FIS WORLD Vol 1 Winter 2023

Going for Gold

Finding excellence in competition

Many parents employed in for-profit industries are familiar with the need to closely protect company secrets. In fact, it is not uncommon to have contracts that include agreements to prevent an employee from taking key learnings or clients with them to a competitor. Fortunately, as a non-profit Foundation, FIS is in a very different situation.

FIS frequently welcomes visitors from local and international schools across the world to learn from the way in which we engage students and our broader community. In addition, FIS faculty are often presenters as conferences across Europe and further afield to freely share our philosophy and practices. While we are very ambitious in our vision to be a global leader, we enjoy the opportunity to collaborate with other schools to further our mutual aim of impacting the lives of children.

Recently I have been part of forming a group of other international school leaders here in Europe. We represent the prominent schools of Paris, London, Zurich, Brussels and elsewhere. And just as our respective students compete against one another in ISST sports, there is healthy competition amongst this leadership group to make sure our school is at the forefront of international education. As I listen to my peers talk about their school’s IB scores, facility improvements and employee recruitment practices, I applaud and support their progress, but it also ignites in me a competitive spirit.

I believe both students and schools can use the high performance of peers to help move themselves to the “next level.”

In some circles, there is a belief that competition and education cannot go hand in hand. Of course, it is clear that unhealthy competition between students leads to high levels of stress and a breakdown in school spirit. But I believe both students and schools can use the high performance of peers to help move themselves to the “next level.” On a recent Saturday, as our JV Boys Volleyball team competed for the ISST gold medal on our home court, I watched two great teams compete neck-and-neck, each forcing the other to play at increasingly higher levels of competence.

That is the school I want to lead – one that is not afraid to help its peer schools succeed, but will measure ourselves against the very best. It is an attitude that has a direct impact on the success of our students and teachers, who also are caught in the strong tide of a school with a tradition of excellence. Our mission statement challenges us to be “the leading international school,” and it’s a target we take seriously. (And yes, FIS did win that gold medal in the final match.)

Dr. Paul M. Fochtman, FIS Head of School

Dreaming Big

Preparing a path for the future

It has been said that only by “dreaming big” can lofty goals become reality. Greatness is not achieved by aiming for only an “acceptable” result. Just as our students will not ace their exams if they are merely trying to pass, our school has to be equally ambitious in preparing our path for the future.

There are two primary ways FIS does this. The most obvious is to provide our staff with professional development that keeps them abreast of the most advanced teaching strategies available. The adults we put before students at FIS are our most valuable asset and their skillsets directly impact those acquired by students. In light of this, FIS brings in renowned experts on a variety of topics each year to provide on-site seminars, and we also send scores of our professionals to attend leading conferences around the world.

This not only includes academic areas. We also engage experts on topics critical to the social and emotional health of our community. While I am grateful that my children are taught by highly capable and well-trained teachers, to allow these teachers to maximize their abilities, they need the facilities and resources that are equally advanced. That is why our Board continues to strive toward developing both of our campuses into environments that are of a world-class standard.

FIS brings in renowned experts on a variety of topics each year to provide on-site seminars, and we also send scores of our professionals to attend leading conferences around the world.

Yes, if we were only to consider the Frankfurt region, our school would already be at the top of its class. And while this standing is to be celebrated, the reality is that our students will become adults in a highly competitive world. If they are to be prepared for life beyond FIS, be it in fields of medicine, the arts, STEM, or education, they will not feel the need to “catch-up” because their learning has been built upon a rock-solid foundation here at FIS. As a school where parents partner closely with our educational leaders, we welcome you to “dream big” with us as we move into another exciting era at FIS.

Julia Heraeus-Rinnert, Chair, FIS Board of Trustees

Transformative Spaces

When school facilities become learning tools, magic happens

During the 2023 summer months, while most were enjoying the sun and travels, inside the Oberursel Campus Elementary School, exciting changes were underway. Major renovations took place, transforming wide sections of the school into a hub of vibrant, cutting-edge learning spaces that are not only visually stunning but are also deeply rooted in pedagogy. Students returned in August to a brand-new library, Design Technology/Science and Lego/Robotics spaces, a state-of-the-art kitchen, and other collaborative learning spaces.

The heartbeat of the renovations was a commitment to connecting learning spaces to the curriculum while fostering creativity, collaboration, and a sense of belonging. As Elementary School Principal Dr. Jean-Marie Kahn explains, “there was an opportunity to update these once isolated areas and bring learning alive. Together with teachers, we are now able to connect spaces to the curriculum. Teachers and students can circulate fluidly between these vibrant hubs which not only look impressive, but also function as dynamic tools for learning.”

The newly designed spaces encourage collaboration and interaction. Teachers find themselves naturally gravitating toward collaborative planning, sharing ideas and resources to enhance the learning experience for their students. Building, designing, making, remaking and modifying are all activities that students can engage in as they solve problems, complete rich tasks or challenges in the renovated manipulative haven.

Enter the makerspace, an area for hands-on exploration and creation. Equipped with tools, materials and a dash of imagination, students delve into the world of prototyping and brainstorming. Add to this, a LEGO robotics learning space which sparks joy and ingenuity, connecting play to essential 21st-century skills.

The newly designed spaces encourage collaboration and interaction.

At the heart of it all lies a central gathering area, with a capacity for larger groups. This space is more than just aesthetically pleasing; it serves as a focal point for announcements, presentations and collaborative projects. Its high visibility ensures that every student feels like an integral part of the community. It allows for students to observe peers in action and formulate questions, suggestions and new ideas or engage in meaningful conversations.

The renovated spaces support the four thinking models: research, design, creativity, and scientific, which teachers are encouraging students to utilize to foster agency and autonomy in their experiences. Students are now immersed in open-ended choices that promote critical thinking, independence and personalized approaches to learning. The new environments also provide more options for independent work to be freely accomplished.

The new library is a sanctuary of stories, embracing the power of diversity and inclusivity. With a special section dedicated to Everybody books, it sends a powerful message—that in this space, everyone belongs. Picture books from various cultures and languages enrich the English Language Acquisition (ELA) curriculum and ensure accessibility no matter the language skills. The carefully curated collection of multilingual books also promotes the practice of translanguaging which students are engaging in under the guidance of their teachers, connecting students to a world of words.

In the wake of these renovations, FIS stands as a testament to the transformative power of intentional design in education. The school has evolved into an ecosystem where every corner is a potential learning space, and every moment is an opportunity for growth. As students step into this new academic space, they are not just entering classrooms, they are stepping into a world of endless possibilities where the joy of learning knows no bounds.

Adriana Ardolino, FIS Parent

Keeping Athletes in the Game

The importance of injury prevention to keep student-athletes thriving, healthy and happy

What is an Athletic Trainer? You might know other names for athletic trainers, such as athletic therapists in Canada, or sports therapists and sports rehabilitators in the United Kingdom. Athletic trainers and therapists are high-level first aiders, physical therapists, and orthopedic specialists all rolled into one. We work both in clinics and court- or pitch-side. Some athletic trainers work in professional sports or in college or university sports, but many work in schools like FIS.

Frankfurt International School has a robust athletics program, with over 50% of Upper School students participating in athletics throughout the year. This past fall season alone, over 400 students participated in the FIS Athletics program. Through any given season, around 25% of those athletes will need help with an injury that limits them playing their sport. While athletic trainers are well-versed in caring for injured athletes, one of the most important aspects of athletic training is working with coaches and athletes to reduce injury risk and prevent injuries where possible.

One way that FIS helps to reduce injury risk is the three-season sports program. Research outlines the benefits of young athletes playing multiple sports throughout the year for reduction in injury risk and increased sports performance. When young people have the opportunity to play multiple sports they gain new skills, work different muscles, and avoid overuse injuries. The professional sporting world knows this too: since 2014, nearly 90% of the United States National Football League’s (NFL) drafted players were multi-sport athletes in high school. The three-season sports program at FIS helps build great athletes while also preventing injury.

We know that athletes who overcome injury or avoid injury are more likely to carry on sport beyond their time at FIS.

Another way that FIS Athletics is working to prevent injury is through introducing strength training to more athletes. Strength training is possibly the best way to prevent injuries in athletes. In certain youth populations, such as untrained youth and young girls, studies have shown up to 68% reduction in injury risks through strength training programs. Athletes who strength train are better able to increase their sports performance. Not only does strength training result in stronger and better athletes, we also know that strength training helps build stronger bones – a benefit that lasts well beyond youth and into adulthood. Strength training is being rolled out to athletes in various teams, primarily with high school teams. We build strength training sessions around the specific sport, with coaches’ input for exercises.

One of our biggest ongoing efforts to reduce injury risk has been training coaches and athletes in warm-up techniques. Research shows that including neuromuscular components in warm-ups for any sport can help reduce injury risk in youth athletes. Neuromuscular components include:

• Balance exercises, which are helpful for preventing ankle sprains
• Plyometrics, such as hop and jump exercises that can help train an athlete to run faster
• Agility training, including quick stops and changes of direction to help prevent knee injuries

Our Warriors Warm-Up includes all of these components and other exercises tailored to each sport.

While not all injuries can be prevented, we seek to reduce risk wherever possible. Reducing injury risk takes time and effort, not just from an athletic trainer, but from coaches, families, and especially athletes. We know that athletes who overcome injury or avoid injury are more likely to carry on sport beyond their time at FIS. It’s even part of our Athletic Department Philosophy: “fostering a lifelong love of sport.” With community support, our athletes can achieve that, staying active beyond their high school years, and most importantly, staying healthy, thriving, and happy.

Megan Hodun, PhD, ATC, FIS Athletic Trainer

Choosing what to Learn

An ES initiative allows students to explore new interests and follow personal passions

In my first article for FIS World, I explored the partnerships nurtured between parents and the school. During multiple principal partnership meetings, Elementary School families learned about FLECKS time. Piloted last year with Grade 4 and 5 students, FLECKS time is an innovative concept expanded this year to include Grade 3 as well. I had the privilege of chatting with Primary Years Programme (PYP) Coordinator Christine Ishii to peek behind the scenes of the FLECKS program.

True to its name, “Flex” (short for “flexible”) time was rebranded this year as FLECKS (Fun, LEarning, Creativity and Community, Kindness, OpportunitieS). All Grade 3-5 students are given the flexibility to make learning choices for their weekly FLECKS period. Options involve language, physical, creative or other learning activities. At the beginning of the school year, students were introduced to all of the FLECKS offerings before choosing their top five interests. Significant effort was made by the Elementary School to place each child in three of their choices, which they will enjoy for 9-10 weeks at a time in three terms over the course of the school year.

A key (perhaps the key) tenant of this initiative is the choice aspect – each student’s choice. Often, elementary-aged children have limited choice regarding how their learning may look during the school day. According to organizers, FLECKS time “is an opportunity for students to explore new interests, follow their personal passions and apply their learning to new situations.”

That is why parents do not receive the menu of choices available to their children. This was discussed at multiple ES parent partnership meetings; some parents (myself included) strove to learn more about the possible choices for their children in hopes of guiding them toward specific activities. But FLECKS organizers emphasized the importance of student agency free from external pressure.

I was pleasantly surprised when my son enthusiastically shared he had received a spot in a bicycle riding class; that was the class I had hoped he would choose. At that moment, I realized it meant so much that he chose it for himself without my input. I have since learned that part of the FLECKS program requires the students to write about themselves as a learner. This is much more impactful and genuine when the students are choosing what they learn.

When my son came home with a pair of yarn balls, I asked what they were; his friend learning Knitting and Sewing made them and gave them to my son to test his model rocket. That’s the beauty of this program: students have the opportunity to be open minded (in exploring activities with which they are unfamiliar), risk takers (by making their own choices), and balanced (by choosing from a rich variety of topic areas).

I recently spoke to a Grade 3 student whose FLECKS offering this term is Google Ninja, a program focused on enhancing unique Chromebook and other Google skills. The student shared with me, "At my old school it was just teach, teach, teach. This school is more fun." I didn’t tell him that he was actually being taught quite a lot. He will figure that out at the end of the FLECKS term when all of the students complete self-reporting for assessments to reflect on the connection to academic skills and disciplines, their connections to our school values, the most significant thing they learned, and how to use that learning in the future.

Susan Robbins, FIS Parent