TESTIMONIALS
At Strathcona-Tweedsmuir School, making data-informed decisions that promote K-12 student learning is critical mission-driven work. As an IB continuum school that offers the PYP, MYP and DP within an Alberta Programs of Study context we are grateful for the statistical guidance and acumen that Piotr and the entire LAC team provide this school. Our data team unpacks, shares and interprets data stories within and between school divisions in ways that call on colleagues to reflect critically on their instructional and assessment practices. Breaking down divisional and departmental silos in this way has expanded and deepened professional discourse. The LAC has been responsive to meeting our school needs by presenting context-specific data visualizations that inform our organizational learning.
Dr Michael Simmonds
Assistant Head of School: Academics
Strathcona-Tweedsmuir School
We have just begun our partnership with the LAC team. In the short time we’ve worked with the professionals at LAC, we couldn’t be more impressed. Our goal is to empower our faculty to move from being basic consumers of data to being collaborative analytical teams that prescriptively differentiate learning opportunities for all students. Everyone at LAC has been incredibly supportive as we begin this transformative process.
Dr Kelly Kramer
Director
International School of Dongguan
Learning Analytics has been in use by the American International School of Bucharest for several years now, and we highly recommend it. When we started off using LAC, we primarily were focusing on the data and conversations around our students' profile pages, as it helped us identify trends for certain individuals and give us a complete picture of a student in one place. From here, we have started to look more in-depth at different uses of Learning Analytics, including identifying trends in certain subject groups or within details collected from external testing, such as MAP. These information points help us focus those conversations not around what we think is happening, but around clear pictures formed by the data itself.
Our most recent use of Learning Analytics was a tool to place students into classes based on many different needs. The LAC team met with us several times to build this engine specifically for our school. They had a similar one for elementary/primary, but we had more specific details needed for a Secondary School, and they helped us throughout this entire process in putting this engine together. We were able to use it to build our class lists for the coming school year, by combining all the necessary data in one place. There are still tweaks we would like to make, and that is what we love about working with Learning Analytics, as they work with us, as we refine what we need in order to best use our data to make informed decisions.
Andy Pontius
Secondary Leadership Team
American International School of Bucharest
ISB has been using LAC for many years now, and it has allowed us to fully understand each student and their own learning journey. From the visualization of student data to larger cohort groupings, we have been able to make strategic and pedagogical decisions based on long-term trends and patterns.
Additionally, as we use the information from our lowest grades levels and PYP through to the MYP and well into our IB Diploma Programme, we have reviewed the personalized academic information to support students and families in making course choices and setting goals.
As each teacher has access to the visualizations for their students, we are using data analytics to instilling a culture of knowing our students, which requires knowing their journey to date. The Learning Analytics Collaborative has been able to support us through this process. Their recent addition of wellbeing data will further enhance our ability to serve our students and our families. It continues to be a great partnership where they work with us and our data to ensure we provide the best insight and direction for our students.
Brent McAvoy
Senior School Vice Principal of Academics
International School of Basel
ISS International School has recently joined the LAC community and our membership has already enabled us to review, monitor, and improve our approaches to student learning and engagement. The LAC platform has enabled us to clearly visualize our historical and current student data in a format that is relevant, innovative, and easy for faculty, students, and parents to understand. Assisting the whole school to learn from and enrich our teaching and learning processes.
Our faculty have benefited from the opportunities the LAC platform provides us in offering a tool to enhance our internal and external assessment data analysis. The data and trends the LAC platform visualizes have been imperative in our drive to make collaboration and effective decision-making central to the development and continual improvement of our teaching and learning.
The competencies of the LAC team, aligned with their experience of working with other schools around the world, has offered us the support and expertise required in implementing our new data analysis system effectively and within a short time frame. I highly recommend LAC and their team to any school looking to make their student data analysis more effective for their learning community.
Vanessa Adamberry
Former K-12 Feedback and Assessment Coordinator
ISS International School Singapore
Nagoya International School has recently joined the LAC community. We wanted to transition from being a school described as “data-rich” to a place we’d be proud to call “data-savvy”. Making sense of data so that it becomes authentic, meaningful, and above all, useful to inform teaching and learning, takes time, dedication, and an ability for all to understand what the data is and is not telling us about our learning community. LAC allows us to quickly visualize patterns and trends in our whole-school external assessments, such as the IB examinations, MAP, ISA, and CAT-4, as well as our ongoing internal class data.
We have started the process of collating and representing our data on LAC. We have been supported by the LAC team, through regular meetings with dedicated professionals, and by other members of this supportive learning community. We are excited to move forward together using our information and the LAC visualizations as the “third point” in deciphering and determining the best steps and strategies for teaching, learning, and well-being. I encourage schools to discover LAC and consider joining the growing community of data-focused educators.
Peter Goodman
Teaching & Learning Coordinator
Nagoya International School
Zurich International School (ZIS) has been a member of the Learning Analytics Collaborative for more than 5 years. Although data management is no small task, our membership to LAC provides us with the context to have better conversations about student data. From collection, storage, access and expected outcomes, the whole cycle of student data at ZIS is now better understood, continuously reviewed and improved.
The visualisations provided by LAC have been particularly welcomed by teachers when reviewing data from external assessments. The eye catching, interactive outputs quickly display patterns and trends from assessments such as NWEA, ISA, WrAP and IB. We also benefit from the regular workshops provided by LAC, which help us appreciate the full potential of data and the processes required to get there. I encourage you all to join this forward-thinking innovative Collaborative.
Andrew Blair
Head of IT Services and Solutions
Zurich International School
As we become increasingly more assessment capable, critical questions we are asking about learning are “Where is a student now”, “How do we know they are learning?”, “What do we do if they are not?” and “What do we do if they have already learned it?” Becoming a member of the LAC was a natural next step in getting all the data we collect on student learning in one place. As newcomers, once the dashboard is set-up each student will have a data profile and we will have at our fingertips multiple data points on individual, cohort and program information that we can use to answer these questions and to inform school wide planning, teaching, and program development.
Carol Jordan
Director of Teaching & Learning
American School of Warsaw (ASW)
As newcomers to LAC, we couldn't be more impressed with every aspect of our work with the Consilience team as we have together envisioned possibility and started the process of collecting both our historical data and current learning results. Every step of the way, we have had highly-competent and dedicated professionals work with us on the logistics of set-up and training. Being data-informed is an essential aspect of our commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning. We are excited to gather around the table of evidence provided by LAC and consider what our students are telling us. Our efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile!
Melissa Schaub
Director of Learning
American International School of Lagos (AISL)
UNIS Hanoi has now been a member of the LAC for two years and in that time, it has enabled us to significantly enhance our meaningful use of data to impact student learning. Through the efforts and good thinking of our faculty led by our ES Principal, Ms. Megan Brazil, we have made use of the wonderful services provided by the LAC in visualizing the data in such a way so as to make it user friendly for faculty, parents and students. I encourage all schools to consider joining the LAC.
Dr. Chip Barder
Former Superintendent
UNIS-Hanoi
Having our school’s academic and learning data was only step one. Where the LAC excels and continues to shine is through consolidating all our data and then comparing and visualizing it to establish the narrative of “why” things happened. We’re now looking forward to taking the “why” and with the LAC, developing testable strategies to further enhance learning.
John Squier
Former Director of Digital
Learning and IT
International School of Basel
ASL's participation in the Learning Analytics Collaborative makes it possible for us to rethink how, where, and why we use student data. It allows us to significantly improve access to numerous data points and provides us with powerful visualization tools to generate data-driven questions and discussions. Our relationship with the LAC team has been one of real partnership and excellent support, they are responsive, easy to reach, and very open to our feedback.
Nadjib Aktouf
Director of Technology
American School of London
Schools are busy places, so we really appreciate the support from the Learning Analytics Collaborative team. It is like having your own data scientist, programmer, and data interpreter on your staff just when you need them. We are most helped when we interact with people in similar roles at other schools.
Jay Priebe
Director of IT
NIST, Bangkok
ASIJ chose to partner with the Learning Analytics Collaborative so that our teachers could better understand the learners they serve. Our faculty had a desire to respond more thoughtfully and productively to each child and now they can do just that. Just one year after implementation, our faculty are more empowered and informed. LAC visualizes student learning data in a way that makes sense to teachers. Instead of having our data scattered amongst different programs and sites, we now have an integrated and responsive way to analyze student learning data - thank you LAC!
Philipa Curtis
Middle School Principal
American School In Japan
Zurich International School has been a member of the Learning Analytics Collaborative for several years. The services provided by Consilience have expanded each year and the network that we have joined has been very beneficial. Our membership has been invaluable extending access to researchers and data scientists while building understanding and expertise within our organization. We entered the collaborative with the specific aim of wanting to measure the impact of technology investments on teaching and learning. We are now applying our growing expertise to rethink how we design assessment and reporting across our school.
Through our membership:
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we were able to improve survey design, how we collect data and how we store data in our Student Information System
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receive an annual report of findings relative to other international schools in the collaborative
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access to coaching on how to interpret and analyze the results
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access to and voice in the design of diagnostic visual tools to interpret the data
Mark Dilworth
Former Director of Research and Organizational Development
Zurich International School
MEMBERS
International School of Luxembourg
ISL is a member of a unique class of educational institutions that proudly include the word "international" in their name. We are a Preschool to Grade 12 school with an outstanding pedagogical approach to learning in the early years (Lower School), and a dynamic, globally aware, university-preparatory curriculum for growing teens (Middle and High School).
At ISL our mission is to ensure that everyone in our community becomes inspired, resilient and passionate to achieve what matters, anywhere in the world. We achieve this by providing an excellent education and empowering our students to engage in both academic and enriching extra-curricular programmes. Our students set high expectations for themselves, enjoy school and the community is constantly rewarded by their achievements.
ISL has earned its outstanding reputation through its students’ successes, its rigorous educational programme, its dedicated staff, its caring community and its engagement with global issues. With over 50 nationalities in our student body and more than 20 nationalities within our staff, friendship, international mindedness, diversity and inclusion are ways of life in our multicultural environment.
Our international curriculum develops student learning and understanding, inquiry and reflection, resilience and independence, always focused upon developing the whole child and tomorrow’s global citizens. Our students regularly participate in international festivals for music, theatre and debate and in a wide range of sporting and service learning activities.
We work in partnership with our parent community and are strongly supported by a proactive Board of Governors and Parent Community Group. We are truly looking forward to being part of LAC in order to fully enjoy all the advantages of being a member of such a forward thinking organisation. For a number of years we have been debating how best to bring together our data rich environment and community for the benefit of student learning.
Vientiane International School
The Vientiane International School (VIS) is an independent, non-profit IB World School offering the PYP, MYP and DP Programmes from Early Years through Grade 12. VIS is the only IB World School in Laos and the only school to be accredited by two international organizations - the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). Our mission is to challenge, inspire and empower students to develop their unique potential in a changing world. Our vision is to lead the way toward a sustainable future.
The VIS community is diverse; serving almost 500 students representing 44 nationalities and our faculty hail from over 25 nations. The campus facilities include two swimming pools, two soccer pitches, two basketball courts, ample playground spaces, a collaborative library, a Makerspace and a performing arts "BlackBox" Theater.
At VIS we value the arts, science, math and language acquisition and offer students various opportunities for expression and rigorous academic learning. Our Mother Tongue Programme supports the development and maintenance of 14 languages.
Our school has a strong ethos of service-learning and community service. We strive to develop empathy, cultural understanding and global awareness in students through meaningful interactions with the Lao community. As a member of the Mekong River International Schools Association (MRISA), we enable our students to take part in sporting and cultural exchanges with schools in neighboring countries.
International School of Myanmar
The International School of Myanmar has been providing American education with international teachers to students and families in Myanmar for over 20 years. Our students in High School take Advanced Placement (AP) courses and graduate with a US High School Diploma that is accepted in colleges and universities worldwide. In addition, we offer a large variety of activities in sports, music, and the arts.
Throughout the student’s educational journey at ISM, they are provided with a warm and caring learning environment. ISM, as a community of lifelong learners, prepares students with the knowledge and skills, understandings, and attitudes to become independent and socially responsible citizens who are successful in their future learning opportunities and in meeting the challenges of an ever-evolving world.
Upper Canada College
Upper Canada College is recognized nationally and globally as one of North America’s foremost boys’ schools, located in central Toronto, Ontario. Educating tomorrow’s leaders since 1829, UCC is an International Baccalaureate World School for 1,169 students in Senior Kindergarten through Year 12, including 88 boarders. With 100 percent university placement, UCC offers award-winning faculty and cutting-edge facilities, including a twin-pad arena complex. Its global network of alumni is close to 10,000 and includes politicians, Olympians and world-renowned innovators in every field. With an $100-million endowment fund we’re committed to ensuring 20 percent of students receive financial assistance annually.
Inter Community School Zurich
ICS provides an empowering learning environment where all members of the community are challenged to achieve their potential, encouraged to pursue their passions, and expected to fulfil their responsibilities.
The Inter-Community School Zurich (ICS) is a fully accredited and renowned international school in Zurich, Switzerland. We are the only school in Zurich offering the International Baccalaureate (IB) Programme for Primary Years, Middle Years, and Diploma Studies. As an IB World School established in 1960, ICS provides personalised education for students aged 18 months to 18 years, including a bilingual diploma option.
ICS is committed to developing the whole child within our culture of learning, high expectations, and care. ICS maintains a hard-earned reputation for outstanding teaching, pedagogical leadership and student achievement. Our supportive community and rigorous curriculum prepares students to flourish in today's quickly changing world.
American International School Vietnam
Founded in 2006 in Ho Chi Minh City Vietnam, AISVN is a private, university-preparatory school for students from Early Years to Grade 12. The language of instruction is English. The school offers the three International Baccalaureate (IB) Programmes including the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). AISVN aims to prepare students for excellent universities in the US and around the world.
AISVN is accredited by the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC). As an English immersion school committed to preparing primarily Vietnamese students to become multilingual global citizens, learning an additional language in our program draws fully upon the students’ home language to support the development of academic English.
AISVN is committed to developing a data culture and joining the Learning Analytics Collaborative will support us in visualizing our data to positively impact student learning.
Address: 220 Nguyen Van Tao Street, Long Thoi Ward, Nha Be District, Ho Chi Minh City, Vietnam
Phone: (+8428) 3780 0909
Email: info@ais.edu.vn
American International School of Lagos
The American International School of Lagos, Nigeria (AISL) is a private, non-sectarian, not-for-profit day school accredited by the Council of International Schools (UK) and the Middle States Association of Schools and Colleges.
AISL offers educational programs for students currently representing 52 nationalities and is organized into an Early Childhood/Elementary School, Middle School and High School.
AISL is an active member of the Association of International Schools in Africa (AISA) and the West African International Schools Activities League (WAISAL), and the International Baccalaureate Organization authorizes AISL to deliver the IB Diploma Programme to students in Grades 11-12.
As newcomers to LAC, the AISL has been very impressed with every aspect of the work with the Consilience team as together we started the process of collecting both the historical data and current learning results. Every step of the way, AISL have had highly-competent and dedicated professionals work on the logistics of set-up and training. Being data-informed is an essential aspect of AISL’s commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning.
AISL are excited to gather around the table of evidence provided by LAC and consider what students are telling us. AISL’s efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile.
The American International School of Lagos: aislagos.org
Nansha College Preparatory Academy
NCPA opened its doors in Guangzhou, China in 2012 as the first independent school in mainland China to offer an American Common Core curriculum, including Advanced Placement courses. By 2020, the school was home to nearly 600 Chinese national students. NCPA’s faculty is a learning community that empowers students to achieve academic and social excellence. WASC accreditation, EARCOS membership, and ACAMIS membership affirm NCPA’s commitment to well-rounded education and student and teacher development. An innovative English-language immersion model, centered around co-teaching and Stanford’s Six Principles for English Language Learners, prepares students for success in higher learning.
NCPA’s alumni are effective negotiators, collaborative learners, resourceful planners and principled achievers. Every NCPA graduate goes on to higher education abroad, with the vast majority attending well-regarded schools in the U.S., Canada, and Australia. The combination of rigorous college-preparatory academics, a robust arts, activities and athletics program, and unwavering commitment to English language immersion all explain why an NCPA education opens minds and doors.
The American International School Vienna
The American International School · Vienna provides comprehensive opportunities for learners from across the globe. We intentionally nurture students in an inclusive school environment, challenge them to strive for personal excellence through exploration of their passions, and foster respect through compassion for others and for our world.
International School Singapore
As an IB World School, and Singapore’s longest established International Baccalaureate (IB) Continuum School, learners from ISS International School Singapore benefit from the entire framework that the IB offers. ISS' IB-based academic curriculum incorporates its bespoke education philosophy, where teachers adapt their curriculum delivery based on what they observe is the way students learn best. In addition, the school develops study plans that suit the learners in order to excite and encourage them to realise their full potential.
From the IB Primary Years Programme (PYP) to the five years Middle Years Programme (MYP) which ends with IB-validated eAssessment grades based on final examinations and coursework, ISS believes that its learners are fully equipped with the skills and experience necessary to succeed in the IB Diploma programme, and are ready for university and the next journey in higher education. This readiness is best achieved within the IB Continuum and without deviating in and out of other curricula that are not affiliated with the IB.
IB Results:
In 2020, ISS celebrated a top score of 42 points, an average score of 32.4 (worldwide average: 29.9) and a pass rate of 96.4%, 17.3 percentage points above the global average of 79.1%. The international and language diversity of our student body is highlighted in 72.5% of our Diploma students achieving a Bilingual Diploma – nearly three times the global average!
ISS International School Singapore, 21 Preston Road Singapore 109355,
Tel: (+65) 6475 4188, admissions@iss.edu.sg, www.iss.edu.sg
American School of Warsaw
The American School of Warsaw (ASW) is a non-profit college preparatory, Pre-K through grade 12, international school, located in Warsaw, Poland. It is accredited by the New England Association of Schools and Colleges (NEASC).
ASW provides an education reflecting its vision, mission, and core values. Knowledge, skills, and understanding from internationally recognized academic standards inform the planning and implementation of a curriculum that is locally and globally relevant, engaging, significant, and challenging.
Approaches to teaching and learning are inclusive and focus on learners strengths and needs. An integrated approach to language development supports home and family language learning in coordination with English language development and the learning of additional languages.
ASW is authorised to offer the International Baccalaureate Primary Years, Middle Years, and Diploma Programmes. Teaching, learning, and assessment is learner centered and developmentally appropriate as aligned with the International Baccalaureate Standards and Practices.
International School of Dongguan
The International School of Dongguan (ISD) is a co-educational, college preparatory, day school located in Dongguan, China. Founded in 2012, ISD offers an American-based education for expatriate children from Pre-Kindergarten (3-year-old) through Grade 12.
ISD’s mission is to provide a rigorous, well-rounded education while fostering the unique gifts and aspirations of each child. In addition to academics, students learn to communicate effectively, demonstrate personal management, work collaboratively, become complex thinkers, and become global citizens.
ISD is accredited by the Western Association of Schools and Colleges (WASC) and is authorized to deliver the International Baccalaureate Diploma Program (IBDP).
Shanghai Community International School
Established in 1996 as one of Shanghai’s first international schools, Shanghai Community International School (SCIS) offers a truly unique international experience. The SCIS community is unparalleled, consisting of a diverse mix of outstanding teachers, students, and parents representing over sixty nationalities and thirty-five languages, across six continents. SCIS leverages this unique community to provide a personalized approach to holistic education, ensuring all students have the opportunity to be successful.
As an IB World School, SCIS provides a full continuum of programs from Nursery through Grade Twelve, including the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). The IB is an academically rigorous, college-preparatory program which is balanced by an emphasis on personal development and fostering artistic, athletic, and global citizenship endeavors.
Under the aegis of the IB, the SCIS Mission is to develop inquiring, knowledgeable and caring learners who contribute positively to their communities. This mission has propelled SCIS to the forefront of education in Shanghai.
SCIS is accredited through the Western Association of Schools and Colleges (WASC) and authorized as an International Baccalaureate (IB) Continuum World School. Additionally, SCIS is a member of the East Asia Regional Conference of Overseas Schools (EARCOS) and the Association of China and Mongolia International Schools (ACAMIS).
NIST International School
The first and only full, not-for-profit IB World School in Thailand, NIST International School was established in 1992 with the support of the United Nations. The school welcomes over 1,500 students of over 50 nationalities and provides all three International Baccalaureate programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). NIST is governed by the parent-elected NIST International School Foundation and is accredited through the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC).
Zurich International School
Zurich International School is a leading, non-profit day school offering a comprehensive education program for students aged 2 to 18 in the greater Zurich area. Over 1,500 students from more than 55 countries attend one of the school's five campuses (Early Childhood Center in Kilchberg for students aged 2 to 5; Lower School Wadenswil Campus for students aged 5 to 11; Middle School Kilchberg Campus for students aged 11 to 14; Upper School Adliswil Campus for students aged 14 to 18).
Learn, Care, Challenge, Lead are the cornerstones of Zurich International School's Mission and Philosophy. They define the school's commitment to education as well as the aspirations it has for its students.
ZIS is the oldest accredited school in Switzerland, having been accredited since 1971. It is jointly accredited by the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).
International School of Phnom Penh
Established in 1989, ISPP is Cambodia's first international school and it remains a top choice for education in South East Asia. For more than 25 years, we have encouraged and supported our students in achieving their full potential. Offering the International Baccalaureate curriculum across the Primary Years, Middle Years and Diploma Programmes, ISPP is a not-for-profit English language day school which enrolls students from Early Years to Grade 12. ISPP is accredited by the Council of International Schools and the Western Association of Schools and Colleges and is fully authorized in all three IB programmes.
ISPP students are empowered to reach personal and academic excellence, and grow as responsible global citizens. Our quality educators, progressive curriculum and modern facilities provide the ideal environment to foster these qualities in over 870 students from nearly 50 nationalities.
The International School of Kuala Lumpur
Established in 1965, The International School of Kuala Lumpur (ISKL) has become known as a center of excellence in the world of international education. ISKL is a co-educational, private, non-profit school responsible for the learning journey of over 1,500 students aged 3-18 years representing more than 65 nationalities at its campus in the heart of Kuala Lumpur.
ISKL offers a robust international curriculum which combines leading North American educational frameworks with global best practice. The curriculum recognizes that students are on a lifelong learning journey and is driven by ISKL’s purpose to prepare our students for life itself, as we believe in the importance of helping students to shape their own paths, supporting them in discovering their passions, developing their competencies, and having an ethical impact on the world.
ISKL is the longest-running IB World School in Malaysia and has been authorized by the International Baccalaureate Organization to provide the prestigious International Baccalaureate Diploma Programme (IBDP) since 1989. In August 2020, two new innovative High School curriculum options, PRAXIS and Pursuits Program were introduced. Both focus on enhancing student agency and self-directed learning.
ISKL is also the only school in Malaysia to offer this range of high-quality, transdisciplinary pathways which enable every learner to choose the curriculum best suited to their abilities, interests, and aspirations. Options available include PRAXIS (for Grade 9 students), Pursuits Program, the full IB Diploma, or a student-selected combination of individual IB, Advanced Placement, and High School Diploma courses. This flexibility creates global further education opportunities with ISKL’s students receiving acceptances from leading universities worldwide.
ISKL is accredited internationally through the Council of International Schools (CIS), and in the United States through the Western Association of Schools and Colleges (WASC). ISKL has a strong focus on service and sustainability across its divisions and is a member of the Eco-Schools organization and the Green Schools Alliance.
Vienna International School
The Vienna International School (VIS) is a culturally-rich and vibrant learning community with over 1400 students representing more than 100 nationalities and 70 languages. The VIS delivers a truly international curriculum through the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP) of the International Baccalaureate Organisation (IBO), thus making the VIS one of only around 150 IB World Schools.
We aim for our students to be inquiring, inspired and involved lifelong learners in harmony with the ideals set out in the IB Learner Profile and the UN Declaration of Human Rights. Students are empowered by a nurturing and diverse learning community to be successful and responsible, so that they can achieve their potential in a changing world. In a 21st century context, we strive to develop students' sense of responsible citizenship in a digital age as well as mastery over the new tools of learning. Our Department of Digital Learning Integration works with teachers and students to develop ICT dispositions and skills in an integrated way as part of their other curricular subjects. To provide students and teachers with the access to technology needed to further develop these skills and to better support learning across the curriculum, we launched the Connected Learning Programme in 2015. As part of the programme, students in grades K-3 access school-owned iPads while students in grades 4-6 have their own MacBooks. In the following years the laptop component will be expanded up to grade 12.
We are greatly interested in how new technological tools enable transformation of pedagogical approaches and ultimately, what the overall impact on student learning and professional practise is.
American International School Of Bucharest
AISB engages learners in a rigorous and balanced international education, prepares them to realize their full potential, and inspires them to be successful and responsible global citizens.
We are a not-for-profit, co-educational, day school governed by a Board of Trustees comprised of parents, alumni, and US Embassy officials. Established in 1962 by the US Embassy in Romania, the school has grown tremendously over the last fifty years and now operates on a purpose-built, state-of-the-art ,10-hectare campus serving 950 students of 60 nationalities.
We are accredited by the New England Association of Schools and Colleges and the Council of International Schools and are authorized by the International Baccalaureate to offer their programs to students between EC2 through Grade 12.
We offer students the best of the American and International educational traditions, as well as the benefits of access to the rich culture and heritage of Romania. A rigorous curriculum, based on the International Baccalaureate Primary Years, Middle Years, and Diploma Programs, prepares students for success in universities worldwide.
The school provides a safe learning environment that enables critical thinking and risk taking, engendering a love of learning. An emphasis upon inquiry, teamwork, mutual respect, and collaboration is balanced by sensitivity to the needs of individuals and to their varying learning styles.
AISB promotes a healthy and well-balanced perspective on life in its mix of curricular and co-curricular activities, with programs that reach beyond the classroom into the community. We are committed to preparing students for a life of responsible world citizenship who are able to meet the challenges of an increasingly complex twenty first century.
The American School in Japan
The American School in Japan is Tokyo’s oldest (founded in 1902) and largest international school serving grades nursery through 12. ASIJ provides a college-prep curriculum that is enriched by high-quality facilities, curricular innovation, talented faculty and staff, a broad range of activities and athletics, and an engaged parent community.
Our mission is: “developing compassionate, inquisitive learners prepared for global responsibility.” Diverse curricular and co-curricular programs at both our Early Learning Center and Chofu campuses offer opportunities for students at all levels to pursue their passions and develop empathy through design thinking approaches to problem-solving.
With a highly qualified faculty of over 150, and over 1,660 students from over 45 nations, ASIJ is a defining moment in our students’ lives, becoming their lifelong home, worldwide network and ongoing inspiration.
Nishimachi International School
Located in the embassy district of central Tokyo, Nishimachi is a leading international school with an inquiry based approach to learning. A rich Japanese language and cultural program is one of the cornerstones of the Nishimachi experience. It is a vibrant community with strong connections to parents and alumni.
The school’s mission is to develop learners who are curious, creative, and reflective thinkers. Nishimachi graduates will be well prepared to meet the challenges posed by a constantly changing and more interdependent world.
As our mission statement- “the Nishimachi Graduate 2030” - makes clear, we are seeking to develop students who take initiative, are global in their thinking, and show leadership at all levels. Our program is centred around six main principles of learning. Through these principles, we aim to develop graduates who:
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act ethically
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make connections
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think innovatively
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pursue inquiry
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accept challenges
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take ownership
We provide an American and international curriculum driven by leading educational research and high standards. We are accredited through the Council of International Schools (CIS) and Western Association of Schools and Colleges (WASC), and affiliated with the Office of Overseas Schools, United States Department of State.
We are greatly interested in the concept of maximizing learning, in three domains- student achievement, student attitudes, and student approaches to learning. This concept is underpinned by an extensive staff learning program.
International School of Beijing
ISB is an extraordinary school, with a history of excellence spanning almost 40 years. Our Mission, Vision, and Core Values are fulfilled by passionate, highly qualified educators who all want the best for every student, PreK through grade 12.
ISB is dedicated to implementing and sustaining programs proven to be most effective for student learning and well-being. As a progressive school, we respond to the changing needs of students in higher education and the world which awaits them.
Research-based programs, high-quality teaching, and outstanding and ever-improving facilities mean students at ISB are being prepared for success in a world that keeps changing at a breathtaking pace.
ISB enjoys a proven track record of excellent learning outcomes, with students attending colleges around the world which are most appropriate for them. Our commitment to realizing students’ potential is built around nurturing the intellectual, physical, social and emotional development of each child. ISB programs equip students to be productive, healthy, and fulfilled young adults, whatever future they choose.
Nanjing International School
NIS was founded in 1992 and we are proud to be the first three-programme International Baccalaureate school in China, PreK to Grade 12, and the only IB World School in Nanjing. Our mission is to be an inclusive community inspiring personal excellence, international-mindedness, and creative thinking. These four pillars are the foundation of learning at NIS, a place where we pay attention to the individual development of each student.
