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August 2013 In this issue• IST Statement of Values• 50 years: people and facts• 50 years: schedule of events• 50 years: IST’s connections• IST Traditions• Profile: Bahati Magunda• IB Learner Profile in Review

IST STATEMENT OF VALUESAll members of the IST community are:

Responsible. We act responsibly, positively and constructively, towards ourselves and other people. We learn from our mistakes and accept the consequences of our actions.

Inquiring. We show curiosity, perseverance and open-mindedness in seeking to understand and solve problems. We persevere in the face of difficulties and we embrace the learning that comes through failure as well as the joy of success.

Compassionate. We empathise with others and act with care, kindness and courage. In our interactions, we behave with patience, generosity and integrity.

Balanced. We believe in a broad education for our students, seeing the value of participation in a varied curriculum.

Diverse. We treasure the diversity within the IST community, using the rich opportunities for deeper understanding that come from our differences.

BACKGROUNDIn March 2013, the IST Board approved new Mission and Vision statements for the school. This work was initiated in 2012 and came as a result of a highly consultative process including considerable input from staff, students and parents as well as alumni.

The next step for the school was to create a values statement that would inspire our commitment to the Mission and Vision. A draft of the values statement was shared with the community near the end of the last academic year and we are grateful to

those who took the time to provide valuable feedback.

The outcome of this consultative process is a values statement that we believe is focused, easily understood, exciting, motivating and which commits every member of the IST community to moving the school forward to deliver the best possible education for our students.

The Board adopted the new IST Values Statement at their meeting on 29th

August 2013.

Fulfil your potential. Improve the world.

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FAST FACTS

ENROLMENT

NUMBER OF TEACHERS

SIZE OF SCHOOL

SEPTEMBER 1963

214 STUDENTS

12 TEACHERS

ONE CAMPUS, 4.5 hectares

SEPTEMBER 2013

1021 STUDENTS

120 TEACHERS

TWO CAMPUSES, 7.7 hectares

Mrs. Eliufoo, wife of then Minister of Education, receives bouquet from the youngest student in the school, Mark Latham (facing the camera). Mark went on to become a Music Director and Conductor of several orchestras in North America. IST’s opening ceremony: 20th September 1963

Dr. Michael Latham, OBE and founding Chair of the Board, speaking. Irene Leach, IST’s first Head of school, seated to the left with Mr. Cole-Baker of the International Schools’ Association on the right. Mr. Eliufoo, Minister of Education, seated to Dr. Latham’s right. IST’s opening ceremony: 20th September 1963

IST’s 50th ANNIVERSARYOn September 16th, 2013, IST will commemorate the 50th anniversary since the school opened its doors to welcome students to the first day of class.

IST has a proud history and many of the people associated with IST, past and present, are recognized leaders in their fields.

IST’s FOUNDERSIST was founded by a group of parents wishing to establish a school with an international curriculum in Dar es Salaam.

While many people were involved in the school’s beginnings, two individuals in particular are worth noting.

In January 1965, Dr. Michael Latham, the first IST Chair, was awarded OBE by HM Queen Elizabeth II for the work he had done in setting up the school.

In August 2003, Sir Andy Chande, the school’s first Treasurer of the Board, was made an Honorary Knight Commander of the Most Excellent Order of the British Empire.

Sir Andy Chande, IST’s first Board Treasurer.

IST’s original logo included Masaai spears crossed inside the IST circle. IST’s current logo featuring a stylized dhow was adopted in 2001.

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IST’s 50th Anniversary Schedule of Events

Saturday, 14th SeptemberIST 50th Anniversary Biathlon and FNI ExhibitionSecondary Campus7:30am-9:30am Biathlon9:30am-11:30am post biathlon celebration and FNI exhibition

Join us for a fun day on the Secondary Campus. Beginning with a biathlon (register to participate before 12th September at https://sites.google.com/a/istafrica.com/istbiathlon/) and continuing with a family fun day. While on campus, be sure to visit the exhibition in B4 highlighting the building concepts created by Fielding Nair International (FNI), IST’s consultant architects. FNI are in town to present their work and meet with members of the community.

Monday, 16th SeptemberIST’s 50th AnniversaryElementary Campus7:00am-10:00am International Day for Elementary students10-10:30am Secondary students and guests arrive and take seats on field10:30-10:45am Elementary students parade10:45am-11:45am Programme: Speeches and welcome. Drumming performance by

middle school students and choral performance by high school students.

11:45am-12:00pm Elementary students return to class and guests depart12:00pm-1:30pm International Café for Secondary students1:30pm Secondary students return to Secondary Campus

Friday, 20th SeptemberIST’s 50th Anniversary Gala Dinner and Celebration(sponsored by IST in conjunction with the Alumni Association)Serena Hotel, Dar es SalaamDoors open at 6:30pm, event begins at 7pmTickets go on sale soon, ticket booking information will be sent to parents and staff via email by 5th September.

The evening will include dinner, music, cash bar, a raffle, photo booth and more.

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IST’s PROFESSIONAL NETWORK

Our school Vision refers to IST becoming a global leader in international education. One indicator of the school’s success in this aim over many years is the number of international school leaders throughout the world who worked at IST earlier in their careers. The school’s focus on strong teaching and learning in a collaborative atmosphere, as well as the varied challenges and opportunities that life and work in Tanzania can bring, seems to provide an excellent springboard for educational leadership. The following institutions are among those with senior leadership positions currently held by educators who have worked at IST earlier in their careers: ·         International School of Brussels·         Copenhagen International School·         International School of Genoa·         International School of Kenya·         American International School of Lusaka·         International School of Rwanda·         International School of Bangkok·         New International School Thailand·         St Andrews International School, Thailand·         Bangkok Patana School·         Bali International School·         International School of Ho Chi Minh City·         Léman International School, Chengdu ·         International School of Saigon Pearl·         Lincoln Community School, Ghana·         Tashkent International School·         Overseas School of Colombo·         Canadian Academy, Kobe·         Stonehill International School, Bangalore·         International Baccalaureate Organisation·         Education across Frontiers·         Council of International Schools

FROM THE ARCHIVES

We frequently hear from former teachers that their time at IST was formative and inspiring, showing them the possibilities of

international education and enabling them to develop their

expertise.

Secondary Campus, 1980’s.

Secondary Campus Assembly, 1980’s.

Elementary Campus, United Nations Day.

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IST Traditions: Beach Days

During the first weeks of school, all grade levels 6-10 participate in a “beach day” trip to Bongoyo Island. The day consists of games, activities, swimming, lunch and, of course, boat rides to and from the island.

The purpose of these days is to build a strong culture within a grade level by helping students to view their homerooms, and the grade level as a whole, as a team that needs to work together in order to achieve its goals during the year.

The main goal of any school is, of course, learning. As an IBMYP school, IST believes that collaboration among students is an important way to foster student learning. In many cases, as students work together to inquire into problems and issues, they learn more effectively.

For instance, in the team-building activities students conduct on beach day, they are often presented with a problem which they need to work together to solve. They engage as a team in a process which approximates the inquiry cycle. They begin by seeking to understand the problem and possible strategies to solve it, acting on those strategies to see how they work, reflecting on the relative success of their attempts and, if the problem has not been solved, returning to trying to understand it in an attempt to refine their strategies.

This is the kind of collaboration we want to foster as it gives students access to a wider array of ideas, solutions and strategies, increasing the chances that their inquires will be fruitful and their attempts to address problems successful. In this way, a day of fun in the sun should pay dividends throughout the school year.

Profile: Bahati Magunda, IST Teacher Assistant, Secondary PE

Joined IST 2003

Before IST Superintendent of internet café, taught computers at Tanzanian secondary school through the Tanzania Computer Literacy for Secondary Schools programme.

StudiesDar es Salaam Institute of Technology - secondary education; Hungarian Sports Institute (Budapest) – International Diploma in Coaching specializing in basketball; West London Education Centre (Dar es Salaam) - Advanced Diploma in teaching, training and assessing learning; Leipzig University (Germany) - Diploma in teaching sports for people with disabilities.

FamilyMarried, with two boys (ages 10 and 5).

You Might Not KnowIn addition to his role at IST, Bahati has been the coach for the Tanzanian National Basketball team since 2009. He also coached for the Sports for Disabled People programme from 2006-7 and is the founder of Mambo Basketball. Mambo Basketball is a sports entity with the goal of promoting basketball in Tanzania. The programme began in 2004 and now runs basketball camps around Tanzania. With support from the U.S. Embassy, Mambo Basketball will be conducting 10 basketball camps around Tanzania including coaches’ and players’ clinics beginning in August 2013 and continuing through August 2014. Bahati’s inspiration for his work came from being a member of the Tanzania National Basketball team but never getting the chance to actually play due to lack of financial support for the team at that time.

“There is a connection between what I am doing with the local people and the IST community. Through Mambo Basketball, I bring the kids to IST to train on Tuesdays. I also like to take advantage of my knowledge of basketball and have received support from IST student council to run the camps. Parents have been supportive by donating training shoes for students to use in the basketball camps. Being able to connect the IST community with the local community has been a great opportunity and I’m grateful to IST for having this chance,” says Bahati.

For more information about the Tanzanian National Basketball Team or to find out how you can help Mambo Basketball, contact Bahati via email bmagunda@istafrica.com.

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The IB Learner Profile in Reviewby Sam Cook, Elementary Vice Principal

The IB learner profile consists of 10 attributes, each accompanied by descriptors that expand on them, that IB learners should strive to cultivate as they participate in IB programmes. The Learner Profile began as a student profile for PYP students, and became “a trusted statement of core values” for all three IB programmes in 2006.

A recent review of the learner profile (IBO, April 2013) sought to determine whether the ten attributes and their descriptions remained fit for purpose in articulating the IB’s core values. Its findings included the following: • The learner profile respects the

IB’s cultural heritage, and it contains within it the potential to remain in dialogue with other traditions and with changing circumstances.

• Because the learner profile lies at the heart of the IB’s student-centred, holistic model of education, it has important connections to all other aspects of IB programmes

• Standing at the front of all IB documents, the learner profile provides a common starting point and clear context/frame for programme resources, so its graphic representation should suggest a more dynamic, interrelated and open-ended family of ideas/aspirations/outcomes.

The outcome of the review has resulted in some modest revision of the descriptions of each attribute, although the ten attributes remained the same. An explicit statement of the learner profile’s

relationship to the development of international-mindedness has been added. In response to concern by some schools about the term “risk-taker”, the optional wording of “courageous” has been offered for alternative use. Other attributes that came up for consideration in the review were

“resourcefulness” and “resilience”, and while these were not added, it is worth considering how we value and highlight these attributes within our own community.

An interesting finding of the review was that the learner profile seemed to have less impact on adult members of the IB community. One of the changes to the wording includes the substitution of “we” for “they” – the implication being that these descriptions apply to every member of the community –teachers, support staff, parents, board members and administrators, as well as students.

During our orientation at the start of this year, elementary teachers and TAs spent some time reviewing the learner profile, examining the new descriptions, and reflecting on individual strengths and areas for development, as well as examining where we are as a school in our

IB LEARNER PROFILE IN PICTURES AT IST

“Focusing attention on the learner profile is, essentially, to focus attention on

ideals again, on the things we know are most important in education and in life, on the things that motivate us and inspire us as teachers, and which are, therefore, most likely to inspire and

motivate students. “Judith Fabian 2006 .

Judith is currently the Chief Academic Officer for the International Baccalaureate Organization

and was IST’s High School Principal in the 1990’s.

balanced

caring

communicators

inquirers

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implementation. To use a quote often used in the IB world, the learner profile should be “lived, not laminated!”

Derek Pinchbeck considered the stages that schools go through in implementing the learner profile, and came up with the following:• Raising awareness: laminated, displayed, assemblies, certificates, golden

tickets, conscious use of terms eg: “that was very caring, well done!”• Increasing opportunities for ownership: Students writing stories, analysing

characters, developing own definitions, students involved in identifying attributes exhibited. Discussion at many levels of what attributes mean.

• The school embodies the profile in every aspect of its practice: Use of profile language integrated into everyday speech. New policies and agreements benchmarked against the learner profile. Managerial decisions justified using the learner profile.

As a team, we brainstormed where our current strengths are, and how we can continue to develop the place of the learner profile so that it becomes “the cement that holds our school together”.

The administration had already begun to consider how to make our school’s commitment to international-mindedness more explicit, and having sought input from all areas of the school, came up with the following statement to summarise our stance.

International Mindedness at ISTThe IBO refers to international mindedness in its Mission statement as developing “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect . . . active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

IST’s Mission and Vision echo this by referring to IST• students fulfilling their potential and improving the world• students acting kindly, fairly and responsibly, as they understand the

diversity of people and cultures• becoming a global leader in the education of educationally mobile young

people

We want a certain kind of student to graduate from IST: the kind of student who, in the struggle to establish a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish.

The attributes of such a student are listed in the IB Learner Profile. This profile is central to what it means to be internationally minded.

The attributes of the learner profile are achievable by all students. They should be interpreted in a manner that is appropriate to the age and development of different students. It is recognized and appreciated that students come into our programme from various backgrounds with a wealth of experience. All teachers have a responsibility to assess and report student development in the context of the learner profile.

How does IST develop international mindedness within its community of learners?

The school ensures that its Mission statement is aligned with that of the IBO, and that there is a genuine understanding within the learning community of these guiding statements as well the stated connection between the Learner Profile and international-mindedness. A school-wide commitment to effective ongoing professional development in this area is fundamental at IST.

IB LEARNER PROFILE IN PICTURES AT IST

principled

reflective

risk takers

thinkers

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International School of

Tanganyika

P.O. Box 2651Dar es Salaam, Tanzaniawww.istafrica.com

The school ensures that learning is engaging, relevant, challenging and significant and commits to themes of global significance that transcend the confines of traditional subject areas. It is necessary to provide students with opportunities for learning about issues that have local, national and global significance, in order to develop an understanding of human commonalities.

The school ensures that students explore these commonalities collaboratively, from the multiple perspectives of their individual experiences and backgrounds. This sharing of experience increases the students' awareness, and sensitivity to, the experiences of others beyond the local or national community. It is central to the programme and a critical element in developing an international perspective, which must begin with each student's ability to consider and reflect upon the point of view of someone else in the same class.

The school requires students to learn a further language, in addition to English. Exposing students to languages other than their mother tongue

provides an insight into and an appreciation of other cultures, and an awareness of other perspectives.

The school helps students see that learning at school is connected to life, so that a strong foundation for future learning is established.

All members of the IST community are expected to act as role models for our students, showing our commitment to the principles of international-mindedness through our lives and actions.

References:IBO (April 2103) IB learner profile in review: Report and recommendation (Executive summary)

Pinchbeck, D (2006) The Learner Profile in Action: Hanoi IB PA

Fabian, J (2006) Values in Education: Presentation to the IB ARMS Workshop