Spring 2010 Volume 4 Issue 2

Leaders in Our Time: Past, Present and FutureCover Story: We are the World Student Leaders: Global Citizens Making a Difference Beyond the Books: Pedagogy in Action

Alumni Affairs Professional Development Community Connections Footnotes Smiles around Campus

STUDENT SERVICES

Undergraduate ProgramsBachelor of Arts in English Language and Literature (BAELL)Students in English Language and Literature will acquire in-depth knowledge of the English language, including its grammar and syntax, as well as the social and cognitive aspects of language usage.

Bachelor of Science in Information Technology (BSIT)A competency-based program, which provides students with all the necessary credentials to deal with traditional business technologies and evolving multimedia-related technologies and services.

Faculty Mentoring / Academic Advising Library & Information Resources Writing Center Health Services The Career Development Program Financial aid

Bachelor of Music (BM)A professional music degree, it balances the academic study of music through courses in music theory and music history with rigorous technical training in music performance.

Bachelor of Science in Psychology (BSPsy)The undergraduate program in Psychology combines perspectives from the social and the natural sciences to gain an understanding of human behavior and provides the option to students to focus on their particular area of interest.

Bachelor of Science in Business Administration (BSBA)Students in Business Administration will acquire a general understanding of a wide range of information about business and competencies in business practices as well as specialized knowledge about their area of concentration (optional).

Associate of Science in Enterprise Network Administration (ASENA)Students in Enterprise Network Administration will acquire the technical skills necessary to install, configure, operate and maintain a network.

ALUMNI SUPPORT & ASSOCIATIONThe University supports the Alumni Association efforts. Membership in the Alumni Association provides graduates with a to the Hellenic American University.The Association is governed by a volunteer Board of Directors and maintains an office on the Hellenic American University premises. Soon, alumni will have their own link, with exclusive access, on the Hellenic American University website. Membership in the Alumni Association gives graduates the opportunity to , to make contacts that will help them professionally, and to participate in special activities and events.

lifelong connection

Graduate ProgramsPhD in Applied LinguisticsThe Program is intended for a broad range of working professionals in a variety of occupational fields, but is specifically designed for practitioners who work in the Teaching of English to Speakers of other Languages (TESOL), English language testing or translation/interpretation.

Master of Arts in Applied Linguistics (MAAL)The program provides participants who have a professional interest in language with a valuable opportunity to familiarize themselves with the latest developments in the field of Applied Linguistics. It offers them rigorous training in the application of linguistic principles in the areas of Teaching English as Second/ Foreign Language and Testing.

exchange ideas and share experiences

Professional Master of Business Administration (PMBA)The Professional MBA is designed to address the educational and career needs of individuals with five or more years of business experience. It aims to promote career mobility, flexibility and multi-functionality.

Master of Arts in Translation (MAT)The program emphasizes the integration of academic and realworld preparation for translators. It complies with the European Commissions Directorate General for Translation guidelines for Masters degree programs in translation and can be completed in one year of full-time study.

www.hau.edu.grHEADQUARTERS: Salmon 36, Manchester, NH 03104, USA, Tel.: 603 645 1800 ATHENS CAMPUS: Kaplanon 12, 106 80 Athens, (Metro station: Panepistimio), Tel.: +30 210 368 0950 Fax: +30 210 363 3174, e-mail: university@hau.grHellenic American University admits students of any race, color, national and ethnic origin, gender, sexual orientation, age, religion, physical disability, or veteran status to all the rights, privileges, programs, and activities generally accorded or made available to students at the University. It does not discriminate on the basis of race, color, national and ethnic origin, gender, sexual orientation, age, religion, physical disability, or veteran status in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs.

The MBA program is designed to address the students desire for practical knowledge, a promising career path and personal development.

Master of Arts in Conference Interpretation (MACI)The program equips students with the theoretical foundation and practical skills needed for consecutive and simultaneous interpretation in their specific language pairs. It complies with the European Commissions Directorate General for Interpretation guidelines for Masters degree programs in interpretation and can be completed in one year of full-time study.

Master of Science in Information Technology (MSIT)The Master of Science in Information Technology is a graduate education program designed to develop exceptional IT specialists who are recognized for their high level technological expertise,creative and inventive thinking and professional competencies.

Our MissionACS Athens is a student-centered international school, embracing American educational philosophy, principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically to thrive as responsible global citizens.Publisher: ACS Athens. Editor-in-Chief: Desiree Michael. Production team: John Papadakis, Marianna Savvas, Stacy Filippou. Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni. Art Direction, Design & Printing: Multimedia SA. Cover Design & Concept: Dot Repro SA. All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher.

3

Ethos: n.Greek: ethos: nature, disposition. The characteristic spirit of a culture, era, community, institution, etc., asmanifested in its attitudes, aspirations, customs, etc; the character of an individual as represented by his or her values and beliefs; the prevalent tone of a literary work in this respect.

L E T T E R Sin his interview, it is necessary to understand all members of the community with which you will partner before building sustainable solutions. Further reflection occurred when Ms. Gaines elementary school students brought tears to my eyes when singing to Totos hit Africa. Four years ago, I visited Malawi, Africa and paid the annual school fee for a young child, school improvements and the hiring of two school staff members. Then, I went back to being an American. The amount of money I paid for one consumer convenience in one year could have paid for 24 children to attend school for a year (or 2 children for 12 years). In this issue, though I could not include all of the requests of our children, they are clearly asking us to be global citizens and make choices that will ensure the health of the Earth and the health of their own children. I hope you will find something in this issue that will resonate with you and will move you to reflect as well. I will concur that for some, this issue of Ethos may seem emotionally heavy, but the nature of true leadership often requires facing issues head-on without the sugar coating, as our Newscoop students are uncovering in their travels to the divided lands of Palestine and Israel, and as our student writers and student leaders so poignantly highlight in their letters. As we watch North and South Korea on the brink of war and parts of Athens, Greece and Bangkok, Thailand set ablaze, the need for leaders with positive ethos is very clear. Some of the resulting actions from student requests may seem ever so small, such as those expressed in an article by our ACS Athens Elementary School Principal, Dina Pappas. Acting on her own vision, she has changed the diets for children today--in our time. This action is not as minute as it may appear. A recent article in Time Magazine revealed that epigenetic researchers discovered that a persons dietary choices and habits can actually change the longevity of life of their off-spring. Therefore, Ms. Pappas efforts are to be commended. As requested by her student constituents, she is a leader making decisions that will impact their childrens children. I hope that you will share in the passion and dedication with which Dr. Gialamas and the ACS faculty, students and community are collectively stringing together their leadership efforts to create global citizens. However, I am compelled to recall a quote of Oprahs, "Hope is not a plan," but your contributing actions can be. Desiree BTW, speaking of contributions and actions, I cannot thank the ACS Community enough for pulling through in less than a two-month period to lift this elephant--Ethos--and making it happen.

Letter from the EditorIn the four months that I have been at ACS Athens, I have witnessed leadership in every event from the Pan Hellenic Forensic Tournament to student performances. Thus, I found it difficult to determine which event best modeled the meaning of leadership and global citizenry--both were deemed to be the themes of this issue. So, what you will find is an entire Cover Story section and an entire section on Student Leadership. However, before saying more, I would be remiss not thank Ms. Marca Daley for modeling leadership through her action of passing on the Ethos torch to her next teammate. For me, her action was one of the greatest models of leadership that I had witnessed in some time. Ms. Daley provided clear instructions on how to follow and carry the torch to the next level: that is a leader and I think we can all tip our hats to Ms. Daley! Speaking of whichMs. Daley dedicated an entire issue of Ethos to learning through reflection. Some teachers shared that their students learned best through this stage of critical thinking. Each Ethos is compiled in hopes that our readers will reflect and join in our conversations, goals and efforts to take our students to a deeper level of learning. Therefore, I have included web links and email addresses to invite our readers to take the opportunity to reflect and interact. The letters to leaders from our 5th grade students (you can find them at the end of the Cover Story section) led me to reflect on my own daily actions as a global citizen. My interviews with our leaders, literally, took me back to the origin of my desire to change the way students were educated: At age seven, after watching the invasion of Cyprus, I believed that if leaders were educated to respect others, the outcome of global conflicts would be quite different. Thus, the exercise of building this issue of Ethos around leadership reminded me, ever so clearly, of my goal to work towards a sustainable solution for the reunification of Cyprus. However, as Dr. Gialamas points out4

Dear ACS Athens Community Members: The ACS Athens Board of Trustees is pleased to announce President Stefanos Gialamas' contract renewal, until June 2015. Under Dr. Gialamas' leadership our school has reached new levels of excellence in all areas and is fast becoming one of the best international schools in the world.

Q & A with the PresidentNormally Dr. Gialamas has a Q&A section as the introduction to Ethos. However, as you will read in his interview, as part of the cover story collection, a leader has to remain in front of the population being led. As this Ethos goes off to print, Dr. Gialamas is fulfilling an honored commitment to parents to travel with their children into the Israeli-Palestinian conflict zones. Therefore, we featured the next step of the ACS Athens vision that he presented at the Spring 2010 Staff Meeting.

From Better to Best: The Next Five YearsNormally, Dr. Gialamas has a Q&A section as the introduction to Ethos. However, as you will read in his interview, as part of the cover story collection, a leader has to remain in front of the population that he is leading. As this Ethos goes off to print, Dr. Gialamas is fulfilling an honored commitment to parents to travel with their children into the Israeli-Palestinian conflict zones for a lesson beyond the classroom. Therefore, we featured the next step of the ACS Athens vision that he presented at the Spring2010 Staff Meeting. From Better to Best: The Next Five Years As teachers prepare to leave for their summer vacation, Dr. Gialamas invited the ACS Athens faculty to rise to higher heights of academic thought and content design. Teachers are encouraged to think about how they will take their students academic curriculum from better to best over the next five years through the design of "authentic courses." Over the last five years, the ACS Athens team has worked to make major changes towards positioning ACS as a lighthouse model for other schools to emulate. Dr. Gialamas vision is to create an educational institution that serves student needs beyond their attendance at ACS Athens. This includes, but is not limited to creating a brick and mortar institution that facilitates research and development, communication, mathematical and technological skills, and finding the "best-fit" for higher institutions. For three years, Ethos magazine has served as a roadmap and testament to the numerous hours, activities and efforts that teachers, students and community members committed to implementing this shared vision. This commitment continues to flourish within the framework of a holistic, meaningful and harmonious educational experience. Now, in the next stage of developing the vision, teachers will have the opportunity to author change that will impact student progress and academic performance beyond their own tenure at ACS Athens as many staff members, as well as students, belong to an international entity of fluid members. With the changing demographics in mind, Dr. Gialamas encourages teachers and departments to pool their knowledge, locally and globally, to develop critical designs in academic content that will set the tone for an authentic ACS Athens Integrated High School Diploma. It is said that some of the best business ideas are born on a caf napkin; however, Dr. Gialamas is a step ahead and invites the ACS community to send their innovative ideas for curriculum design via Blackberry or PC to creativeideas@acs.gr or suggestions@acs.gr . He reminds teachers that the students look up to them to lead the way in creating highly knowledgeable individuals, and thus, the next five-year projection plan "is your chance to take ACS Athens students to the Champion League of Education!"

5

As we embark upon our most ambitious and innovative projects yet, Dr. Gialamas' leadership will be invaluable in implementing Board policies and safeguarding our educational philosophy and values, which make ACS Athens such a unique proposition. Constantine Stergides

CONTENTSEnhancing Education 8 Hail and Farewell 47 Footnotes 64

Pedagogy in Action

49

Cover Story

12

Alumni

67

Professional Development

62

Student Leaders

32

Community Connections 55

6

Table of ContentsENHANCING EDUCATION Gift of Books Student Survial Kit: ACS Resource Research Tips and Tricks What is Math Literature Math through Literature COVER STORIES We are the World The Marks of Leadership The String Theory and Educational Leadership Leading on Location Leading from the Middle with Meaning The World's Issues through the Eyes of Children Food for Thought What's on the Menu? STUDENT LEADERS Student Leaders in Action Jessica Ogunnorin:The Courage to Embrace the Unknown The New Student Initiative The Fate of the Earth is in Our Hands! Theory of Knowledge Students Model Leadership for Haiti Earth Club: Leading By Example Who's Leading Who? Our Little Shining Stars Forensics Helps Students Civic Responsibility Debate: The Thrill of Oration and Persuasion Donations for Tanzanian Children Boy Scouts of America Troop 343 HAIL AND FAREWELL PEDAGOGY IN ACTION Journalism and Democracy Project Leading the Way for Collaborative Relationships A World of Possibilities Democracy in Action Learning Leadership, Culture and Intuitiveness through Drama Interdisciplinary and Team Teaching at the IB Level From the Classroom to the World Favorite quote on modeling leadership COMMUNITY CONNECTIONS 2nd Annual ACS COLLEGE VISITS to the Boston Area Discovery Through Travel Part II On-Line and On-Site: Education for Global Citizenship ACS Athens Supports the Nightingale Initiative for Global Health & the International Heartsongs Project Collaboration at its Best: The PTO PROFESSIONAL DEVELOPMENT Talents Uncovered Other Conferences/ Workshops/Presentations/Courses FOOTNOTES The American Mathematics Competitions ACS Student Wins Panhellenic Tournament in Chess ACS Athens Hosts the 2010 Pan-Hellenic Association Forensics Tournament What's New in IT? Cross Country ALUMNI SECTION Marianna Travlos Laith Kalai Terry McCarthy Tina Dellas Maria Falidas Interviews by Desiree Michael Interview with Ms. Kate Gaines Interview with Dr. Dorbis Interview with Dr. Gialamas Interview with Academy Principal Brian Kelly Interview with Middle School Principal MaryAnn Augoustatos Invterview with Newscoops' Camilla Warrender Dina Pappas Interview with Mr. Nikos Interview with three students Peggy Pelonis and Annie Constantinides Gaith and Laith Kalai Maria Kormpou Chris Monopolis Toni Fleeher & Jane Mantarakis Stavroula Salouros Cathy Makropoulos Marca A. Daley By Nasos Abuel Jill Rivers Amanda Arman, Robin Bradley & Stephanie Kutson 8 8 10 10 11 11 12 13 16 18 22 23 24 28 30 32 32 33 34 34 35 38 40 41 42 43 44 46 47 49 49 50 51 52 53 53 54 54 55 55 56 58 60 61 62 62 63 64 64 64 65 65 66 67

John Papadakis, Anna Valivesaki and Camilla Warrender Angelik Grigoratos, Emily Mouratoglou and Christiana Perakis Miah Confer Kate Blaufuss Sophia Thanopoulou Dr. Lykourgos Hristako By Irene Soteres Angela Spiliot Stelios Kalogridakis Rannelle McCoy Janet Karvouniaris and Kathleen Jasonides Ellen Froustis-Vriniotis Patty Dimitriadis, PTO President Jeff Bear

Sue Protopsaltis & Dora Andrikopoulos Ellen Froustis-Vriniotis Marca A. Daley Desiree Michael and Mary Manos Alexander and Daphne Apostolidis Marianna Savvas

7

E N H A N C I N G EDUCATION

The Great Gift of Books"There are many little ways to enlarge your childs world. A love of books is the best of all."Jacqueline Kennedy OnassisWhen I was a little girl, my grandmother framed this image for me, and it still graces the walls of my home. She regularly took me to my neighborhood public library in the Boston suburb of Dedham. There, she helped me choose beautiful and exciting storybooks. We always seemed to check out a large stack of them. At home, she would read these books to me, inviting me into the enchanting world of literature and adventure. Besides those days becoming cherished memories, the experiences with my grandmother fostered and nurtured a love of reading the written word and of the world beyond my own existence. Indeed, books have always been among my most treasured possessions, and I feel very fortunate to have received these gifts at a young age. My favorite books serve as portals into my past. They are a reference of information that I have turned to for guidance over the years, and they are a source of comfort and joy. On a personal level, they are dear to me, yet, they have also helped me to grow academically. As far back as nursery school, my scholastic strengths were my vocabulary and verbal abilities. I have no doubt that my language skills were due to my exposure to literature. Perhaps, these positive experiences are why I care so much about the role of books in childrens lives and how libraries play an important part in their educational growth. I also believe that we as parents and teachers have a responsibility to help lead and encourage children of every age to read books. This role is especially important today in the age of the Internet. When I first enrolled as a student to ACS Athens, one of my earliest memories was being impressed with the Elementary School library. I strongly believe that now, more than ever, ACS Athens should continue its tradition of cultivating students interests in books and libraries. Not only will this exposure to books create better students, it can create better-informed global citizens as well. To me, the library of a school is its scholarly heart and soul, where all the collected knowledge over the centuries is gathered and preserved. It is also a small representation of the larger world beyond the schools community. Harold Howe, a former US Commissioner of Education, believed, "What a school thinks about its library is a measure of what it thinks about education." If this is true, then the fact that we have two excellent libraries is a testament to our institution. Dr. John Dorbis, who has been a revered member of the ACS Athens community for over 45 years, recently answered in an interview that a considerable part of what makes a school great is its library: "With8

Marianna Travlos ACS Alumna

textbooks student knowledge is limited to simple fact-based and rote-like learning. Whereas, with a library, the world is made a little bit larger." Therefore, having two wonderful and rich libraries at ACS Athens is one more thing for which the students should feel grateful. The truth is, however, that these days it is very difficult to raise childrens interests in books, let alone feel grateful for them. It may be especially challenging in Greece to get children excited about books, as there are no neighborhood public libraries and school libraries are not in abundance. I have found that, because of this, many Greek children, sadly, associate books merely with school and schoolwork, not with joyful diversions. Perhaps then, students coming to ACS Athens at an older age, who have not been exposed to libraries before, are not aware of what a library can offer and that reading books can be a pleasant pastime. Thus, we educators should not assume that all middle or high school students know how to use a library. Many of the students may need our guidance. Recently, with the help of the PTO and our librarian, Terry McCarthy, the two ACS Athens libraries received new and fascinating gifts for a new generation of students to cherish. As educators and parents, we can use these latest additions as an opportunity to re-introduce our students to our libraries. For it would be such a shame, if the books just sat on top of the shelves collecting dust. However, if we ignite a spark of interest in them, then they may carry that with them. That small spark could grow and reading books could become a lifelong habit. Last year, I had the opportunity to help out in the Middle and High School library for a couple of months. I noticed that many students were not enthusiastic about the idea of using the library; but, Ms. McCarthy and other faculty recently noted that in the Elementary School library, the children are very excited by and care for the books. A child even cried because he was so distraught that he had accidentally torn a page of a book. Though I do not wish for any child to cry over damaged books, I am grateful for the librarian and teachers who have taught younger students to care for these gifts. Maybe, the younger children can serve as examples to the older ones, since, as students enter Middle and High School and use the computer more, they appear to become detached from books. I know that it is difficult to pry this generation away from their beloved computers and their dependence on the Internet, because they often see the use of books as an inconvenient task and an inferior

means of research compared to the plethora of information they can find online so quickly and easily. Clearly, I am not debating the convenience or usefulness of the Internet; I am, however, presenting a challenge that we as parents and educators nurture the appreciation of books that students have when they are younger and not allow the Internet to take the place of or destroy that instinctive connection to books. We can step in and guide students in using the library for all of its gifts. When students write a research paper, we can encourage them to use books as references as well and not retrieve all their information from online sources. By doing this, we can inspire them to browse the librarys bookshelves, which expose them to countless subjects and

topics; and like my trips to the library with my grandmother, this exercise will introduce them to things beyond their care, thus enlarge their world and help to create enlightened global citizens. Therefore, let us teach them, if they do not already know, or remind them, if they have forgotten, how precious books are and not to take these great gifts for granted. -Marianna Travlos

Marianna Travlos is an ACS Athens graduate. She holds a BA and MA in Art History. Currently, she serves as an ACS supporting staff member and is pursuing her Masters in Teaching.

9

E N H A N C I N G EDUCATION

ACS Resources: LibraryLaith KalaiOur library is remarkable. Its not the library youd get lost in, but definitely the library youd want to be in all day. It is a jungle of resources; we have thousands of books, tons of encyclopedias, several computers, helpful people, learning centers, comfortable couches and more! The library at ACS is divided into three floors. The first floor, or ground floor, holds the reception where our librarian is usually located. You can ask her anything about the library; she is always happy to answer questions. The ground floor also has a lounge area with couches, around 10 stands of books on display and a magazine stand. The bathroom or WC is also on this floor. It is next to the librarians desk. As you climb up the stairs to the second floor, you will see several tables aligned with nice red chairs. You will find most students sitting around those tables doing work or working on their laptops. On this floor, we have the following: A wide variety of books and novels that you can check out Around 15 computers with a relatively fast internet connection Wireless internet connection throughout the library. Ask the librarian for the password The MS* Computer Lab is to the back and left of the open table area Writing Center: This center is dedicated to helping students with their writing. It is run by Mrs. Jasonides. If you need someone to proofread your essays with you, help you write something up or guide you with the writing process, then you may want to check out the Writing Center. Mrs. Spilliots Computer Lab: This is a friendly and supportive atmosphere in which to work and learn in. If you are nice to her, you just may gain her hospitality. She has around 25-30 computers in her room and a printer. If you want to work in a more silent atmosphere than the open area of the library, ask her if you may use one of her computers. ICCT** office and IB Counseling Area: Located on the third and final floor of the library are several round tables where students can go to work. There are additional computers there. You will also find the ICCT Office of Mr. Medeiros and two classrooms along with a nice round lounge area where students usually gather to read books or quietly discuss schoolwork. Finally, you can find Ms. Mandy there. If you are in the IB program, she can help to direct you with your IB and college questions. Finding books: If youre looking for a specific book at our library, you should use the OPAC program found on all computers in school. It is a very simple program where you can search the title of the book or an authors name, and it gives you a code that looks something like this: "FIC 353.65" which means that the book is located in the FICTION (FIC) section under the number 353.65. These numbers are found on the spine of the books. If you have any questions or need assistance finding books in the library, you can either ask a student or the librarian. So there you have it. The ACS Library has the right people, the right technology and the right environment for you to conduct research, read a book, surf the web (NO FACEBOOK), relax or simply listen to your iPod on our comfy red couches. For any further information, please find me or contact me at laith23@gmail.com! Id be happy to clarify any confusion or answer any of your questions. *Middle School **Institute for Critical and Creative Thinking

RESEARCH TIPS AND TRICKSGiven that books are not yet anachronistic, our Information Specialist and Librarian, Terry McCarthy has some research tips and tricks for teachers and students alike. Ms. McCarthy put together an extensive collection of internet sites, hardback and soft-back references, stating, "The idea is to make research clearer, easier and more direct so that teachers and students are all marching in the same direction." In May of this year, Ms. McCarthy held a step-by-step workshop for teachers to understand how to access these10

sources of information in order to share them with their students. Ms. McCarthy, who holds a Masters of Education in Technology in the Curriculum from Lesley University, is on her way to China, but she was kind enough to provide a video* walkthrough of her workshop for parents, students or new teachers who may want to maneuver the world of research sites online and through, yes, books and journals! *Visit http://www.acs.gr/research-tips-tricks/

What is Math Literature?At the ACS Academy, a new student activity organized by math teacher Maria Falidas is the Math Literature Club. My first reaction upon hearing of this was "who knew such a thing existed?" After reading several of the books that the students read and discuss, I too was hooked and feel it is my duty to spread the word on this fascinating new endeavor. Math Literature The solution to one of the long-standing problems of mathematics, Fermats last theorem, was published in 1995 and the publicity caught the publics imagination. Several books and even movies, A Beautiful Mind and Good Will Hunting have since appeared. Some deal with the lives of mathematicians, such as The Man Who Knew Infinity: A Life of the Genius Ramanujan; some use mathematics as the center of the plot, such as The Parrots Theorem and Pythagorean Crimes; the recent best-seller Logicomix is a graphic novel about the quest for the foundations of mathematics through the eyes of Bertrand Russell. One of the authors of Logicomix is Apostolos

Tina Dellas, Academy Science TeacherDoxiadis, who also wrote Uncle Petros and the Goldback Conjecture. Doxiadis and his colleagues formed the group Thales and Friends. Thales and Friends works to "explore the interrelationships between mathematics and narrative." The group holds international conferences about math literature every summer in Greece and celebrated its five-year anniversary with seminars on math literature. This year, it will be held at the Benaki Museum. Both Ms. Falidas and I attended the July 2009 conference in Naoussa. We look forward to attending the 2010 conference as well. One of the goals of Thales and Friends is to provide a forum for secondary school teachers, who run reading groups for students, to begin discussing math literature. The ACS Athens Math Literature Club raised 400 Euros this year and purchased 15 math literature titles for the library.

Mathematics through LiteratureAs winter fades into summer, the peaceful thought of reading a book at the beach takes the place of a quiet night reading a book near the fireplace. Isnt it a peaceful and relaxing image? Perhaps, for those of us who love to read a book, and those who do, may wonder why others do not find it as peaceful. I do not know why I love reading, nor do I remember when I started to do so. Reading for adults may be a habit or a hobby, even a passion, but for some students it starts as a school assignment and remains a school assignment. According to the 2005 U.S. National Assessment of Educational Progress (NAEP) report, 64% of 4th graders and 73% of 8th and 12th graders perform at basic reading level. Furthermore, NAEP reports that students in grades 4, 8, and 12 who read more frequently for fun have consistently higher average reading proficiency scores than those students who read less often. The achievement levels in Mathematics in recent reports are also discouraging: In 2009, ACT reported that about 42% of the U.S. highschool graduates tested were ready for college-level math; the findings were consistent with the College Boards SAT statistics that showed no improvement in math. NAEP recent testing in 2009 showed that less than four out of ten 4th graders and 8th graders are proficient in mathematics. Improving achievement in mathematics is essential as the understanding and communication of mathematical processes are

Maria Falidas Academy Mathematics Teacher

interconnected with achievement in sciences. So how can we inspire students to see mathematics in a different light, outside of complicated word problems and algebraic equations? The Mathematics Literature Club is a book club for Academy students at ACS Athens. It was created with the sole purpose to view mathematics through a different perspective. Through weekly meetings, we discuss a fiction novel about mathematicians, mathematics and much more. We sometimes read and discuss chapters from our book, but most times we talk about Mathematics: the epic quests to prove a theorem, the magic tricks with numbers or the mathematical symbolism in painting and architecture. It is exciting to share with each other all of these bits and pieces of Mathematics that have inspired the work of artists, scientists and mathematicians throughout the ages. What is more exciting is that through a fiction novel mathematics gets the chance to unravel their beauty and intrigue students to search beyond their math textbooks. This year at ACS Athens, the Math Literature Club is hosting the Annual Mathematics Fair celebrating Mathematics through literature on June 25th and 26th. The fair is organized by Thales and Friends, a non-profit organization that aims in bridging the chasm between Mathematics and other cultural forms. In this event, students from schools around Greece will come together to present their work from various activities in their mathematical reading groups. As the next issue of Ethos will be dedicated to uncovering the holistic and meaningful techniques that teachers and parents use to teach Mathematics and IT, we will follow up with Ms. Filadas Mathematics Literature Club.11

Wise owl fact: Thales was a Greek philosopher who predated Socrates. Thales (600 B.C.) traveled to Egypt and brought geometry to Greece.

A Message for the Leaders of the World Marisa BlackOur world is like heaven on earth, But if we pollute it, It wont be ours for long. Remember all the little polar bears, Who are drifting away from their families. Remember the threat of global warming, We will endure if we help save the earth. As your jobs are to bring our world together In the right direction. You must have an indomitable spirit, Perseverance and help along the way. Your beautiful words are like an echo. Once you say something, It goes across the globe, Like a ship that has set sail for the seven seas. Make every word the best Youve ever spoken. May peace be with you On your journey for world peace!

In Ms. Spiliots Computer 9 classes, ninthgrade students were assigned the task of creating their own Public Service Announcement (PSA) videos that would model positive leadership qualities and influence people to think positively about life. Throughout this issue, you will see highlights of their scripts. The actual videos can be found on the ACS Athens website at www.acs.gr/video-gallery/

C O V E R STORY

Teacher in our time: Past, Present, Future

We Are the World an Interview with Ms. GainesOn Friday May 21st, with a Gershwin-style of Porgy and Bess boldness, ACS Athens music teacher, Ms. Gaines, brought true meaning to Dick Clarks famous quote: "Music is the soundtrack of our life." On that day, ACS students took their audience back in time to present the 80s Karaoke Party. From the seats of the theatre, it may have seemed like just another wonderful and fun ACS performance to viewers. However, though the performance was filled with lots of laughter and joy, there were tear-jerking moments when songs were used, so very craftily by the music teacher, to bring transparency to values like globalism and compassion. To the back drop of none other than Totos 80s hit song, Africa, students retold of their fundraising involvement for Tanzanian children (via Ms. Jill Rivers trip to Africa). The students ended their performance in memory of the 1.8 million displaced victims of Haitis 2010 earthquake by singing of one of Michael Jacksons biggest singles, We Are the World. The 1985 creation of this song for humanitarian aid required lots of cooperation and leadership. As the international students of ACS stood on stage singing this song, it was clear that these messages were intertwined in the magnificence of music.

After the show, Ms. Gaines shared her story

13

C O V E R storyWhat made you think of creating a musical performance like this? Originally, the idea was to honor Michael Jackson in some way, but I knew doing an entire concept based on his songs would be too much. Regardless of how anyone feels about Michael Jackson socially, his music was fantastic and every musician in the world mourned the day he passed. I realized while researching his songs, that I had forgotten just how incredible the 80's music was and how it made me feel. Like I mentioned in the concert, I grew up on a farm in Kentucky and because I had a TV with only one, possibly, two stations if we were lucky. I didn't have much to do and so, with the help of wire hangers and aluminum foil for reception, I played my little pink radio as much as I could. I also knew that 80's fashions were making a comeback and thought "what better time to honor the music I love so much!" I knew that everyone, despite age, could relate to this music. It was a happy time and the music expressed this perfectly! Never could I have imagined how much the students would grab on and love this music as much as I did. When I first brought up an 80's theme to the fifth graders, I was shocked to see extreme excitement and the willingness to do whatever it took to pull it off. When did you begin mobilizing to create this performance? I began the research process in January. I knew there were so many songs I wanted to put in this concert, but could only allot for a certain number; therefore, I wrote down every song that I could recall or find, and began to narrow it down to which ones were maybes and which ones were must haves. Right after spring break, I had the list down to about 45 songs, and I played the ones I couldn't decide between for the students, observing which songs they responded best to. Once I saw which ones they would enjoy and work on the most, I finalized the list. The students then began working on these songs during the first full week after spring break. It took 6 weeks of rehearsal time with the students, but approximately 10 hours a week at home fixing the songs to fit the students' musical needs. I used a freeware program called Audacity to tweak the song's key or tempo to fit the students in each class. This process takes constant updating to suit the needs of every class. Without the capabilities of this program, the concert would not have been possible. I also had to make sure

14

that the lyrics for each song fit the karaoke version that we used. It wasn't as simple as cutting and pasting lyrics, I had to listen to them multiple times, counting and recording correct lyrics every time. It's a time consuming process that pays off once the students are in the classroom because it makes rehearsals much smoother. I believe it's a music teacher's responsibility to do all the work at home so that students can get the most out of rehearsal. The hours it took to prepare were well worth it. With such a grand notion, I had to make sure that everyone involved, including Ms. Confer in art, the theater technicians, and the classroom teachers were all aware of everything going on so that we could all be "in tune" once concert time rolled around. It's always difficult to make what you know in your head is possible come to fruition, but thanks to the collaboration by everyone involved, the concert was a success. During preparation, how do the values of globalism and leadership come through? As for globalism, I can only refer to how students would have ideas about what they thought would look good on stage. Although they always had great ideas, I sometimes had to remind them that it must work for everyone, not just themselves. The idea that you must take everyone into consideration can be a lot to take in for a child, but it is something that I believe can be taught when figuring out what works best for the performance setting. In reference to leadership, it played a key role in our rehearsal schedule. Sometimes there was more than one group in each class, which meant that one group needed to get something done on their own. I would designate responsibilities to one or two particular students and they would go and work with their group to fulfill those tasks. I was always impressed when a group would learn what was needed and come back ready to work on something new! Rehearsing for performances is a great way for students to step up and be leaders and to learn about all the responsibility of being a leader. Sometimes being a leader is not an easy thing, something that we all learn, but I was continually impressed with how fast the students learned this. They worked so well together that they often came up with

ideas that would work that I had never thought of! What was the educational value behind the performance? This is the most important part. I would be very arrogant to put on a concert with no educational value. I have been a part of too many performing groups to know that no matter the content of the concert, the underlying message is always one of self achievement. I liked putting on this concert not only because it was different, but because it gave me the opportunity to produce "chamber ensembles" or small groups. Too often, there are large performing groups from each grade that sing a song in unison where students can hide. In a concert like this, no one is safe! I like knowing that all students have a starring role, some bigger than others. Many students love singing solos while some feel more comfortable being a part of the group. Either way, it was a way for me to give the students an opportunity to be a "rock star for a day"! Every child deserves the opportunity to feel like they are a part of something bigger than themselves, but also to feel like they are the most important person in the world. On stage, whether you are singing, dancing, acting or playing an instrument, you feel like a star and that feeling can translate into so many other things in life. Having grown up a performer, I (almost) never fear of doing something that is out of my comfort zone, and because of that I know that I can succeed at just about anything. I strive to give my students that confidence, that assurance that they can do anything! I know that most of them will not be, or choose to be musicians, but I do know that they all have the chance to be successful in whatever they choose to do with their lives. I just hope that as an educator, I can teach them ways to become the best version of themselves, and I think this concert showed them just how much hard work is truly worth it. If you would like the DVD recording of this program, contact Ms. Gaines for further information.15

C O V E R story

The Marks of LeadershipEvery spring in Greece, select students spend endless waking hours preparing for their International Baccalaureate (IB) exams. Why? They are in pursuit of an IB Diploma. If they spend the last two years of their academic careers well-committed to the IB Programme, upon completion and receipt of this diploma, students Julia Tokatlidou can gain acceptance Director IB Diploma Program into most European, African, Asian and North and South American colleges and universities. These students are one step ahead of their fellow classmates; in that, an American high school diploma is not accepted by all universities throughout the world. Furthermore, with a high-level of rigor and perseverance, IB Diploma students may qualify to knock-off one year of university studies. For those who successfully complete this mission, they can thank Dr. John Dorbis, the longest serving Superintendent of ACS Athens. As the head of an international school representing 52 countries, it was disconcerting for Dr. Dorbis to learn that many of his students were returning to their home countries without recognized credentials. Therefore, he felt it his responsibility to find a program and curriculum that could provide students with the academic certification they needed; however, he wanted a curriculum structure that matched with the American philosophy of student inquiry and project-based learning. His search led him to Switzerland, the headquarters of the IB Programme. Bringing the IB Programme to Greece was not a particularly simple feat as the mid-seventies granted Greece another wave of the international political spot-light. Dorbis, however, successfully convinced the Institution that ACS Athens was a suitable candidate with a matching philosophy for its students. Finally, the desired authorization was given in 1976. Today, thirteen schools in Greece offer the IB Programme! However, the introduction of the IB Programme to16

Interview with Dr. John Dorbis Desiree Michael, acccompanied by Chris PerakisGreece1 is only one of many academic enhancements to the Jk-12 system that Dr. Dorbis has, humbly, contributed. His lifelong engagement with education began at the age of five, when his first grade teacher did nothing more than her job: she nurtured minds; she encouraged little spirits and she made the world just a little bit bigger for him and his classmates to see beyond their own existence. His teacher? Mrs. Cleo. With a twinkle of joyous memory, he commends her saintly delivery of education, "She marked my life." From there forward, a leader in education was born. Growing up in an international surrounding, Dr. Dorbis attained fluency in five languages, English, French, Arabic, Italian and, of course his native tongue -- Greek. He went on to gain his Bachelor's degree from City University in London and then, his Master's and Ph.D. in Education and Comparative Literature from the Sorbonne, in Paris. Upon completion of his degrees, he returned to his birth city, Cairo, and began teaching simultaneously in a high school and at the American University of Cairo and the Egyptian University. However, on paper, the aforementioned anthological review of events makes time fly and life look easy. As Dr. Dorbis transitioned from the carelessness of childhood into the responsibility of adulthood, he did not escape the eternally scaring decisions of world leaders. WWII required his service. Though Greek, he was drafted by the British Army. Once again, his life was marked, but this time by war. It marked how he would lead as an educator and it marked the values that he would instill in his students: His experiences emphasized the need to raise positive thinkers who would understand the concept of peace and freedom, and who would appreciate peoples differences. As Dr. Dorbis had grown up in an internationally diverse community, with different cultures, different tongues and different religions, he became wellaware that the onus of ethical values lies in the hands of leaders. War showed him that we should try very hard in life, "to avoid hatred," but war did not deter him from his path of becoming an educational leader. Not surprisingly, the direct path that Dr. Dorbis did plan to becoming a university lecturer did detour upon his marriage to a highly educated and compassionate Greek woman. To the benefit of so many of us today, he left his teaching jobs in Egypt, and in 1957, he arrived in Athens. Through a family member, he was introduced to the principal of an American school in Kifissia that had recently chartered its name as the American Community Schools of Athens. There, he accepted a position with the English Department. Initially, he viewedwww.ibo.org: Currently, there are over 2,100 IB Diploma Schools in 139 countries. ACS Athens was the 60th applicant to the program. IBO aims "to share educational experiences across boundaries of religion, culture and ethnicity."1

ACS Athens Student Profile: Principled - They act in accordance with fundamental principles of integrity, honesty, and humility, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities, among other values. They take responsibility for their own actions and the consequences that accompany them.

that position as a temporary patch until he had an opportunity to become a full university lecturer. Ten years later, while juggling evening university lectures, he was still serving as the Chairman of the English Department. During those years, he witnessed the transition of his school from the quaint tree-lined streets of Kifissia to a quiet piece of open land in Halandri where wandering chickens and goats constituted the neighboring population. In the mid-Sixties, only a few years after the schools relocation, surprisingly, Dr. Dorbis received an evening call from the Board President, who urgently summoned Dorbis to come to his Embassy residence in Psychico. An emergency meeting was held with the participation of the serving superintendent. It was there that Dr. Dorbis learned that he had been appointed to serve as ACS Assistant Superintendent. However, his resolute goal of becoming a university professor also stared him in his face. He had also been appointed Lecturer to the Graduate School of Economics and Administration of Athens. Nonetheless, he accepted and his new position at ACS and at the university permitted him to pursue his insatiable passion for his own personal development and for further understanding the American system of education and constantly promoting it in Greece and on the international scene. He flew to Boston and completed Post- Doctoral courses at Harvard in School Administration and Comparative Education. He continued teaching during summers as a visiting professor at Michigan State, Western Michigan, Peabody College, Boston University and University of Arkansas. His travels were not unscathed. He too, like many foreigners on American soil, felt the raw edges of change during the Sixties. However, Dr. Dorbis used that experience to better understand the diverse population of the 2500 students he served here in Athens. This torrent of social transition simply reinforced the importance of what he had gained from childhood and war_a strong belief in understanding diversity of our fellow global citizens. Finally, in the late 70s, after the cumulative years of professional training, lecturing and serving as Assistant Superintendent, Dr. Dorbis was no longer asked to become superintendent. The ACS Board stated, "You are the Superintendent!" His path was set. In 1992 he was selected as "Superintendent of the Year" by the

American Association of School Administrators (AASA). He went on to deliver great changes to ACS Athens, including the involvement of ACS teachers in the National Writing Project; the encouragement of an Aeolian (wind generating) electricity project operated by the students; the nascent adoption of school Technology and the hiring of key staff members who have continued to model his leadership and values to this day. Additionally, Dr. Dorbis holds five prestigious US and international distinctions. In his honor, a portion of the ACS campus was named the "John Dorbis Plaza." In 1994, Dr. Dorbis retired from his position at ACS. As an International Education Consultant, he is frequently summoned by world leaders to share his educational pedagogy and philosophy of leadership. Modestly, he attends major school events to give support to the students and families of the community where he has left his indelible marks of global leadership. Dr. Dorbis Six Tips for Creating a Great School: 1. Exchange of knowledge amongst international students 2. American Educational System: create a curriculum that allows for small class sizes in which individuals can develop leadership 3. Team-teaching 4. Use of Library very important tool for education; without a library students simply memorize information from textbooks. A library gives meaning to education and opens the mind 5. Gradual integration of Technology skills in teaching and research at all levels through appropriate approach provided by well-trained teachers 6. Evaluation17

C O V E R story

The String Theory and Educational Leadership

Desiree Michael Editor, ACS Athens Ethos

Dr. Dorbis and Dr. GialamasIn interviewing Dr. Gialamas on the simple question, "From your experience, what makes a good leader and how do you, as the leader of ACS Athens, implement your philosophy?" I was amazed at the depth of technicality and process that drive his relaxed, caring and jovial leadership style. This two-hour interview brought to mind scientific theories that reveal the complexities of such simple events as the rising sun. The most suitable theory for a comparison to Dr. Gialamas educational philosophy of leadership is the String Theory. Furthermore, comparing our human interactions to the smallest particles that make up our world seemed befitting given the themes of global citizenry and leadership. Though there are various string theories, The Standard Model String Theory holds that our world is made up of twelve basic building blocks that interact with one another through four known forces (gravity, electromagnetism, and the weak and strong nuclear forces). The twelve basic blocks consist of six quarks--the smallest known particles to science--and six leptons. The variations in the theory arise from the relevancy of dimensions. Currently, there are 25 accepted dimensions and the dimension of time; however, many of these dimensions are unobservable and fall into the realm of the unknown. The String Theory posits that the above identified particles do not18

exist in a three dimensional state, but rather, in one dimensional strings that often function in these unobservable realms--sound familiar? The problem in education arises from particles and elements operating in unobservable realms. Educators receive students who come to them with many unobservable conditions, and who may function in realms that the average person finds hard to fathom; and yet, educational leaders are left with the task of identifying the make-up of children and moving them forward. (Dr. Gialamas shared a simple shoe scenario that if remembered may help educators better identify solutions for all children.) Likewise, educational leaders at the administrative level often face the daunting task of proving the existence of their vision in the realm of the unknown. It is this task that Dr. Gialamas now faces in leading his ACS staff into the future, which is one of the unobservable realms-time. In Dr. Gialamas world, the smallest and most important particle of education is the child. Then, there are the parents, the teachers, the administrators, the school staff, the boards and the community support organizations (such as the PTO & alumni). Beyond, there are the larger particles, the colleges, universities and employers. According to Dr. Gialamas, the collective interaction of these particles plays a significant role in creating a successful academic career and lifepath for the student. Employers want qualified personnel with skills that are applicable to the future, "We are training students for jobs that do not even exist yet." So, how does a leader of todays institution guide students to reach their end goal? Like the four forces within the String Theory, Dr. Gialamas relies upon four fundamental forces to lead: 1. Understanding 2. Partnering 3. Developing Professionally 4. Balancing with ethos Theoretically, all of these elements create a simple manifestation of a string. That string is what Dr. Gialamas refers to as the Theseus Thread, which he uses to lead. Unlike the goal of winning, leading allows others to follow, primarily, because of this connecting thread to the end goal and back. Thus, the challenge he raises for educators at ACS Athens to see his vision is not for ACS to win a title, but for a broader purpose--the lighthouse effect--so that other institutions may follow as well. In this interview, Dr. Gialamas carefully explained how he lays down a flexible thread of leadership. And though it may appear to be a bit derisive, the fact of the matter, very much like the old clich, "Theres a method to the madness," is that--in the world of academia from which Dr. Gialamas experiential foundation is established--he has a history of valid assessments, valid observations and valid

applications that resulted in the discovery and development of new and authentic elements to the world of education. By the end of my interview, I was left thinking: The String Theory has one more new theory to add, The Gialamas Particle Theory of Education. The First Fundament Force in Educational Leadership: Understanding Each child is a potential beacon of light and like the smallest particles, they can have a profound impact on greater things. Thus, understanding the individual make up of each child is critical. Protons and neutrons are both made up of three quarks, but differing combinations of quarks. Children, the smallest of our particles, are made up of a variety of quark-like combinations, resulting in different behaviors and different functions in their future existence as global citizens. In order to create a "best-fit" down the line, the onus is on educators to understand the complete structure of a child. In a comparative scenario that Dr. Gialamas uses in speeches, he states: Imagine if you gave me a shoe_a size 35, when I wear 40. It would be painful for me to walk in these shoes. Eventually, I will decide not to walk. People will then label me lazy and stupid. They will say that I have no dreams. No stamina. What happens if I continue to sit and not walk? I will eventually become a useless element of society. When considering the shoe size scenario--the educational approach to teaching a child--Dr. Gialamas emphasizes the importance of educators to identify the smaller combination of particles within a child, "the bones, the height, the weightand then find the shoe that fits! Then, our students can fly!" Imagine if scientists did not take the time to identify the particles which they study. The second part of Understanding is comprehending the students final destination. The rapid changes in technology dictate that educational curriculum follow suit. Given that Dr. Gialamas clearly understands where students need to go, he is inviting his team to design an authentic shoe that is comfortable, flexible and durable, yet, valued by others. This is his vision. Dr. Gialamas has commissioned the staff of ACS Athens to pull all of their particles together and reach into the realms of the unknown to develop a unique element_an authentic ACS Athens diploma--that will give students value in the eyes of the greater particles: universities and employers. For Dr. Gialamas, this feat is easy for him to envisage, "When the vision and the leader become one and the leader cannot be separated from the vision, this is total leadership harmony. For the leader, there is no pretending or preparing at that point. Whether others believe the vision or not, saying the truth makes it easier to say one thing one time. Then, the leader and vision are inseparable." However, for some, his vision is tantamount to those elements which exist and function in unobservable dimensions. So, how is it that Dr. Gialamas is going to make his next five year vision visible and understandable for others? Tangible experience and time. Dr. Gialamas is the first to admit that his expertise is not in the area of Jk-12 Education, but it is in the area of knowing how to lead schools to reach beyond their fullest potential. "Five years ago, when I unveiled my vision stating that colleges and universities would be knocking at our [ACS Athens] door, there were those who did not believe me." At that time, Dr. Gialamas had envisioned a new type of secondary school teacher, who would directly interact with

Dr. Gialamas and student Daniel Speckhardcollege-level professionals; because, it is the secondary teacher who makes the last link in a childs academic career before college: "We created an amalgamation of sorts. You see, the beauty of this mix is that secondary teachers present, publish articles, write grants, co-teach and invent with professors." Secondary teachers and their students then gain a better understanding of where students are going--a better understanding of greater particle dynamics (see supporting article: Preparing Students for the College Experience--online @ www.asc.gr). Over the course of the first five years, ACS Athens developed partnerships with the University of Richmond, University of Indianapolis, Tufts University, Williams College and York University Toronto. "In November of last year, Ms. Peggy Pelonis [Director of Student Affairs] and I flew to the United States to receive the Nikolai N. Khaladjan International Award for innovation in higher education. We were the first Jk-12 school ever to receive such an award. So, you see, there will always be those who dont believe." Not surprisingly like electrons, that are full of charge, Dr. Gialamas goes on to say, "Within any organization, there are two-to-three percent who are the movers and shakers." Then there are the protons--they will move more actively when in the right temperature. "Fifty percent are observers--they will watch events unfold and when it is safe, they jump on board." Finally, there are the neutrons--Dr. Gailamas refers to these as "the deniers and doubters." "They will find two million reasons for not accepting change and they make up about 47%." However, once in motion, Dr. Gialamas explains that the semblance of electrons, protons, and neutrons will keep moving once the vision is realized. Thus, it is the dimension of

19

C O V E R storytime that will help others understand what is initially unobservable. This positive association of particles that occurs over the continuum of time involves the next two forces in educational leadership: partnering and developing professionally. element_a Practitioners-based Electronic Engineering Technology Degree. Dr. Gialamas notes: In this partnership, there was nothing to impose. I had 18 advocates who had ownership of an idea. They used the theories of Vertical Curriculum Design and pulled out what was really needed in the student curriculum. The Electronic Engineering Technology Degree was the best degree ever and it is one of the most popular today. In 1999, these leaders came up with the brilliant idea to implement this degree in the Silicon Valley where the Fremont campus is located. However, to create an authentic degree, Dr. Gialamas recounts that it did not happen overnight, "That model needed a lot of leadership as a partnership with bounded flexibility. Over time those boundaries changed." Thus, understanding and partnering are two key forces in creating successful academic elements. At ACS Athens, Dr. Gialamas took his time to understand his population. He identified and established nine-area leaders and he is in the process of transitioning those leaders through the third stage in order to lead the creation of their own authentic element--that means advancing their own professional development and leadership skills.

The Second Fundament Force in Educational Leadership: Partnering Partnerships are associated with the force of partnering and like the analogous flexible shoe, Dr. Gialamas believes that partnerships must be flexible as well. He contends that many people are afraid of partnerships very much like their fear of unobservable realms, "they are afraid, because people believe that partnerships have to be divided equally, but partnerships are not based on equality; they are based on fairness. They can be divided 90:10, 80:20 and so on." As differing variations of particles of an element work together and determine an elements properties, Dr. Gialamas states, "All of us in an academic environment are partners; we have a partnership with varying percentages. Two or more people have to agree to a partnership and how it will be divided. Most importantly, they have to agree to disagree and depending on the Dr. Gialamas and a Nine-Area Leader, Chris Perakis progress and maturity of their partnership, the flexibility can change. The Third Fundament Force in Educational Leadership: Developing Here, the element that has to be very well-defined is the relationship." During his previous commitments as an administrator in higher education, Dr. Professionally The goal of developing educational leaders is to create a sustainable vision Gialamas created many successful elements of partnerships. He did so from using the process of Understanding that he knows best: "A leader must make the first over time. Thus, after a leader has taken the time to understand the particle dynamics of an educational community and worked to create cohesive elements move to understand the people who he is leading." As Vice President of Academic Affairs at DeVry University, he had the such as relationships, Dr. Gialamas expresses that in order to avoid instigative responsibility of establishing a strong academic partnership with other loosely leadership*: "A leader should always focus on developing other leaders. This is connected DeVry leaders on 20 campuses in 18 cities throughout 2 countries. In order the most important aspects of leadership. A complete leader must develop more to develop a well-defined element, Dr. Gialamas flew to each campus, listened to leaders." It is just as important for an institution to develop its leadership-base as heads of departments and other representatives within the nuclei of those it is to develop its students. He continues, "It is about finding the right people for communities. After three months, he identified the recurring problem. He identified the position or the right place and putting people there." At DeVry University, Dr. Gialamas instituted a Leadership Academy in which leaders_people who had the ability to lay down a Theseus Thread for others to follow. He pulled them together, defining the first element--a flexible partnership. Later, he the previously identified 18 area-leaders could attend and were guaranteed a invited the partnership to sit down with him and brainstorm the creation of a novel promotional position at a DeVry campus upon completion.20

If you are hungry, learn how to grow rice; if you are thirsty, learn how to build At ACS Athens, during the first phase of his vision at ACS Athens, Dr. Gialamas initiated the formation of the Institute of Critical and Creative Thinking wells; if you want a peaceful and prosperous world, you want to learn how to (ICCT), which serves as a think-tank, incubator and launch pad for innovative educate children. It is a rare opportunity to have the power to help young academic and technological ideas like the latest collaborative work of ACS children. Therefore, as a leader, Dr. Gialamas balances the elements of education Athens staff member Ms. Helen Sarantes and the University of Pennsylvania professor, Dr. Eleni Miltsakaki. Together, these two educators are developing an within a framework of ethos (philosophy/values) that he refers to as harmonious, meaningful and holistic learning: educational search engine, mind and body; education and Choosito!. The ICCT focuses on meaning; present and future partnering with the ACS staff in opportunities all come together. At order to display their professional the nucleus of his educational development whether it is a community, Dr. Gialamas says, "We vertical-level workshop, technology want to inspire students to find their or an artistic display of personal own leadership identity. We want development. them to become the architects of Furthermore, the Nine-Area their own buildings." In achieving the ACS Athens leaders and all staff ability for students to design their are encouraged to attend summer own new elements in life, their leadership workshops to improve learning process must include, "a their skills. Seven of the nine theoretical base, the experiential leaders are currently pursuing their approach, civic responsibility and MBA and one a Ph.D. For unique and authentic projects." educators, being students Within these guidelines, Dr. themselves, while leading students, Gialamas believes the educators at can better bridge the gap of guiding ACS Athens will have no problem secondary students towards their creating a flexible authentic ACS choices of higher education and Athens Diploma and successfully career paths. leading our tiny quark-like particles Though the third force is a to the Champion League of critical force in Dr. Gialamas Dr. Gialamas and his daughter Zaharo Gialamas Education and beyond. Continually, philosophy of educational leadership, his staff has shown evidence of their it is not the final force that brings abilities to incorporate these elements of learning into their work with students. everything together. That role belongs to the force of balance. Furthermore, overall, they have shown a collaborative understanding of Dr. Gialamas four forces of educational leadership. The Fourth Fundament Force in Educational Leadership: Though the String Theory is often referred to as the Theory of Everything, of Balancing with ethos Dr. Gialamas reiterates his belief of why it is crucial for leaders to take the its four major forces, there remains a void of understanding around the force of first step to understand their population, "There are zillions of articles and books gravity. Unlike the String Theory, though Dr. Gialamas may have doubters to his to tell you how to become a leader, but that is nonsense because every situation vision, he has carefully constructed and strung together each of the forces of his is different." This awareness is situational leadership. Nonetheless, there are philosophy, wrought with examples for others to follow. He concludes, "In the elemental forces that remain the same--the forces of good and bad. Dr. Gialamas end, maybe leadership is all about integrity, love and vision!" As a testament to leaders in our time, clearly, Dr. Gialamas has laid a path to prefers to focus on the good forces of educational leadership: "There is no problem with having power when it is utilized for the benefit of others. Everyone innovative educational leadership. tries to find an underlying agenda for leaders who want to give children opportunities. What if there is no agenda and no scenario? Cant it be that *Instigative Leadership is a useful style of leading for short spurts of time (i.e. one time or someone simply loves children and wants to make them happy--not spoil them, annual projects). but give them the resources and the love they need to make mistakes, and help Editors note: Like an onomatopoeia, the title The Gialamas Particle Theory of them to overcome those mistakes and accomplish their dreams?" Education would bring to mind the depth of concept with all of the above elements and forces, On the other hand, Dr. Gialamas concedes if there has to be an agenda and so one need not repeat a two hour interview or read a six page paper--one would, simply hear final element, it is this: the phrase and understand.21

Dr. Gialamas' Summer Reading List: The Servant Leader by Robert P. Neuschel The Fred Factor: How Passion in Your Works and Life Can Turn the Ordinary into the Extraordinary by Mark Sanborn

C O V E R story

Leading on LocationLeadership styles come in different forms with many titles and examples of implementers. There are instigative leaders, who find themselves being great initiators of concepts and ideas--innovators, whose ideas go when they go. Military leaders inform us that there are dictatorial leaders. These leaders must be readily equipped with answers, as their community may not have a driving vision or may not have achieved a sufficient educational standing to interpret critical thoughts, due to age, poverty, or many other factors. There is collaborative leadership in which the collective knowledge of a group drives a vision. Two years ago, Academy Principal Brian Kelly contributed his leadership style to the collective group at of leaders at ACS Athens. He firmly believes that leadership depends on many factors, one of which is location. For this reason, Mr. Kelly refers to himself as a situational leader. One must apply the type of leadership that is relevant to a specific location and even a specific occurrence. Mr. Kelly gained his experience about leadership and location after administrating in extremely different global cultures. He entered the international scene of education after teaching with his childhood teachers at his alma mater in Burlingame, California--Benjamin Franklin High School. Mr. Kelly started his career there in 1994 and describes that experience as one of "the most rewarding things in life." There, he had the opportunity to become a co-worker with teachers who taught him. He may have stayed in that position for many years had he not awaken one morning with an "incredible desire to see the world." His desire took him to South Korea. Where, in that situation, he found himself in a fledgling school under conditions that required more autocracy as the collective experience level was quite low. In comparison, Mr. Kelly points out that one of the

Interview with Academy Principal Brian Kelly By Desiree Michaelgreater strengths of ACS Athens is that there are local area leaders with more than 20 to 30 years of experience. He emphasizes the need for an administrator to switch to a collaborative leadership style: For an international school, "ACS has been lucky to get people to stay here. The teachers are incredibly gifted. Here, they can think outside of the box and be rewarded for that. Therefore, to not include that professional experience would be a mistake." To sum up the difference between his experience with the school in Korea and ACS, he says that coming to ACS was like getting on "a train that was already moving, and all you have to do is hang on for your life!" This is why Mr. Kelly believes that one style of leadership is never enough and one must be truly cognizant of the location and when to implement each style. For instance, Mr. Kelly points to a situation in Colombia where it was critical that he switch from being a strict directive leader to a more compassionate leader. He explains that this particular area was "a poor farming community where the people lacked voice and civic contribution." The unethical activities carried out by the Revolutionary Armed Forces of Colombia (FARC) affected "every family." Mr. Kelly learned to have a level of sensitivity to students personal issues that was of no relevance in other international locations: "Many of these students had witnessed or lost relatives in a local village massacred for illegal land acquisitions." Mr. Kelly confrms, it is very clear that, "Situational leadership requires a repletion of skills." There are many other situations that "tested" Mr. Kellys spirit. Nonetheless, he knows that being a good leader means understanding when to apply the correct leadership skill. Now that he is moving on to lead another school population, he will do so "with great regret," for he believes that the ACS Athens community is "a very special community unlike any other in the world."

To the Leaders of the WorldThe leader that I want to advise will need to save the world from catastrophe. I will want you to be creative and take control of the earth. Be peaceful and believe in yourself. These are the most important qualities that a good leader should have. Try to make people believe in recycling and cleaning up the earth.22

By: Catherine Koukouta

Remember, always do the right thing and be responsible and brave. Be careful to invest in things that are not bad for the earth. This is important; you have to take it seriously. The most important thing that you have to insist on is dont waste too much water. Whatever you say is a breath from the earth. I wish you good luck and make the earth proud!!!

Leading from the Middle with MeaningOnce longing to become a Mathematical Research Statistician and dabble in the realm of uncertainty, Middle School Principal MaryAnn Augoustatos made a major career choice instead. She took her knowledge of mathematics and brought it to children--lots of children. For the last 21 years of her career, Mrs. Augoustatos has taken on leadership roles at ACS Athens. After her fifth year of teaching and realizing that she loved imparting knowledge to students, Mrs. Augoustatos took on the challenge of leading the ACS Mathematics Department from Junior Kindergarten through twelfth grade. For 16 years, this commitment afforded her the ability to co-develop programs like the ACS Athens Math Competition and create an Elementary School Math Specialist position to help improve students performance. Currently, as the Middle School Principal, Mrs. Augoustatos implemented a Friday Group to keep students in the academic fold and on target. Mathematically speaking, for the most part, teaching and leading provide a greater probability of life-long utility to others; a clear example of this reality occurred just as our interview was taking place: A student, who is a part of Mrs. Augoustatos Friday Group, enters her office. He begins cleaning the small fish tank that is home to a lone goldfish and greets parents and guests as they come into the office; nonetheless, the student happily completes his mission as it has become part of his civic duties. He then informs Mrs. Augoustatos that the English writing project, which a teacher assigned, is not to his liking. Thinking fast on her feet, Mrs. Augoustatos uses her background in statistics--using multiple options to find solutions to uncertainties. In giving a student the option to increase his probability of success, Mrs. Augoustatos asks the student, "What are your favorite subjects?" He responds, "P.E. and Art." As not to lower academic expectations or circumvent his teachers assigned project, she offers the student a chance to create his own writing project: He is to develop and write a sports brochure. He must determine the sport, number of players, plan out their needs, describe facilities, etc. Surprisingly, after carefully understanding his assignment, the student heads

Interview with Middle School Principal MaryAnn Augoustatos

towards the door excited about his new project; but there is a catch as Principal Augoustatos reminds him, "You just got yourself an additional project. You will still have to complete your originally assigned project after you create this brochure and outline." However, without any show of disappointment, the student acknowledges his responsibilities and heads out the door. Now, he will gain meaning for learning: Writing an outline that relates to what he likes makes his learning experience tangible; it also creates a template for his initial assignment and increases his chances for writing both projects successfully. Mrs. Augoustatos reassures me that the most challenging uncertainties do not come from the students, but from the unavoidable daily disruptions that face school leaders. Therefore, she consciously designs her day to "ensure that everything has student learning as the focal point." Keeping that focal point at the center requires the collaborative efforts of team that is sharp, knowledgeable and well-trained in the latest teaching techniques. Mrs. Augoustatos emphasizes, "This is why I strongly believe in professional development and I believe that one of the best opportunities for professional development is serving on accreditation teams." Mrs. Augoustatos has served, not only as a member of such a team, but also as the Co-chairperson representing the Middle States Association of Colleges and Schools. She also serves as the leader and evaluator of all ACS Athens Chairs and Coordinators from JK-12. In this position, Mrs. Augoustatos is able to hold campus-wide workshops and impart the skills and development that she has garnered from her own training. In azddition to pointing out small tips on how to engage students successfully for meaningful learning, she collaborates with her staff members for improved curriculum development and standards-andbenchmarks implementation. In her continued journey to give meaning to learning and increase her students academic probabilities for success, Mrs. Augoustatos will complete her International Administrative Certificate from Lehigh University by July of this year.23

C O V E R story

The Worlds Issues, through the Eyes of ChildrenIn 1994, the year many 2010 seniors were born, Camilla Warrender, ventured into an unfamiliar world that would not only change her life, but eventually the lives of many to follow (many who were not yet born). Accepting the invitation of a friend, Bibi Andersson (well-known actress of director Ingmar Bergman), Warrender traveled to Bosnia in the dead of winter. She accompanied her friend Bibi, who went to repair the heating system for the Sarajevo National Theater. Warrenders original goal was to assist in providing cultural relief to besieged Sarajevans. However, after witnessing the reality of being in the middle of a civil* war, it became quite clear to her that there was more happening than civilians fighting one another. There was genocide. Grimly, while the world went on with its daily routine and politicians debated the relevancy of using the word genocide, more and more Bosnian civilians died. Warrender watched as little to no aid came from surrounding European nations and Americans remained blithely unaware and uninformed of the degree of human losses. Ten years later and back on American soil, yet still harboring a disquieted soul, Ms. Warrender set out to create an organization that would change the way audiovisual information could be presented. As fate would have it, one evening while in Boston, ACS Athens President Dr. Gialamas was introduced to a lady who was in the process of giving shape to an idea. That lady was Ms. Warrender. The idea: What if students were given support to seek out information for global issues that matter? What if students were able to tell the truth about an issue or conflict? What if students were able to do that from the fairest viewpoint possible? What if that information were disseminated globally via the internet and students could collaborate worldwide? And last but not least, what if their actions influenced the actions and solutions of others? The challenge: How to best deliver information that is as factual as possible and as fair as possible, and in a way that would engage an otherwise disinterested audience? Such an endeavor would require painstaking accuracy of research, the use of reliable and varied sources, and imagination. For Warrender, meeting a man with a vision "to shape the minds of young people with ethos to make the world a better place," was an ideal connection and best fit. From that point forward, the idea, the challenge and the vision known as Newscoop, could now spread its wings. ACS Athens would become the premier pilot school for other schools to model. As global citizens being nurtured in the process of making ethical decisions, our students rose to the challenge. The next step was to make the first Newscoop collaborative project meaningful to the lives of students at ACS Athens. Ms. Warrender created a list of global issues and events from which interested students could choose. The Cyprus Resolution, The Macedonian Issue, The Elgin Marbles and The Israeli-Palestinian issues seemed most plausible. However, students desires gravitated towards the investigation of _________________________*Historians still debate whether the resulting armed conflicts from the secession of areas in the former Yugoslavia should be labeled as civil wars or not. 24

highly controversial issues, such as Blood Diamonds and Blood Minerals; the latter of the two, less known, has resulted in the most deaths of any armed conflict since WWII. Nonetheless, after careful review, the first group of students chose to uncover the realities behind the Israeli-Palestinian Struggle. To support the students efforts,

To the Leaders of the WorldBy Malcolm MehrabianYoud better clean up your act. Youd better stop thinking of your people as a source of money. Its only you who cares about the money, And its you who are willing to destroy the earth in the process of making it. You entice us, so that you can live a more rich and luxurious life. It is you who are destroying hundreds of ecosystems, Killing us, Killing yourselves, Just for your precious money. You are making all these bombs And enough fire power to blow up the earth. I wonder what you will do with all of these? One bomb will destroy any ecosystem for centuries. And all this again Just for your precious money. Everybody else has to suffer for you to get money. You know very well whats going on, And all the problems you are causing, You just dont care. So step down or fix this mess up. What are you going to do with all your money When were all dead? If you kill us, Who will you get your money from? Weve only got one world And if you destroy it, Where will we go? You have plenty of money for space exploration, But you are using it to build new shopping malls. I hope you have understood, So get going, And clean up this mess!

Warrender flew to Athens twice. In April of this year, the final video documentary was viewed in the presence of the Palestinian Ambassador, SKAI television, the wellknown former Superintendant of ACS Athens, Dr. Dorbis, and many more VIP members of the Athens community. Very pleased with the outcome, Warrender reflected on the initial and difficult steps that faced the students: Sometimes it was a challenge to selectively pull facts and assemble them. The research necessitated us stepping back from preconceptions and our own biases. The fact and bias checking was really a lesson of the heart, because in the end, we still had to trust our greater intuition to balance and see through to what the critical facts were, as well as what would help our viewers understand the situation. If young people have understanding of a global issue, they might, indeed, care enough to become involved. But it all begins with understandingunderstanding is the biggest step towards meaningful change. For Warrender, the release of a restless spirit came with the awareness that other schools are now following the same process as ACS Athens to make Newscoop an international project: Students of The Chapin School, an ACS partner school, are about to uncover the issues around Blood Diamonds. A school in Cambridge, Massachusetts is collaborating with a Cambodian school on coverage of Southeast Asian childhood-trafficking. And there are many others. Ms. Warrender can now rest in knowing that the cries of lives lost during a war that once was, have not gone unheard. Matched with one mans visions to create global citizens, Ms. Warrenders dream to deliver accurate news that is seldom heard is coming true. Through the eyes and minds of children, it can be expected to continue for a long time to come. To close one chapter and move on to the next, in May, Camilla Warrender traveled with the first group of ACS students, Dr. Gialamas and other ACS staff members to Tel Aviv, Hebron, Bethlehem and Ramallah. A true understanding of the Israeli-Palestinian Struggle is underway for the next generation of leaders. (To view the students news documentary go to http://www.acs.gr/skainewcoop-videos/)

25

C O V E R story

Advice and Warning:Leaders of the world, be dependable and honest to the world. Do not back away and do not be shy. Please, do not be offended by even the worst of