Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Foundation Staff Handbook 2009 2010


Published on

Foundation Staff Handbook 2009 2010

Published in: Education
  • Be the first to comment

  • Be the first to like this

Foundation Staff Handbook 2009 2010

  1. 1. INTERNATIONAL SCHOOL OF GENEVA STAFF HANDBOOK THE FOUNDATION 1. Introduction by the Director-General 2. Introduction: • The Foundation, Board and Central Administration • Vision statement • Guidelines for a Considerate Working Community • Policies and procedures • Strategic Plan • CCT • Communications 3. The organigramme of the Foundation 4. Vision statement 5. Foundation Policy on the Values of the International School of Geneva and on the Citizenship Education of Students 6. Guidelines for a Considerate Working Community 7. List of policies and procedures Campus des Nations 1. Introduction by the Campus Principal 2. The organigramme of the Campus 3. : Who is Who in the Campus • Pre-Reception to Year 2 at Pregny • PYP Year 3 to Year 6 at Saconnex • Secondary School Year 7 to Year 13 at Saconnex
  2. 2. Dr Nicholas Tate Directeur général Director-General July 2009 Dear Colleagues Since 2005 we have been providing staff with a single Staff Handbook that contains in one document sections that relate to (i) the individual school or unit, (ii) the campus and (iii) the Foundation as a whole. I hope that you will find it useful to have all this information in one place, bulky though it all is. The Foundation section is of course common to all of our three campuses and eight schools. It only provides a brief summary of the many policies, procedures and documents that relate to the life of the Foundation as a whole. I have tried to keep it as short as possible, given that most of your immediate concerns are bound to relate to your particular school or section. It points you, however, to other sources of information, chiefly the school website and the policies and procedures handbook available in school libraries and staffrooms, should you be in need of further information. With every good wish for the new school year 62, route de Chêne 1208 Genève Tél. +41 (0)22 787 24 25 (24 27) Fax +41 (0)22 787 25 57 email :
  3. 3. INTRODUCTION The Foundation, Governing Board and central administration The International School of Geneva is a non-profit-making Foundation established under Swiss law. It is governed according to a Charter and Regulations approved by the Federal Department of the Interior. It has a Governing Body which consists of elected parent representatives and representatives of the Swiss Federation and of the Cantons of Geneva and Vaud. The Governing Body elects from among its members a Chairperson, a Vice- Chairperson, a Secretary and a Treasurer. These officers are unpaid volunteers. The Board undertakes its work through various committees, most of which contain elected parent and staff representatives. The Governing Board appoints a Director-General who is the chief executive and educational leader of the Foundation. The Director-General is responsible for the appointment of campus and school principals and of the directors who lead the various departments of the central administration. An organigramme of the Foundation and a brief description of the roles of the different components of the Foundation are included later in this section of your Staff Handbook. A Statement on the relationships between the different parts of the school community was issued to staff in May 2005. Copies will be given to new members of staff as part of their induction programme. Vision statement The principles and values of the International School of Geneva are defined in its Charter. In the school year 2003-2004 the school community consulted on a Vision statement that provides a further commentary on the Charter and defines the essential features that all parts of the school have in common. This is included later in this section of your handbook. The Vision statement was revised following extensive discussion and consultation in 2008. One other important defining statement has also been developed and is also included: • Foundation policy on the Promotion of the Values of the International School of Geneva and on the Citizenship Education of Students Guidelines for a Considerate Working Community Following extensive consultation a set of guidelines on aspects of professional conduct were issued by the Director-General in 2004. These lay down simple but important principles about how we should conduct ourselves in relation to colleagues, parents and students. These also follow. Policies and procedures A large number of policies and procedures have been developed which apply across the whole Foundation. These include policies on a wide range of matters such as complaints, the admission of students, our policy on consultation, our regulations for field trips, etc. A copy of
  4. 4. all these policies and procedures is kept in a ring binder, copies of which can be found in school staffrooms and libraries. The Foundation has a single system for the admission of students. It also has a single set of staff appraisal procedures. Different versions of these exist for the following three categories of staff: (i) teaching staff; (ii) administrative and technical staff; and (iii) directors and principals. Strategic Plan Many aspects of the work of the Foundation are taken forward as part of a Strategic Plan. This is reviewed and revised annually. Copies of a summary version of the plan will be given to all staff at the beginning of each year. Each campus and school also has its own plan, linked to the Foundation’s Strategic Plan, and this is also reviewed and revised annually. The Collective Employment Agreement (CCT) When you signed your contract you received a copy of the CCT. This is an important document which needs to be consulted on a wide range of matters. Communications Much information concerning the Foundation is available in the Board and Director-General sections of the school website ( This is where you will find the minutes of the Board and of Board committees as well as other communications concerning the Foundation as a whole. There are also campus-specific sections of the website. A password-protected part of the website available only to staff- is now available. The Foundation also has a staff newsletter which is produced termly and is called Espacecolint. All staff are encouraged to contribute articles.
  5. 5. Parents Staff Swiss Confederation, Alumni Geneva, Vaud Governing Board Director General Director of Finance and Administration Director of Development Head of Conférence des Directeurs Human Resources Directeur Informatique Director of Admissions La Grande Boissière Campus des Nations La Châtaigneraie FOUNDATION GOVERNANCE AND MANAGEMENT STRUCTURE Ecole Internationale de Genève / International School of Geneva
  6. 6. A VISION FOR AN INTERNATIONAL EDUCATION The school’s vision for its students Our aim at the International School of Geneva is to provide a distinctive high quality international education through which all our students are helped to develop their abilities to the highest level of their potential. We respect students’ individual and cultural identities, encouraging them to become independent learners eager to carry on learning throughout their lives. We prepare students for membership of communities that are socially and culturally diverse, for citizenship, and for engagement with the political, ethical and environmental challenges of their times. We expect them to want to take an active part in making their world a better place and one that is based on the mutual understanding, respect and shared values to which the school has been committed throughout its long history. The International School of Geneva serves both the international and local communities of the Geneva area. We are committed to preparing students to live in a multilingual and multicultural world and, as a bilingual Foundation, to developing their fluency in both English and French. The school exists for the sake of its students and is committed to a continual re-evaluation of their needs in the light of social, economic and cultural change. The school strives continually to promote excellence in all aspects of its provision, to do better than its previous best, and to model the values that it encourages in its students. * This document supersedes previous statements of overall aims and mission (with the exception of the Foundation’s Charter, on which it is based). June 2008
  7. 7. FINAL VERSION Approved by the Governing Board at its 332nd meeting on 21st June 2005 and amended at its 366th meeting on 17th March 2009 FOUNDATION POLICY ON THE PROMOTION OF THE VALUES OF THE INTERNATIONAL SCHOOL OF GENEVA AND FOR THE CITIZENSHIP EDUCATION OF STUDENTS Introduction: the values of the International School of Geneva 1. The school’s Charter, its fundamental point of reference, states that ‘the activity of the school in all fields and especially in the field of pedagogy shall be based on the principles of equality and solidarity among all peoples and of the equal value of all human beings without any distinction of nationality, race, sex, language or religion’. 2. The school has been closely associated throughout its existence with the United Nations, and its predecessor the League of Nations, and subscribes to the fundamental principles, and in particular the commitment to the promotion of world peace, contained in the United Nations Charter. 3. The school’s values also derive from the Universal Declaration of Human Rights adopted by the United Nations in 1948, and to which reference is made in the preamble of the school’s Collective Employment Agreement. 4. The values of the school are encapsulated in its mission statement ‘A Vision for an International Education’ which states that the school ‘aims to provide a distinctive high quality international education that prepares pupils for membership of a world community based on mutual understanding, tolerance and shared humanitarian values’. 5. Promoting these fundamental aims and values within the school involves adherence to the following principles: • affirming important international values; • supporting the student’s language development; • ensuring an international dimension to the curriculum; • recognising the importance of global issues; • showing respect for, and integration with, the host country. The purpose of this policy 6. The purpose of this policy is to encourage respect for these values and principles, promote their dissemination and ensure their implementation in the daily life of the school. 7. This policy relates to the work of all members of the school community, including the teaching and administrative staff, the Conférence des Directeurs and the Governing Board.
  8. 8. Dissemination of the values and principles of the school 8. At the beginning of each school year it is the responsibility of the Governing Board, the Director-General and campus and school principals to draw to the attention of staff, students and parents the fundamental texts on which the school’s values and principles are based and to explain their relevance to the daily life of the school. 9. All new staff should also be introduced to these fundamental texts as part of their induction programme. 10. Professional development programmes for staff should give due regard to preparing staff to meet their various responsibilities in relation to the school’s values and to their educational implications as defined in this document. 11. It is the responsibility of all the teaching staff of the school to develop students’ understanding of these values and principles, both through their formal teaching wherever appropriate and informally. 12. All staff of the school will also aim to exemplify these values in their relations with each other, with students and with parents. These values are the basis for the ‘Guidelines for a Considerate Working Community’ that have been issued to staff by the Director-General. 13. The different schools of the Foundation have a variety of codes of conduct, school compacts and disciplinary policies for students. These should be periodically reviewed to ensure that they are used to promote the values and principles of the school among students and parents. Implications for teaching and learning 14. The teaching staff of the school are responsible for developing teaching programmes and choosing teaching materials that enable students to deepen their understanding of the school’s values and principles. 15. The selection of teaching materials should take into account the range of cultures in the school and in the world. 16. These two objectives may sometimes pull in different directions. Respect for different cultures and different opinions should not be taken to mean acceptance of views and practices that are contrary to the universal values to which the school is attached. 17. Where the selection of teaching materials, the use of particular teaching methods or invitations to external speakers involve sensitive issues and/or may give offence, it is important to be clear that the choices being made can be defended by reference to the school’s values. If there is any doubt it will be helpful for the principal of the school to be consulted on these matters. Education for citizenship: the essential requirements 18. Each student in the International School of Geneva is entitled to the following features of citizenship education as a core element in his or her educational programme. These features must be incorporated in the educational programmes of each campus in a systematic and planned way:
  9. 9. • education for and about human rights, including an introduction to the Universal Declaration of Human Rights; • education about the work of international organisations, including the United Nations, its Charter, its manner of functioning and the work of its agencies, and of non- governmental organisations; • education about different systems of government, and in particular about the different forms of democracy (including a study of the Swiss system of government); • an exploration of the duties and rights of citizens at local, national and global levels; • the acquisition of knowledge and understanding of major issues in the contemporary world and of their historical background; • education about the need for action to preserve the planet for future generations; • an exploration of the nature of personal and civic identity; • an introduction to the main features of major world religions and belief systems; • direct involvement in service projects; • direct participation in decision-making at class or school level; • the promotion, through the formal and informal curriculum, of all those attitudes and skills necessary to enable students to internalise the values of the school and to act upon them in different aspects of their lives. 19. Following an audit of existing provision, campuses should indicate at what level, through what forms of provision (within existing subject and topic areas, in separately timetabled provision), each of these components should be studied or pursued, and what each component would involve in some detail. The inclusion of such components will need to be planned across the whole curriculum and cannot be left simply to chance or to the choice of individual teachers or departments. Not all components will necessarily need to be taught at each stage of schooling. 20. Provision across all or both the schools on a campus should be planned simultaneously and show clear lines of continuity and progression. Implications for wider aspects for school life 21. The school’s values and principles have implications for many aspects of school life other than teaching. The school’s recruitment policy, for example, stresses the importance of recruiting staff with ‘varied cultural and linguistic backgrounds’. Similarly the Board is charged in its Regulations with ensuring, insofar as possible, that its membership ‘reflect(s) the various cultures represented in the Foundation’. There are also important implications for the school’s admissions policy, its provision of meals, its use of publicity materials, its arrangements for letting school premises to outside bodies, and for many other areas. It is the responsibility of staff involved in these wider aspects of school life to reflect on the relevance of the school’s values and principles for their work. Review of existing provision that relates to these guidelines
  10. 10. 22. It is the responsibility of each campus and school and of the central administration of the school to review its provision in the light of these guidelines and to develop an action plan to ensure the development of any areas that may be necessary. Subsequent evaluations and reports to the school community 23. Following this initial exercise, schools should review their provision in this area as part of the curriculum review cycle being laid down by the Board. 24. Progress in relation to the school’s action plan should be reviewed on an annual basis. Summary reports of progress at Foundation, campus and school level will be included, where appropriate, in the Board’s Annual Reports to the school community. 25. This policy document should be reviewed by the Board and its Education Committee on a three-year cycle.
  11. 11. FINAL VERSION Reviewed and re-approved without change in June 2008 (first issued on 4th October 2004) GUIDELINES FOR A CONSIDERATE WORKING COMMUNITY PREAMBLE: Courteous and professional conduct is the responsibility of every member of staff of the International School of Geneva. It is both our duty, and in our interests, to follow guidelines for civilised professional behaviour, so that we provide an appropriate learning environment for our students and a constructive and agreeable setting for employment. These guidelines are based on the spirit of the Charter of the Foundation of the International School of Geneva and on generally accepted concepts such as respect, honesty, courtesy and consideration. They aim to clarify the responsibilities and rights of all staff members of the school community. All Members of Staff of the ISG in positions of responsibility should at all times: • treat everyone in a fair and equitable manner; • show courtesy and respect to others; • demonstrate an understanding that their duty is to serve and support the students and staff of the Foundation in relation to whom they have responsibilities; • consult clearly and openly wherever it is appropriate and possible to do so; • encourage the free expression of opinions on matters under discussion; • explain the reasons for their decisions; • aim to promote a positive and supportive environment within their part of the Foundation. All Members of Staff of the ISG should at all times: • behave courteously and with respect towards every member of the school community, including students, colleagues, parents and others; • respect the rights of others to hold and express different opinions; • attempt to see others’ points of view; • commit themselves to trying to resolve situations of conflict; • accept established lines of authority within the school and accepted procedures for challenging decisions should this be felt to be necessary; • respect any necessary confidentiality in relation to information pertaining to students, parents, colleagues and aspects of school life; • act professionally when making statements about students to other students, about students to other students’ parents, about their colleagues to students, and about aspects of school life to parents; • make every effort to be accurate in statements made about people and situations encountered as part of professional life; • maintain a tone of oral, written and email communication that avoids the use of intemperate language; • feel free to express opinions on professional matters without fear of any negative consequences; • maintain professional conventions in attire, timekeeping and manners; • communicate necessary information in a timely and appropriate fashion; • exercise concern, based on a sense of common purpose, for the good name of the Foundation in communications and relations with the outside world.
  12. 12. GOVERNING BOARD 7th July 2009 Policies formally approved by the Board 1. CHILD PROTECTION POLICY – 15th May 2007 2. CONFLICT OF INTEREST POLICY – 15th May 2007 3. LANGUAGE POLICY – 13th March 2007 (this was endorsed as a broad guideline for further refinement and implementation) 4. LINKS WITH OTHER SCHOOLS – 17th October 2006 5. ADMISSIONS – 3rd February 2009 6. POLICY ON DISCIPLINE – 15th April 2008 7. COMPLAINTS POLICY – 15th January 2008 8. GUIDELINES ON CONSULTATIVE DECISION-MAKING – 9th September 2008 9. FINANCIAL PROCEDURES – 19th June 2007 a. Procedures for Capital Expenditure b. The Planning and Management of Capital Expenditure Projects in excess of CHF 100,000 10. CAMPUS DEVELOPMENT GROUP REGULATIONS – 13th March 2007 followed by CDG ELECTIONS and THE DEVELOPMENT OF CAMPUS BIDS FOR SMALL CAPITAL AND OPERATING BUDGETS 11. STATEMENT ON THE RELATIONSHIP BETWEEN DIFFERENT PARTS OF THE FOUNDATION – 9th September 2008 followed by the FOUNDATION GOVERNANCE ANDMANAGEMENT STRUCTURE 12. BOARD SELF-EVALUATION AND EVALUATION 13. DIRECTOR-GENERAL'S APPRAISAL PROCESS – 17th June 2008 14. STATEMENT OF VALUES AND CODE OF CONDUCT FOR GOVERNING BOARD MEMBERS – 11th March 2008 15. FOUNDATION POLICY ON THE PROMOTION OF THE VALUES OF THE INTERNATIONAL SCHOOL OF GENEVA AND FOR THE CITIZENSHIP EDUCATION OF STUDENTS – 17th March 2009 16. PHYSICAL EDUCATION AND SPORTS POLICY – 13th March 2007
  13. 13. CONFERENCE des DIRECTEURS POLICIES 7th July 2009 A. PROFESSIONAL DEVELOPMENT 1. Professional Development Policy – April 2007 B. APPRAISAL 1. Appraisal of Principals and Administrative Directors – 6th May 2009 2. Clerical / Technical Staff Appraisal – 6th November 2006 3. Teacher Appraisal – 27th August 2007 4. New Teacher Evaluation – January 2009 a. Pre-observation form b. Post-observation reflection form c. Final recommendation from supervisor – positive or negative (2 forms) C. SECURITY 1. Intruder Alert procedures – June 2004 2. Colis ou lettres piégés – 24th May 2004 3. Alerte à la bombe – 24th May 2004 4. Accidents – Matières dangereuses – 24th May 2004 5. Menaces téléphoniques – 24th May 2004 6. Crisis Management Policy – 5th March 2009 D. CCT / PERSONNEL ISSUES 1. Policy on employees data protection – 16th January 2008 2. Private tuition for ISG Students – 18th April 2006 3. Personal assistants employed or paid for directly by parents – 20th February 2008 4. Recruitment policy – January 2008 5. Guidelines for tutors, mentors and home room teachers – 13th November 2008 6. Arrangements to support world language tutors – 29th October 2008 7. Unpaid leave of absence – 6th June 2007 E. MISCELLANEOUS 1. Access to student files – 5th October 2007 2. Guidelines for the Supervision of Student Fieldtrips – January 2009 3. Guidelines for Service Projects – November 2007 4. Archives – 15th May 2004 5. Foundation procedures for photocopying and reproduction of materials – 5th October 2007 6. Divided Families – 5th October 2007 7. The use of the Ecolint flag – 17th January 2008
  14. 14. 8. Foundation policy on allergies – 10th May 2007 9. The use of school premises for activities outside the formal curriculum – 27th January 2006 10. Creating and managing staff E-mail addresses – 10th April 2006 11. Mission statement of the Library Media Centres – May 2004 12. Policy Statement – Circulation of commercial materials to members of staff, parents and students – 4th March 2007 13. Guidelines for dealing with the media – 15th June 2007 14. Conducting effective meetings – February 2008 15. E-mail and internet use policy – February 2008 16. Regulations on the usage of drugs – May 2009 17. Code of Conduct for Competitive Sports – May 2009
  15. 15. Welcome to Campus des Nations (CdN), the newest of the three campuses of the International School of Geneva. The aim of this handbook is to provide new staff with important information to assist in the induction process and to provide a reference for those who have worked at CdN or elsewhere in the foundation, some for many years. In the Staffroom, Library and in the Teachers’ shared drive, you will find the Foundation Policy Manual which contains copies of all current policies and procedures. A very sensible piece of advice I once received on beginning in a new post was, “There is no such thing as a silly question.” While this handbook strives to pre-empt your needs and to provide as much information as possible, do not hesitate to ask questions in order to make your transition into CdN a smooth and pleasant one. You will find your colleagues more than willing to help. We would appreciate your feedback on this handbook in terms of additions you would recommend or any other ways in which it might be improved. Andrew Hand Campus Principal August 2009
  16. 16. Campus des Nations Organigramme 2009 – 2010 (1) Key Educational Responsabilities Campus Principal Secondary Principal Primary Principal Early Years Principal Secondary Secretary Primary Secretary Early Years Secretary Assistant Principal Pedagogical Assistant Principal Pastoral Assistant Prinicipal Assistant Prinicipal DP Coordinator MYP Coordinator PYP Coordinator Extended Support Programme Coordinator Learning Support CAS Coordinator Areas of Interaction Coordinator Leaders Heads of Department Year Level Leaders French Team Leader Diploma Teachers MYP Teachers Primary Teachers Early Years Teachers ESP Teachers
  17. 17. Campus des Nations Organigramme 2009 – 2010 Director-General (2) Other Responsabilities Nicholas Tate Campus Principal Director ICT Director of Finance Andrew Hand Mark Grace & Administration François Collini Early Years Principal Extra-Curricular Activities Competitive Sports IT Technicians NOVAE Head of Campus Services Coordinator Administrative Assistant Campus Services After School Care Pregny IT Administrative Assistant Cleaning After School Care Welcome Desk Service Technique Saconnex Transport Nurse Security Psychologist Cleaning Instructors Bookroom
  18. 18. Pre-Reception to Year 2 at Pregny Classes-Subjects Staff Members’ Names Email Addresses Principal Lisa Belfry Assistant Principal Sandra Oakley PYP Coordinators Christine De Luca School Secretary Sandie Parker Child Welfare Assistant Aukje Maas-Kamphoven Psychologist Tania Rudermann Librarian Kate Concannon Pre-Reception Teacher Marie-Therese Morand Classroom Assistant Francine Stengel Guido Classroom Assistant Marcos Gomez Reception Teacher 94 i Danica Leitner Classroom Assistant Suzanne Badr Classroom Assistant Valerie Buchholtz Reception Teacher 94 b Jyotsna Mehrotra Classroom Assistant Annick Balmelle-Firquet Classroom Assistant Maria Dominguez Class 1 i Teacher Linda Kwon Classroom Assistant Nathalie Verdaud Class 1 b Teacher Susan Kennedy-Browne Classroom Assistant Beatrix Kaufman Class 1 o Teacher Allison Tanimura Classroom Assistant Thierry Decurnex Class 2 I Teacher Jenny Downing Class 2 I Co-Teacher Edwin Van Geffen Classroom Assistant Mirjana Lucic Class 2 b Teacher Janet Mills Classroom Assistant Valerie Buchholtz Class 2 o Teacher Sandra Oakley Class 2 o Co-Teacher Angela Horsford Classroom Assistant Catrin Crisp Central Space Assistant Rose Strebel Movement Teacher Karen Perrenoud Arts & Crafts Teacher Iona Murray-Jones Music Teacher Matilde Vianello French Teacher Jacqueline Richard French Teacher Rosalina Patricio EAL Teacher Sandra Gleed EAL Assistant Iona Murray-Jones Learning Support Teacher Magali Baptiste-Harris Extended Support Teacher Heidi Lothspeich Extended Support Teacher Tamara Sion Extended Support Assistant Hassina Sedik Benyahia Lunch Supervisor Jacqueline Kakubo ECA Coordinator/ Yearbook Andres Carnevali After School Care Coordinator Maria Dominguez Service Technique Muharem Jaffrey
  19. 19. PYP Year 3 to 6 at Saconnex CLASSES – SUBJECTS STAFF NAMES ROOMS AREAS OF RESPONSIBILITY Diana Smith Principal 104 Justin Harte Assistant Principal 105 Christine DeLuca PYP Coordinator 404 Ines Wingate Primary Administrative Assistant 105 Sara-Jane Rogers 3i Teacher 101 Kathryn O’Doherty 3b Teacher 103 Stuart Edgecombe-Walker 3o Teacher 106 Elizabeth Gibb 4i Teacher 201 Sarah Watson / 4b Teacher 203 Justin Harte / Denise Lew 4o Teacher 206 Caroline Farrell 5i Teacher 419 Karen Coats 5b Teacher 418 John McPherson 5o Teacher 417 Jill Bailey 6i Teacher 400 Nikki Ross 6b Teacher 421 Tom Karpantrias 6o Teacher 420 Helene Vercauteren French Advanced 3-6 Teacher 100/401 Catherine Musnier French -Intermediate 3-6 Teacher 103/203/419/421 French Beginner/Intermediate 3-6 Vanessa Mitchell 106/206/417/400 Teacher French Beginner/Intermediate 4-6 Pauline Berthier 201/418/420 Teacher Angelica Bernellon French Intermediate 3 Teacher 101 French Speaking Classroom Carole Chalumeaux Yr 5 + Art Assistants French Speaking Classroom Christelle Jacquet Yr 4 Assistants French Speaking Classroom Catherine Leveque Yr 3 Assistants French Speaking Classroom Bertrand Pouilly Yr 5 Assistants
  20. 20. Debbie Bernard Visual Arts Teacher 401 Francesca Buttle Performing Arts Teacher 213 Christine Guignard Instrumental Music Teacher 213 Florence Ursenbacher Instrumental Music Teacher 213 Raphael Hugon Instrumental Music Teacher 213 Marjorie Deigert ICT Teacher 402 Jeroen Moerland Physical Education Teacher Advisor 115 Jacqueline Johnstone EAL Teacher 209 Sarah Edwards EAL Assistant 209 Hazel Balti Learning Centre Teacher 208 Marcia Norwell-Vivar Learning Centre Assistant 208 Sophie Kiani Learning Centre Assistant 208 Antonia Gowdy Learning Support Teacher/Coordinator 100 Maureen van der Most Learning Support Assistant 100 (Yr 3-6) Pam Drabble Learning Support Assistant 100 (Yr 3/4) Ana Low Learning Support Assistant Grainne Dolan Parry Head Librarian/Media Specialist 107 Jody Gleeson Library Assistant 107 Tania Rudermann Psychologist 204 Andres Carnevali After School Care and ECA Coordinator 204 Virginia O’Dell School Nurse 212
  21. 21. WHO is WHO in SECONDARY Head of Secondary Cairns, Frazer Secretary Mychajlowycz, Donna Assistant Principal Pedagogical Williams, Jamie Assistant Principal Pastoral Care Smith, Robin MYP Coordinator Davison, Fiona DP Coordinator Hughes, Conrad Camp, Ethan Cathan, Peggy De Wilde, Conan Hancock, Meredith English Hughes, Conrad Moore, Tom Sadler, Martin Shirley, Giles Smith, Robin Ball, Alison EAL Behrens, Paula Procter, Karen Chinese Siem Tjam-Chang, Teresa FLIP Marino, Mara Bernellon, Angelica Berthier, Pauline Boumékla, Fanny Davies, Sophie Hughes, Estelle French Jeancler, Petya Kaczkowski, Basia Noorduijn, Eva Oldereide, Daniele Sadler, Martin Shaw, Sandrine de Diego, Josefina Kaczkowski, Basia Nuño de la Rosa, Esther Spanish Robledo, Lola Sanagustin, Teresa Molina Shaw, Andres Barr, John Bottorff, Benjamin Brown, Lorna Browne, Keith Mathematics Cormack, Steve Gillan, Rodger Ronn, Alastair Thierrin, Carole Thomas, Suzanne Bawden, Adam Bleasdale, Joy Browne, Keith Cairns, Frazer Cameron, Bianca Sciences Carter, Kevin Cormack, Steve Lakshmi Varahan, Indira Raghwan, Srimathy Ronn, Alastair WHO IS WHO - Secondary JULY 2009.xls
  22. 22. WHO is WHO in SECONDARY Bain, Karin Johnson, David Arts Krake, Ann Parry, Julian Bain, Barnaby Moreau, Laurent Parry, Julian Technology Shaw, David Bruttin, Fabien (Technician) Reichenback, Samuel (Technician) Allaway, Richard Coates, Andrew Davison, Fiona Mart, Ellena Moore, Tom Humanities Teal, Lucie Williams, Jamie Bernellon, Angelica (French programme) Grant, Lynn (French programme) Moënne, Virginie (French programme) Bouchet, Isabelle PE Bradey, Laura Larguier, Vincent Krake, Ann Reflection Noorduijn, Eva Davison, Fiona De Wilde, Conan Gillan, Rodger TOK Hand, Andrew Hughes, Conrad Smith, Robin Berridge, Lesley Dijkstra, Dagmar Menthon, Fabienne Learning Centre Nevers Cuenod, Hope Newton, Catherine Rajandran, Malaika Song, Sandra Blake, Ana Learning Support Merecki, Karon Levin, Ellyn Guidance Counsellor Grant, Mark Bookroom Seyssel, Florence CAS and SMACK Hughes, Estelle ECA Carnevali, Andres Joan Brooks Media Resource Centre Broeckaert, Bieke Hiew, Jacqueline Nurse O’Dell, Virginia Psychologist Rudermann, Tania Ski Week, Sports Competitions Bernellon, Angelica Wood, Kate WHO IS WHO - Secondary JULY 2009.xls