child as an individual. and engaged in their work, focused on their academics and positive
Our curriculum, being inquiry-based, offers the opportunity for about themselves and their studies. Middle schoolers can become
children to truly extend themselves, acquiring skills whilst making increasingly negative and difficult to motivate. The challenge is to
learning their own. try to teach students to enjoy learning, to be self motivated, to be
organized and to always do their best. It is well recognized that
Our world has changed, ‘digitalism’ is now a reality for our student results may decline in the middle school years as they are
children and every day I have the joy of seeing children truly more focused on their social lives and the physical, emotional and
challenge themselves not just in the classroom but beyond. We hormonal changes their bodies are experiencing. Middle schoolers
are now communicating regularly with classes all over the English need to understand the relevance of what they are learning to their
speaking world, with our sister school in Ghana and with experts lives and teachers need to constantly review and evaluate what
whose knowledge we are seeking, on almost every continent. ZIS their students are interested in. The challenge for the Middle School
makes this possible for even the very youngest! Principal is to keep everyone in the Middle School happy and to
balance all of their needs. Believe me, that sometimes this can be
a real challenge!

Upper School Principal Baden Principal
Jon McLeod Ji Han
This year we have introduced two new initiatives which we believe The dictionary has many definitions for challenge, and each time
provide opportunities for students to challenge themselves in we see the word it calls to mind something specific to the one
different ways. We believe their introduction is beginning to make reading it.
significant inroads into positively changing our school culture and
climate. In the daily life of a ZIS student, challenge comes in a variety
of forms such as trying to master a skill, getting over the fear of
Firstly, this year all students, teachers and administrators have speaking in front of others, trying out something new even if it is
been divided into Advisory Teams. Grade 9 students are grouped difficult, working with people – some you like and some you don’t
together for one year. Grade 10-12 Advisory Teams are mixed and – and making mistakes and learning from them is part of that. These
students remain with the same advisor year after year. are just a few examples of the daily challenges our students face.
Certainly there are some who would say that compared to many
Linked with the introduction of this Advisory Program is a change children in the world, our students do not really have formidable
in our student community service guidelines. Before this year, each challenges. I would agree that in the physical sense this is certainly
graduating student had to complete 50 hours of community service. true. However in today’s ever-changing and unpredictable society,
We believe this approach led to too many students simply ‘counting our students will certainly face mental, emotional and intellectual
hours’ rather than having a meaningful service experience. The challenges that we as adults have never encountered. Our students
graduation requirement has therefore altered to ‘the completion of have the daunting task of preparing for a future that is vague,
one pre-approved service learning project’ each school year. It is in unknown and certainly more exciting than the world we know
the Advisory Teams where students are expected to work together today.
to design, implement, and reflect on a service project. Being the first
year of this program we are still learning the best way to go about Challenge is certainly high on our priority list at school as it
doing this, but we have seen some great progress and initiative from symbolizes an important part of our beliefs and values and encourages
the students. Some examples of activities include an Aids Awareness us to strive for more than the ordinary, push ourselves and our
Week, paper recycling scheme, Bee Awareness, and working with students to go beyond what is expected but, most importantly,
groups in the local community. take steps that have never or rarely been tried before. It is our
responsibility to create opportunities so our students will experience
The second initiative is to allow Grade 12 students, if they wish the successes and failures associated with challenges as well as know
to and with the support of their parents, to take up the opportunity the difference when there is none.
to organize their own independent Classroom Without Walls trip.
For the trip to occur it must meet certain requirements. Most The definition I found most appropriate for challenge reads
importantly, it must be related to some aspect of our Mission and ‘an undertaking that is stimulating to those engaged in it’. It is my
Philosophy (Learn, Care, Challenge, Lead). For example, we have a hope that when students at ZIS experience challenge, they do so
group of students travelling to our sister school in Ghana, a group in a way that leads to a sense of stimulation, purpose and wonder
planning to climb Mt Kilimanjaro as well as to research the impact of for what is coming next. Schools, I believe, have a duty to the
climate change on and around the mountain, and a group travelling students to ensure that they are continually faced with new and
to Venice to undertake an economic study of the impact of the unfamiliar situations, yes, even pushed out of their comfort zones.
economic crisis on tourism there. All groups will report back to Only through working through such situations and finding ways to
the school community about their experiences in the last week of move beyond them can our children begin to develop the resilience
school. and tenacity needed to really make a difference for themselves and
the world around them. �
I think both of these examples are certainly evidence of
‘challenging ourselves to be open to risk, change and innovation’
– one of the descriptors of our Mission pillar ‘��
��
Challenge‘.

ZIS Baden
New Middle School Opening in August
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.

Sport at ZIS
Sporting Success is not by Chance
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.”

Challenge at ZIS
A Curriculum that’s Relevant, Challenging and Engaging
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.

Challenge at ZIS
Meeting Educational Needs in an Ever-Changing World
The ZIS curriculum challenges students to develop their potential
In order to further support learning, personal growth and

development, learning opportunities cannot be restricted to the
classroom. We have the technological tools to bring the world
into the classroom, but we also want our students to physically
experience the wider world as often as possible. Initiatives at ZIS
include: grade level, curriculum and Classroom Without Walls trips,
Model United Nations, service learning, sports, outdoor education,
arts activities and performances. We challenge our students to
embrace the opportunities provided and to push their boundaries.
As parents, it can be a challenge to accept that things should

look very different in schools today, compared to when we were
students. There can be a tendency to expect or try to recreate the
same setting for our children as we had at school, because we have
been there before. Leaving the familiarity of a national education
system to move to a possibly very different international context
can add to this challenge. However, the need to prepare students
for a vastly different future than we have known means that our
understanding of the focus of education also needs to shift. The
needs of our students are very different in order for them to cope
with today’s ever changing world, let alone what they may need for
an uncertain future.
Director of Curriculum and Professional Development

Mark Schulz

Challenge at ZIS
Lower School Inquiry-Based Curriculum
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.
As 21st century educators we can’t just teach curriculum,

implying that the primary focus is only curriculum coverage, we
have to teach students the skills and attitudes that will enable them
to embrace appropriate challenges and become learners way after
they have left any kind of formal education.

Challenge at ZIS
Enriching Learning for Mathematically Talented Students
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.

Challenge at ZIS
A Wide Variety of Activities on Offer
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.”
10 ZIS Voices · Spring/Summer 2010

Challenge at ZIS
Job Placements Offer Real World Experience

Upper School students have the opportunity to extend their “All of these young people bring
experience through a summer internship programme.
with them a unique set of skills and
Having begun four years ago with IBM, the programme has perspectives, every year they come with
expanded recently to give students the chance to work with a variety a different approach of how they see
of businesses and organisations, including in the areas of childcare
and school administration. the world around them, and they bring
new ideas which we can benefit from.”
“We have so many applications, so many students who really
know how important having work experience is,” said Melissa Johnson
Schnyder, Upper School University and Career Counsellor. “And “We have similar programmes around the world and it shows
whether a student gets a placement or not, it is great experience that we engage with our community.”
to go through the process of writing a resume and cover letter, and
having an interview. These are valuable skills for them to learn.” Manuel explained that ‘the best of the best’ were selected each
year and then teamed with an IBM ‘coach’, who assesses their skills,
Members of the Leadership Team and parent volunteers, experience and personality before matching them with a project.
including Liz Kalmin who runs the Job Center, help with the process As well as their ‘day job’ the students are set a task as a team – last
and undertake the interviews. Students are then recommended to year this was an ‘Integrated Strategy Project’ through which they
the employer, who then interviews them before matching them to developed a system to plan, manage and account for the millions
a suitable post. of deals with small businesses.
“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.
Independent Study – an Option to Extend Learning at the Upper School

Kevin Braunschweig is one of three Upper School students currently taking a course
completely independently. He decided to sign up for AP Statistics after the course was
not run as usual at ZIS due to lack of student sign ups.
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
ZIS Voices · Spring/Summer 2010 11

Challenge at ZIS
Opportunity to Perform at a World-Class Level
Tracy Sons conducting a group of Upper School musicians
“Just going through the audition process is great experience for

The opportunity to perform with musicians and these kids and if selected the level of music they work on is super-
singers of a similar standard is on offer to the challenging,” said Tracy.
school’s most talented music students through
This year six ZIS students were selected to perform in the
AMIS, The Association for Music in International Jazz Band and Choir in Rome, two in the Senior Honor Orchestra
Schools. Festival in Frankfurt, and eight in the Honor Band and Choir in
Turkey. Nine students participated in the MS Honor Mixed Choir
From Middle School onwards students can audition to participate Festival in April.
in one of several festivals held at a variety of locations around the
world each year. Only the best musicians are selected to take part, “There is, for instance, an 80 to 100 piece orchestra which is
making it a wonderful experience for students. something they can’t experience at our school,” said Tracy, who
added that attending the AMIS festivals is a great professional
“We have so many kids who are capable and I encourage them development opportunity for teachers. “There are world-class
to prepare and participate in these events,” said Tracy Sons, Upper conductors there who often hold workshops for teachers so we
School music teacher. come back to school with energy and new ideas.”
“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.

Challenge at ZIS
Students Selected for AMIS Festivals
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.”
To get to that point Bill has helped them rehearse at weekends

and lunchtimes, as well as taking part in normal lessons.
Bill organised the hosting of the recent AMIS Middle School

Honor Mixed Choir Festival, in conjunction with the ATAC office and
with support from the Parents’ Association.
Nine ZIS students, including Mandy, were chosen to participate

in what was originally planned to be an 80-strong choir (the
aftermath of the Iceland volcano eruption preventing some students
from travelling).
“Singing is very personal and so it was a challenge to audition,”

said Bill. “There were ten pieces for the festival and students sang
in languages they had never spoken or sung in before. There was a
three part texture for girls and boys, and at some points they were
singing four different parts. That’s a challenge – to sing different
parts and to be holding your own. Bill Gilfry practising with Grade 7 student Mandy Kessler

Challenge at ZIS
The World Outside the Classroom
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

Challenge at ZIS
Grade 9 Students Make a Difference in Ghana
Sam Bunderson, above left, and Noemi Holzleg, above right, had the experience of a lifetime in Ghana
By Noemi Holzleg and Sam Bunderson, Grade 9
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.

Challenge at ZIS
The Desire to Make a Difference
by Marie Baldauf-Lenschen, Grade 11
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.
As the time progressed and I had moments to reflect, I realized

how naive it was to think that I could just fly somewhere with
absolutely no specialized skills and only the strong desire to ‘do
something’, and expect to make a difference.
In the past, the safe-house had received donations, such as huge

chalk-boards or coloring books. However, these were of no use, since
chalk and crayons were missing. To us, it may seem an effortless
The gate which stood between Marie and the angry woman thing to go out and buy something so simple, yet when I gave some

Marie, with hair braided by the children at the safe-house in Jeffreys Bay, South Africa
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.

Challenge at ZIS
Grade 12 Students in India
Virginia serving food to some residents of a home for the elderly
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.
During an assembly in school, our Principal Mr. McLeod,

announced the Classrooms Without Walls trips. We were super
excited and wanted to do something similar and so we got to work.
We started writing emails to big organisations such as UNICEF,
Worldvision, KinderForKinder and many more. We wrote about 20
emails, and got replies from almost all.
One organization, KinderForKinder, forwarded our email to

an Indian college named Rajagiri College of Social Science. When
we got the first email from the core leader, Mr. Antoni, we were
astonished:
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.
The way we were welcomed, convinced us and we were ready

to go to Kochi, Kerala!
After making the last arrangements concerning flight and

Virginia and Laura raised some of the funds for the trip through accommodation, we wanted to collect as much money as possible
a raffle at World Fest last October to take to India, so that we would be able to help the children in

Challenge at ZIS
Thanking the ZIS Community for the Support
Virginia and Laura spending time with children at a creche
“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 2009/10 ZIS Annual Fund
Enhancing Educational Excellence
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.

The 2009/10 ZIS Annual Fund
ZIS Gala: An Evening...on the Ball
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
“An Evening...on the Ball” was the theme for the

sixth annual ZIS Gala which took place on April
24.
The evening consisted of an apero, dinner, dancing to the
live beats of ‘MetroGnome’, a raffle with over 70 prizes, a silent
wine auction, and a luxury live auction conducted by a Christie’s
auctioneer.
Around CHF 60‚000 was raised and will be benefitting ZIS

Student Life (Athletics and Activities) through the Annual Fund.
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

The ZIS Board of Trustees
A Strategic Direction with Two New Board Members
Strategic marketing expert With extensive experience in

Martha Braide Kurth, left, the fields of education and
wants to ensure that ZIS’ strategic management, Lucy
unique Mission and Philosophy Küng, left, brings many skills
remain at the heart of the to the Board of Trustees.
school and all its decisions.
Lucy is a professor of
“‘Learn, Care, Challenge, strategic management and
Lead’ needs to be reflected is currently associated with
throughout the organisation universities in the USA, UK,
and in the choices we make at Switzerland and Sweden. She is
the Board level,” said Martha, also on the supervisory board of
who is a marketing executive at Swiss national broadcaster SRG.
UBS. Her expertise includes helping
with strategy and culture in
Martha, whose son Jason is in Grade 3 at ZIS, first became non-profit organisations and she is looking forward to helping ZIS
involved with the school at a strategic off-site meeting in 2006. “I build on its success as the organisation matures.
was asked to attend as a parent and was really impressed. It was
a great day spent asking all the right questions and looking at the “I am very impressed with ZIS’ forward-thinking philosophy,
most important issues,” said Martha, who subsequently acted as an and its goal to help students fulfil their potential, and be world
advisor in the work to update the school’s logo and image. citizens and life-long learners. It is a tremendous school,” said Lucy,
a member of the Education Committee.
“I‘ve done a lot of strategic planning in my career and it’s an
aspect of my job I love. Using my business experience to contribute to “ZIS is an organisation that has been through a very heavy
the future of ZIS will be a great way for me to give back. I believe that growth period, and I can offer input on how to take it forward into
being a Board member is a serious commitment and an important the next stage of its development through my experience with
role, and I’m looking forward to making a real difference.” organizations, like ZIS, where intellectual capital, motivation and
creativity are so important. Another way I want to help is through
Martha, a member of the Community Relations Committee, my knowledge of what universities all over the world are looking
is Canadian, British and Swiss. With UBS for the last eight years, for.”
she has held responsibilities in the areas of international marketing
and branding. Prior to that, she worked for Swiss Life, responsible Lucy, who is British/Swiss, is married with an 11-year-old
for market development in China, as well as global branding and daughter who attends a bilingual school.
marketing.
Farewell and Thanks to Departing Members

Kate Telford’s time on the Board included the historic decision to Catherine Vogel enjoyed an ‘interesting and challenging’ three
build the new Upper School. years on the Board of Trustees. During that time she served
on the Governance Committee and was Chair of the Education
“It was a privilege to serve on the ZIS Board for five years, Committee.
especially at such an exciting, if sometimes nerve-racking, time as
we approved the CHF 34 million investment in the Upper School With previous experience of serving on Boards for non-profit
building and saw the dream become reality,” said Kate. “I am proud organisations and a career in marketing and brand strategy, Catherine
to have played a small part in the growth of our school. Today we wanted to use her skills to the benefit of the school, having already
are truly world class. Thank goodness parents no longer have to served on the PA Executive Committee.
serve ‘hot lunches’ and our children no longer play in converted
office block car parks – yet no one seemed to mind, we were a fine “It is important to see how the school works in terms of long-
school even back then.” term strategy, how it manages itself financially and the governance,”
said Catherine. “It was a really positive experience – interesting and
Kate’s two sons, Alex, Class of 2009, and Oliver, Grade 11, challenging.”
started at school in 1994.
Douglas O. Marston said: “Catherine wrote one of the most
Chairman of the Board Douglas O. Marston praised Kate’s work detailed marketing presentations for the future of the school, for
on the Board, particularly her involvement in the decision to build the which we are very grateful. We wish her and her family well in
new Upper School. “She was very involved in looking at economic Singapore.”
scenarios, to ensure it made sense, which was a very important part
of our decision,” he said. Catherine and her family – husband Roelof, daughter Julia,
Grade 10, and son Eliot, Grade 6 – are leaving this summer after a
Kate and husband Ian were due to move to Amsterdam but have ‘very happy’ six years here.
now returned to Zurich.

The ZIS Board of Trustees
A Thank You from the Chairman
Every member of the ZIS community deserves a “There is a great spirit of

big thank you for their commitment to the school, volunteerism at our school and
says Chairman of the Board Douglas O. Marston. I would like to thank everyone
This year faculty and staff have been very committed to the for that. Without this level of
reaccreditation process.
commitment and ethos of giving,
“This is really important to the school and everyone has been our school would not be the
working very hard, on top of their normal workload,” he said. “It is a
good opportunity to be contemplative and thoughtful, a chance to wonderful place it is.”
assess how we are doing as a school. I’m not sure if people realise
how much time and energy it takes, and faculty and staff deserve a
big thank you for all that they are doing.
“This is a process that spans almost an entire school year, with

each and every department and on each campus; it has involved
committees made up of faculty, staff, trustees, administrators and “Parents volunteer to work on projects and issues related to
students. It really is a big deal since the process occurs only every their own children’s activities in the school – that I would expect
ten years with an interim review every five. to be the norm – but many also volunteer in the much wider
school community, which is what really helps make our school so
“We do it as a combined accreditation for the Council of special.
International Schools and the New England Association of Schools
and Colleges, the leading organisations in the world of international “Teachers and staff devote untold amounts of time to the
education.” school, above and beyond their normal working schedules. This we
see in their involvement in school trips, coaching and chaperoning
In turn, Douglas also thanked the huge number of members of sport teams, on a variety of projects, and with InnovateZIS.
the ZIS community who volunteer at school.
“Behind the scenes, of course, there is also a lot of work done
“There is a great spirit of volunteerism at our school and I would to prepare for the school day, and for projects, presentations and
like to thank everyone for their commitment to that – parents, performances. We are truly grateful that our faculty and staff show
teachers, faculty and staff, and Board members. Without this level their commitment to our children and the school community in
of commitment and ethos of giving, our school would not be the this way.”
wonderful place it is,” he said.
Reaccreditation Process
Final Report to be Written in June

Reports have now been written by each of the “To have had this focused time to
21 committees as work continues towards look at all aspects of the school has
ZIS being reaccredited by the Council of been really worthwhile”
International Schools (CIS) and New England
Association of Schools and Colleges (NEASC). The next big step takes place in the week of November 1
when the accreditation team, made up of about 16 educators,
Committees, made up of faculty, staff, students, parents visit ZIS to review the whole school. During this time they will
and trustees, have been reviewing all parts of the school in the meet with members of the ZIS community and review survey
areas of philosophy and objectives; curriculum; governance and results. At the end of that visit the team then writes a report for
management; staff; student support services; resources; and CIS and NEASC and their decision is expected in December.
student and community life.
“It has been a lot of work, particularly for committee chairs,
Their reports will be reviewed by the Steering Committee but the feedback from committee members has been really
which will produce the final report in June. Any areas for positive,” said ZIS Accreditation Coordinator Elly Dilworth. “To
improvement will help form a plan of action for the school. have had this focused time to look at all aspects of the school
has been really worthwhile.”

ZIS Administrative Assistants
Helping the School to Run Smoothly

Lower School Middle School Upper School
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.
Early Childhood Center ZIS Baden Executive Assistant to the Director
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.

Welcome to ZIS
A Great Fit for the new Middle School Principal
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

Farewell
An ‘Invaluable’ Four Years at ZIS for Mark Hemphill

“I hope I have been able to make a
difference here and to have had a
positive impact.”
and it has certainly broadened my horizons. I am so much more

aware of the world, the people, and the differences.”
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.
He implemented a very smooth and successful move to the villa

two years ago at the same time as the introduction of the 1-to-1
laptop program. “I have had a lot of autonomy and a lot of scope
to have an impact, as Peter is very good about letting you run with
things, which is fantastic,” he said.
Mark will become Head of Knox Grammar Preparatory School,

at which they registered Lachie many years ago. “It has always been
my dream school for him and I have always thought I would love to
work there, so it’s a wonderful opportunity,” he said.
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.”

Faculty and Staff News
Community Relations Director who Created Closer Partnerships

“I have really appreciated being accepted onto the PA Executive
Committee! Before this position was created the PA ExCom and the
school didn’t work as closely together. It was an honour to work
with them, and a ‘win-win’ situation as it helped enable the school
to better support the work of the PA and vice versa.”
With demand on international schooling in the Zurich area

so high, developing stronger and more open relationships with
businesses was another priority. “I have worked closely with the
corporations who do so much to support ZIS and which have often
wanted to get children into the school despite limited spaces,” said
Christine. “I saw an opportunity to be more transparent, and to
keep them abreast of all developments and the number of spaces
we have.”
Christine has enjoyed working at ZIS. “Every day was different, it

was always very varied and allowed me to work with different people
from different facets of life each and every day. I will never forget
my time here and will always feel very connected to the school and
the community,” she said. “I have made wonderful friendships and
Christine with her husband Guy and their children Caroline and thoroughly enjoyed working here. ZIS is a very special place.”
Thomas
Director Peter C. Mott said: “Christine did an outstanding job
Director of Community Relations Christine Ross, who is leaving of creating the Community Relations team, creating strategic goals
ZIS after 2.5 years, helped bring different parts of the school for those areas, and of building our relationships with corporate
community together to create closer partnerships. partners. Her diplomacy, tact and ability to negotiate has resulted
in some very beneficial arrangements for the school.
As the first person in the role, Christine created a team consisting
of the Admissions and Development offices. She also worked closely “On the Leadership Team she was able to understand whole
with the Parents’ Association and corporate partners to improve school needs with a clear view point. We will miss her all-school
relationships both within and outside the school. perspective, her personality and sense of humour.”
“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.
First Learning Support New Head of

Teacher Retires Business Office
Mary Baur, who is retiring this summer after 22 years, was the first
ever Learning Support teacher at ZIS predecessor school IPSZ.
A primary school teacher in the UK, Mary took additional

training in learning support after moving to Switzerland and being
asked by friends for advice about their own children. She originally
worked just a few hours per week but this quickly developed into
a busier role. “It was great, you knew everybody and the teachers
could sit and talk as whole body in the staff room in the the eaves
of the building,” said Mary. “You knew every child in the school, it
was really like a family.”
Béatrice Pleban is the new
Mary is now part of a team of teachers working with children at the Lower School. “The team is Head of Business Office
absolutely wonderful and I’m really going to miss them,” said Mary. “They are extremely professional, responsible for finance and
we also laugh a lot together and support each other a lot. I will also miss the children - when you see control at the school. She is
how well some of them have done, it’s fabulous.” Swiss and has previously worked
for international companies.
Mary is looking forward to having more time with her two sons and grandchildren as well as Béatrice replaced Edgar Suppiger
renovating a home in the mountains. She may still be seen around the ‘green school’ in the future as who joined ZIS in March 2003
a tutor. and left earlier this year.

Farewell
Faculty and Staff Leaving ZIS
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!

Farewell
Faculty and Staff Leaving ZIS
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
US Assistant Principal Amy Elly Dilworth, Accreditation

Greene and husband Rob Coordinator, and husband
Jennifer Walls has been at ZIS Also leaving this summer are: Pfeiffer, MS math teacher, Mark, US IT Curriculum
for two years - the first as a Lower School: Melissa welcomed son Bobby in Coordinator, welcomed
substitute teacher and classroom Dubzih, Grit Jassmann, Kathy November. daughter Charlotte in
volunteer, and this year as a Lancaster. February, a sister for Jack.
Grade 3 homeroom teacher.
“I have enjoyed working with Middle School: Monica Dulcic,
my third grade team, sharing Sergio Ferrer, Gail Matheson,
learning and new experiences Annemarie MacLean.
with my third graders including
the incredible field trips, having Upper School: Ron Bell,
the opportunity to get PYP Dan Davis, Stephen Doubt,
training and apply best practices Cathleen Drilling, Sarah Goudy,
in teaching, and meeting students Patrick Holmes, Asha Lynch.
and families from all over the
world,” she said. ZIS Baden: Sarah Bielmann, MS math and science teacher LS IT Technician Eduardo
Jennifer and her family are Mary Egloff-Woodrow, Stefan Stephen Boyd and wife Milhomem and wife Silke
moving back to the USA. Van Staveren. Rosangela welcomed Oliver Andresen welcomed son
in March. Fernando in March.

Alumni news
Back to the Future
Alex Telford, above left, graduated from ZIS in 2009. He is pictured, above right, in Grade 5 with his friend Lennart Meintrup
Imagine receiving a letter,

Dear Alex, written by yourself when you
were 10, on your graduation
I am writing to you at the end of the 5th grade year. My best friends were Brady, Luca, Davis
and Lennart remember to keep in touch with them. Also my favorite school subjects are from school, with advice and
homeroom and library. In this year Steve Carber was my teacher and he was a very good ambitions for your future.
one. The films I like are Pokemon and the Matrix. I have read a lot of books my current
favorites are Artemis Fowl and I hope to finish the Lord of the Rings by JRR Tolkein. That’s what happens to many students
of former teacher Steve Carber, who set his
My hobbies include playing imaginary games with my friends, talking about recent affairs, Grade 3 and 5 classes a letter-writing project
painting warhammer and occasionally playing video games. Here is some of what I have during his four years at ZIS predecessor
achieved so far when we went to Cortona we had groups and out of eight ours won. I school IPSZ. Despite leaving Zurich and
have read most of the books in our house. Also I have good imagination and very good returning to the USA, Steve has kept the
general knowledge. letters and posts them back to the students
when they graduate from school.
These are my memories of 5th grade, when we went on the skitrip skiing all day long was
rather tedious but some of it was really fun especially when we skied down moguls. For One recipient was Alex Telford, Class
some of our units of inquiry were a Celtic trip to Neuchatel where we visited an old Celtic of 2009, who wrote to his future self at the
house and some cool looking bits of different celtic objects and we also went to a flight end of Grade 5. As well as listing his closest
museum where we looked at different kinds of airplanes and tried all these different friends at that time and his hobbies, Alex
“pretend to ride plane cockpits”. There were bits of fire behind the planes. wrote: “��
When I grow up I want to be a
scientist who studies medicines for diseases
Here is some advice I personally would like to follow. First off don’t do drugs, secondly and have a degree in medical science and
don’t smoke, thirdly always be nice and lastly don’t swear. When I grow up I want to be microbiology.”
a scientist who studies medicines for diseases and have a degree in medical science and
micro biology. I would also like to play the trombone well. Also I would like to draw manga Alex is now studying Biochemistry at
and read books about how the universe works. Remember to always wash your face and Bristol University, in the UK.
bits of your body with sweat glands.
Alex Telford “Alex is one of the coolest examples of
someone doing what he said he would do,”
Alex in 2010 says: It was a nice surprise to receive the letter and it did spark some said Steve.
nostalgia. In a way it’s quite odd to think that the letter represents myself all those years
ago, when I had little concept of what my future would be like. Most of the contents of “In some cases I never hear from the
the letter weren’t surprising except for my desire to study microbiology. I had thought student again, and always wonder how it
I was more interested in astronomy and engineering when I was younger. turned out, but those I do hear from all
speak very highly of that project. I have been

Alumni news
Letter Writing Project
Former teacher Steve Carber pictured in his classroom
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

Alumni
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.”
Randi, left, was the Upper Fred, left, came to AISZ in

School librarian for 12 years. 1982 as a physics and chemistry
Colleague and friend Mary Ann teacher and later taught
Canzanella remembers hers as geography, Middle School
an exceptional librarian and math, AP Biology, and computer
faithful friend. science. He ran a computer club,
led the Middle School ski week,
“Randi was one of the and coached MS Girls Basketball.
finest instructional librarians He left in 1995 to return to
I have ever known,“ she said. Canada with his family.
“��
She loved working with young
people and was confident and ultra-competent with technology “Fred was a wonderful person, a great teacher, and a good
and all the resources it affords. ��
Many of us ‘old-timers’ lost a friend,” said Upper School science teacher Rick Lawrence. “He
bright, giving, faithful friend who never told an untruth and contributed much to the school as a teacher, coach, computer
who always acted with integrity. We miss her terribly and will coordinator, and active member of the community. He was an
remember her always.” early adopter and enthusiastic proponent of using computers in
education and his work as one of our first computer ‘experts’.
Upper School librarian Edel Sturcke learned a lot from
Randi. “��
I remember her as a very generous person, willingly “I remember class trips Fred organized, especially ones on
sharing her expertise with newcomers like me,” said Edel. “She which we hiked to the Rosenlaui Glacier, stayed in a mountain
encouraged me to start on post grad work and also to apply for hut, and students prepared their own meals. A real mountain
her position once she had decided to go back to the States to experience! Fred taught students to ski on school trips, sharing
be closer to her daughters. his love of the mountains and elegance in the sport.”

Class of 2010
Congratulations to the Class of 2010
From back row to front row, left to right:
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
Not in picture: Turman Askar
Photo: Foto TEVY Wädenswil
ZIS cares about the environment.

This paper consists of 70% recycled paper and is FSC certified.
In der Vorstufe und der Druckplattenherstellung verzichten wir gänzlich auf chemische Mittel.

Zurich International School
Main Office · Steinacherstrasse 140 · CH-8820 Wädenswil · T +41 58 750 25 00 · F +41 58 750 25 01 info@zis.ch · www.zis.ch
Campuses in Wädenswil (Main Office), Adliswil, Baden, Kilchberg

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1 Message from the Director

20 The ZIS Annual Fund

If you would prefer not to receive Voices please email development@zis.ch

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Peter C. Mott, Director

ZIS Voices · Spring/Summer 2010 

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Lower School Principal Middle School Principal

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New Middle School Opening in August

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Sporting Success is not by Chance

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A Curriculum that’s Relevant, Challenging and Engaging

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Meeting Educational Needs in an Ever-Changing World

The ZIS curriculum challenges students to develop their potential

In order to further support learning, personal growth and

As parents, it can be a challenge to accept that things should

Director of Curriculum and Professional Development

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Lower School Inquiry-Based Curriculum

As 21st century educators we can’t just teach curriculum,

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Enriching Learning for Mathematically Talented Students

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A Wide Variety of Activities on Offer

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Job Placements Offer Real World Experience

Independent Study – an Option to Extend Learning at the Upper School

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Opportunity to Perform at a World-Class Level

Tracy Sons conducting a group of Upper School musicians

“Just going through the audition process is great experience for

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Students Selected for AMIS Festivals

To get to that point Bill has helped them rehearse at weekends

Bill organised the hosting of the recent AMIS Middle School

Nine ZIS students, including Mandy, were chosen to participate

“Singing is very personal and so it was a challenge to audition,”

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The World Outside the Classroom

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Grade 9 Students Make a Difference in Ghana

By Noemi Holzleg and Sam Bunderson, Grade 9

ZIS Voices · Spring/Summer 2010 15

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010

ZIS Voices · Spring/Summer 2010