Annual Report 2021
Contents 4
Facts and Figures
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Board of Trustees
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Director’s Review
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Early Learning Center
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Elementary School
30
Secondary School
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Admissions Report
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Alumni Report
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Human Resources
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PTO Report
ABOUT THE ANNUAL REPORT This report is produced by AISB’s Admissions & External Relations Department. To find out more about the school’s current activities, please visit www.aisb.ro The Annual Report is also available online For further information, please contact: Manager of Admissions & External Relations Mrs. Catalina Gardescu catalina@goaisb.ro ©2022 The American International School of Bucharest Designed by Mario Zamfir Produced by Aliant Brands Ltd., www.aliantbrands.co.uk Photography by Bogdan Greavu, www.bogdangreavu.com
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
www.aisb.ro
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“We aspire to be a creative, courageous, & compassionate learning community”
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Facts & Figures
1,700 over
1,030 65
students
from
countries
12
34
languages spoken on campus
over
200 educators
scholarship students
over
10
hectare campus
accreditation / affiliations alumni in over 46 countries
60%
hold Master’s degrees and Doctorates
70%
international student body
20 1st
school in Romania to enable a Safe Zone for LGBTQ students
1962 6 founded in
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state-of-the-art computer labs; School wide commitment to the use of Apple products; smart board technology in every classroom
maximum class size
over
the first and oldest private international school in Romania
indoor and outdoor sports facilities
state-of-the-art film media center
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Board of Trustees Report
I must recognize the challenges we all faced during these unprecedented times brought about by the pandemic. The school had to be closed to in-person learning for much of the school year. Despite these challenges, the community persevered, as evidenced by our graduating class’s impressive success on the IB diploma: a 100 percent pass rate, an average score of 36, and four students earning full points. Truly impressive. Despite a 9% drop in enrollment, through the careful efforts of the Finance Committee, we were able to preserve our robust programs, class sizes, and our dedicated professional team and remain in the black. We also introduced health-focused infrastructure, including air purification and ion-flow systems, that we believe allow us to provide one of the safest in-person learning environments in Romania.
Warm greetings to the incredible community at the American International School of Bucharest. It is a privilege to send you all a message on behalf of the Board of Trustees and present the school’s 2020-2021 Annual Report.
Through these challenging times, we have maintained our faith in our future plan and school vision. The school continues to think ahead strategically to align our ambitions for our learning program with the financial and practical realities that all schools are facing currently.
AISB is truly a dynamic and vibrant educational institution and community that champions the values of creativity, courage and compassion. AISB’s commitment to academic excellence, character development, and social responsibility provides the foundation our students need to contribute to the demands of our rapidly changing world. AISB opened its doors in 2020 with 936 students representing 63 nationalities. Our children were taught and supported by 280 committed faculty and staff hailing from all over the world. Our dedicated and hardworking administrators, teachers, support staff and trustees kept our complex learning environment running smoothly through the school year.
On behalf of the Board of Trustees, I want to thank Director Peter Welch for his steadfast guidance of the school through these difficult times. We also want to thank the Leadership and COVID Crisis Response Teams for their hard work leading and protecting our community. We are truly hopeful that the days of government-mandated school closures are finally behind us, and we will be able to reinforce and strengthen our sense of community.
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Sincerely, Brian Randall AISB Board of Trustees Chair
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Treasurer’s Financial Report Dear AISB Community Members, On behalf of the AISB Board of Trustees, and despite the challenging academic year we have had, both socially and financially, I am pleased to report that through outstanding dedication, care, and resilience, the school’s Leadership Team, with the Board’s guidance, has managed to maintain the good financial standing of the school. The major accomplishments of last year were:
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Recruitment and retention of quality AISB faculty. Even with a 9% fall in enrollment, the Board of Trustees and Management Team prioritized maintaining the quality of our instructional program. We maintained our class sizes and the full range of our learning program throughout the school. Proactive adaptation of the school’s learning environment to put in place a first class health infrastructure in response to the COVID pandemic. The Board of Trustees supported significant investment in health equipment to keep our students, faculty and community safe.
At the same time, AISB has also continued its support of the local community by maintaining its commitment to the funding of two new scholarships for deserving Romanian students joining Grade 9, bringing it to a total of eight scholarship students across the high school. All of this required a continuous effort from the school’s Leadership Team and the Board of Trustees to provide for successful navigation of the financial challenges which lie ahead, all in order to ensure a future healthy financial outlook. On behalf of the AISB Board of Trustees, I commend and thank the AISB Leadership Team for their sound and inspiring direction. I wish you and your families a healthy and successful 2021-2022 school year, Amos Rahat AISB Board of Trustees Treasurer
Review and update of financial management and cost control systems, including tuition support policy.
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Director’s Report
This last academic year was an incredibly challenging year for all of us. The global pandemic forced the closure of schools around our world. Our school had to move to online learning for much of the year. Out of this experience, the social purpose of schooling could not have been clearer. We missed one another when we could not be face to face. Faculty, staff, students and parents missed being part of
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a community, sharing our lives together on-campus. In this report, I want to acknowledge the extraordinary dedication, resilience and creativity of our professional team. I am proud of the online learning that the school provided. When we conducted the end-ofyear survey with our students, the overwhelming feedback was gratitude for the teachers who continued to care for them during these times.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
I am proud, too, of the professional way in which the Board of Trustees and our Leadership Team worked together to provide a safe oncampus learning environment. When we were able to bring students back to campus, we did an excellent job in controlling the transmission of the virus through our health protocols and health infrastructure. The Class of 2021, who had such a disrupted two-year learning experience, managed to achieve record IB Diploma results at AISB. They had a class average of over 36 points, with a 100% pass rate. Four of our graduates achieved a maximum of 45 out of 45 points, which is so hard to do and a tribute to their hard work and talent. Our appreciation goes to the whole IB teaching team for stewarding their groups through what became a non-examination route. Two years ago, we started community-wide conversations about the future of AISB. These inspiring exchanges involved AISB parents, students, faculty, staff and Board members. Together, we crafted an exciting new vision for our school:
We aspire to be a creative, courageous and compassionate learning community.
This creative thinking was stalled when we all had to cope with the realities of this pandemic and online schooling. Even so, behind the scenes, the professional team maintained the intention and optimism of this future thinking. We were able to articulate our goals and priorities under our new vision and mission statements for each part of the school. You can refer to the Future Plan in these pages. This document and this thinking align all our work across the school, from the Board of Trustees to our classrooms and beyond. We are united in preserving the quality of our school through these times. The school experienced a 9% fall in enrollment in 2020-21, creating budgetary pressures. Through careful management of our finances and improvements in budgetary control, we have preserved our IB program, class sizes and our excellent professional team. Working with the Finance Committee and the Board of Trustees, we have built a multi-year sustainable budget model that projects revenue and our cost basis to make sure that our operational reserves, cash flow and balance sheet are maintained within safe margins. The quality of any school is fundamentally based on the quality of the teaching staff. We have done our very best to support colleagues and maintain morale through these times.
In all these efforts, I am grateful for the support and the commitment of the AISB Board of Trustees, led most ably by Mr. Brian Randall from the American Embassy. At the end of last year, the Board said goodbye, and thank you for the outstanding and long service of Mr. Bryan Jardine and Mr. George Mucibabici, both of whom played a huge part steering AISB on its journey to being the first class international school it is today. Thank you to all my colleagues on the Leadership and the Covid Crisis Response Teams (CCRT), who have shouldered a tremendous amount of extra responsibilities during these times. Ms. Elyane Ruel, who led the Elementary School as Principal so ably and energetically for seven years, departed for her native Canada at the end of the year. She has taken up the Headship of an independent school in Ottawa. AISB benefits from the talent, and resourcefulness of so many great people on our professional team. Despite this pandemic, our students continue to learn, to grow and express their unique selves. We are lucky to share this journey with them every day.
Peter Welch AISB Director
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Mission
AISB engages learners with a rigorous and balanced international education that inspires students to get the best from themselves and others and to be ethical and open-minded in their thinking about our world.
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
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EARLY LEARNING CENTER REPORT Prepared by Rosella Diliberto ELC Principal
110 students 52 members of faculty and staff 24 languages 29 nationalities 61% of PYP faculty holds an advanced degree (MA or PhD)
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In AISB’s Early Learning Center (ELC), we aspire to create the conditions for exceptional learning and teaching to take place, in a play-based environment designed exclusively with young learners in mind. In the ELC, interactions, autonomy, explorations, curiosity and communication are highly valued.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
INFRASTRUCTURE HIGHLIGHTS Invested in substantial health infrastructure (thermo-scanner at the ELC entrance, ionizers in all the indoor learning spaces)
Purchased outdoor tents to provide covered outdoor spaces for each learning pod
Ibiza Pitch - annexed an additional grassed area to the back of the ELC gym, providing another outdoor gross motor area for students to use to support their exploration, play, and motor skill development
Created student art murals on the walls of the ELC bike track lane, bringing in student voices and creativity
PROGRAMMATIC HIGHLIGHTS Professional Learning and Curriculum Development
Began to plan for a coaching model of professional learning and to use the ELC learning leaders as the launch in the 2021/22 school year
Opportunities created for all Learning Leaders to plan and facilitate workshops for faculty, with the support of the EYPC, through a model of coaching and support in professional leadership learning
Began to plan and experiment with a mentoring model of support with faculty who indicated interest with the EYPC
Planned for and began the process of Learning Leaders sharing and facilitating pedagogical growth in Literacy and Studio Teacher development
Advocated and planned for the inclusion of an Early Interventionist position to support the development of the ELC community, based on student needs within the ELC, to support Tier 1 interventions in a coaching related model
Planned for and began to implement the Circle of Security professional learning for Teachers, by Counselor training in facilitation. Beginning plans for sustainability of this program in the new academic year.
Used the Circle of Security training to begin conversations about attachment in EC2/3, with a view to transitioning students at the beginning of the school year.
Wrote a shared vision (moral purpose) for the ELC with learning leaders to be shared with faculty 2021/22, with a focus on pedagogical excellence and learning
Advocated and planned for the inclusion of a Movement specialist and learning leader for the Studio Teachers to lead and develop shared pedagogy, with the support of the EYPC
Wrote all POI curriculum (stage 1) planning for learning. To be used in the 2021/22 school year. Used this as an opportunity to begin to talk about conceptbased teaching and learning (CBTL); and write conceptual understandings for learning.
Planned for the implementation of the Keeping Safe Curriculum to be relaunched after the pandemic, with the counselling team and EYPC
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The AISB co-curricular department is courageously designed to be inclusive to all learners by promoting risktaking, offering creative engagements & autonomy, while compassionately prioritizing memories and lifelong bonds. Co-curricular department >> new mission statement
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Library Full library overhaul and audit of the book collection: Relabelled (physical and system), weeded the collection, created new sections, re-gentrified the collection ensuring cataloging was complete
Ordered replacement books to fill the gaps in the collection, based upon staff and student requests, as well as popularity of sections.
Introduced Drive by Library system and service for online learning, to support the teaching and learning in Distance Learning
Introduced the concept of Core libraries: • Diversity, Equity, Including, Justice (DEIJ) collection purchased for each grade level • Grade level libraries for teaching added to the collection,
Guided Reading Collection: • Cataloged, labelled and made ready for student/teacher use
Digital Learning and Technology Integration • Research into educational technology in the Early Years • Development of an ELC Digital Learning Belief Statement • Support of teachers and parents during Distance Learning
The Creative Arts Developed the roles of the Art and Music artelieristas (studio artists), and improvised mini-art and music ateliers in homeroom spaces during the adapted learning model and beyond.
Learner agency and the image of the child continued to prevail in Art and Music engagements
Continued quality education and teacher/ student communication at a distance through synchronous Zoom lessons, and asynchronous video lessons;- with student responses and teacher feedback and
communication on Seesaw, our digital portfolio, during distance learning, and quality distanced and masked creative arts during the adapted learning model.
Increasingly robust and successful Zoom Art and Music education which spanned EC3 through Kindergarten during online learning, as well as the expansion to outdoor learning in the individual outdoor spaces of each classroom during the adapted model.
Continued regular parent communication through newsletter, photo montages, and Zoom Art, as a reflection of Zoom and asynchronous Art lessons on Seesaw.
Our learners’ sense of agency continued to be explored by capitalizing on the outdoor spaces and play initiatives of the Ibiza Pitch, sandpit and giant loose parts areas of the playground.
System review • Accounts made for each classroom on Destiny to ensure that book recollection could be more easily managed • Parent emails and system of book recall updated allowing the recall of approx 1000 texts back into the ELC from homes
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The CCA Department ran a 3-season format (Autumn, Winter, Spring) in CCAs per KG Homeroom. Each Homeroom class was offered 2 activity choices per season spanning two of the 4 weekdays (MonTues-Thurs-Friday). The options were Zumba, gymnastics, karate, childhood games, arts & crafts, and culinary arts among others and were mainly taught by outside coaches.
Using the outdoor spaces for music, art, movement and sound exploration became paramount during the COVID-19 pandemic.
Continued focus on small group learning; allowing learners to have more individual attention and share ideas to enhance opportunities of documentation, continued due to small class sizes.
The initiation of Art days for EC4 and Music days for Kindergarten, is only one example of extreme creative pivoting during the adapted model.
The successful creation of the Makerspace ‘Remida’ center October 2020
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Co-Curricular Activities The co-curricular department launched our new mission statement: The AISB co-curricular department is courageously designed to be inclusive to all learners by promoting risk-taking, offering creative engagements & autonomy, while compassionately prioritizing memories and lifelong bonds.
In the ELC, the following ideology was continued for KG students attending CCAs: cocurricular activities have been purposefully selected to be movement-based and outdoorbased as much as possible, offering students opportunities to expand their daily engagements and exploration of the learning environment.
Families used Veracross as the registration platform, and the CCA Department ran an average of 12 students per activity. Families were sent presentation booklets with the details of each CCA available for their child(ren)’s homeroom, with the central idea of the course. All modules remain 10 weeks, with no yearlong engagements, as the age recommends that young learners explore and try different things.
Romanian Mother Tongue 18 Kindergarten students were enrolled in the Romanian Mother Tongue (RMT) program
The RMT curriculum was adapted to meet needs through the Distance Learning Program.
Interactive language classes were successfully taught on Zoom or live in the RMT classroom.
Students explored the use of RMT both in physical and virtual environments.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
We trust that children are competent, natural inquirers who are capable of constructing their own knowledge and understandings of the world surrounding them and adept at expressing themselves in countless ways.
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“We believe in a strong partnership between home and school and invite and encourage families to dialogue, participate and become part of the social and learning fabric of our school.”
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
on attachment needs with a view to transitioning our youngest learners at the beginning of the following school year.
Planned for Keeping Safe child safeguarding curriculum to be re-implemented once school was more consistently in person.
EC3-KG Learning Leader input pertaining to age group highlights KG Teachers and Teaching Assistants took part in Playful Literacies run by Jo Fahey. They incorporated and reflected on processes and developed areas within the classroom which supported the philosophy and development of literacy beliefs. This was done in Fall 2020.
Multiple pivots between online learning and in person learning in KG. Developed teachers’ ability to teach content playfully online. Counseling & Learning Support Delivered Circle of Security parenting courses to caregivers online.
Provided online workshops and discussion groups to support parents during school closures.
Participated in the Circle of Security Classroom Professional Learning as part of the ELC’s plan to educate teachers and teaching assistants in attachment theory and how to support their students’ attachment needs. Provided workshops for teachers
Several teachers from EC3 - KG participated in the PD - The Inclusive Classroom: Exploring Gender and Sexuality in the Early Years. We are looking forward to further training and support in developing more inclusive practices and a common understanding in the ELC that take into account the diversity in our school community. Library collections were purchased for each class as one way of facilitating more inclusive discussions and introducing different perspectives and experiences.
EC4 Teachers took part in Playful Literacies run by Jo Fahey. This led to rich discussions on how we are scaffolding and introducing literacy skills and conceptual understandings in terms of phonemic and phonetic awareness and raising children’s awareness and confidence to see themselves as readers and writers. This was done in Fall 2020.
The EC4 team worked extensively to build a successful, playbased and intentional online learning program. This included author studies, scaffolding mathematical and numerical concepts, continuing to have a strong sense of community and relationships while maintaining our pedagogical play-based approach.
The EC3 team, teachers and teaching assistants, participated in the “Playful Literacies” workshop with Jo Fahey. This gave them the opportunity to reflect, discuss, share, and implement some strategies in order to better support children’s engagement with multi-literacies in a playful-way. Rosella Diliberto ELC Principal
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ELEMENTARY SCHOOL REPORT Prepared by Elayne Ruel Elementary School Principal
323 students 59 members of faculty and staff 24 languages 40 nationalities 51% of PYP faculty holds an advanced degree (MA or PhD)
The 2020-2021 school year continued to be impacted by the challenging COVID-19 virus and the subsequent school closures and adapted models of learning that were necessary. Faculty, students and parents continued to show persistence, flexibility and responsive engagement despite the ongoing challenges. Subsequently, the review of the year is reflective of the adapted models of teaching & learning,
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the consolidation of core curriculum and outlines many of the key adjustments to the ES curriculum and its delivery that were necessary. The end of the 2020- 2021 school year saw Ms. Elyane Ruel, the Elementary School Principal, say farewell to AISB after 7 years as she returned to Canada. We thank her for her vision and for all of her work.
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PROGRAMMATIC HIGHLIGHTS
Modified existing units of study in response to student needs and the structure of online learning.
Literacy Implementation of a new online reading library called Epic, which students could access remotely
Use of Teachers College Virtual Units of Study to support and enhance students’ online learning
Reviewing and selecting a phonics program for use in the 21-22 school year. In May 2021, grade 1 and 2 reviewed 2 key programs. Conducted lessons, interviewed schools using the programs, and compared/ contrasted pros and cons to select the Teachers College Units of Study in Phonics for use the following year.
Teacher Professional Development Faculty were involved in extensive professional development to enable them to better respond to the adapted learning model and to enhance their skill using various tech tools.
ES staff were involved in rich discussions about curriculum prioritization to enable teachers to better understand and prioritize the topics most important to teach.
Teachers and students used a wide variety of technologybased platforms to engage in authentic teaching and learning experiences.
Curriculum Development Reviewed and revised the assessment and reporting structure to include student goals and capture student voice.
Focused on ways that learning could be connected to life at home during distance learning, e.g. design challenges for how to store and organize the family’s masks as part of a designfocused Unit of Inquiry.
Supported capacity-building of Teaching Assistants who became co-educators in the adapted model of on-campus learning.
Mathematics Integration of Zearn Math, which is an online platform which supports an individualized mathematics program.
MAP assessments continued and scores remained above the international average.
Continued formative and summative assessments that drove planning and teaching.
The PYP Exhibition The structure of the exhibition unit allowed the unit to be adapted to both adaptive and distance learning models. Students had the choice of whether to work in groups or independently.
There were 2-3 supporting teachers assigned to each class to support the students.
Students worked on exhibition topics that connected with the UN Sustainable Development Goals.
Students in G5 partnered with G5 students at the American School of Warsaw. They watched our students’ presentations & provided feedback before
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In the ES, we pride ourselves on getting to know each child as an individual, to build relationships and to develop positive attitudes towards learning.
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
students presented to the AISB community, and we did the same for their students.
Students presented their learning in an online format. In the morning they presented to ES students and faculty, and in the afternoon they presented to the parent community. Examples of the different types of presentations are speeches, slideshows, TED talks and virtual museum tours.
The Elementary School developed a ‘SEL in a Time of COVID’ learning plan, with specific understandings responding to the challenges and opportunities of online school and numerous transitions.
Student Leadership Student leadership opportunities continued despite campus closures and Adapted Learning:
Student Leadership Ambassadors ran online assemblies throughout the year, planning, coordinating and presenting whole school events on Zoom
Student Service Ambassadors worked with Margritha Hofman, AISB Service Learning Coordinator, to promote service opportunities throughout the Elementary School, such as Cards4Kids.
Tech Mentors worked to support students, teachers and parents online, through tutorials and live Zooms. Social Emotional Learning Every class explored and enjoyed SEL learning on a daily and weekly basis, which aimed to strengthen the feeling of community both online and in person, and to address skills and understandings to support wellbeing and enhance coping strategies.
PE Ambassadors participated in leading Zooms and promoting active lifestyle tips.
PE A balance of synchronous and asynchronous learning engagements during distance learning - following our program of inquiry as much as possible.
Learning engagements were aimed to promote and encourage independent physical activity beyond the lessons.
Emphasis on fun, student voice and play based approach to PE lessons when students returned to on campus learning.
Connections with PE and social emotional learning made as much as possible.
Music The music program trialed the module approach going for four times per week for two weeks and then trading with art. The feedback was positive for learning and teaching.
Implemented an online music notation software for upper elementary students, resulting in more developed comprehension of composition and traditional notation.
Designed and implemented synchronous and asynchronous learning engagements aimed to facilitate open inquiry into musical concepts while still following our program of inquiry.
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We know that academic learning is intertwined with children’s social and emotional development. Our focus is on the development of the whole child, and we provide a warm welcome each day to all of our students.
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Art The Art program trialed the module approach going for four times per week for two weeks and then trading with art. The feedback on this compacted model was very positive for learning and teaching and, as a result, we have decided to continue it into the 20212022 school year.
Mother Tongue Languages Four Mother Tongue languages were offered: French, German, Russian, Italian.
Consolidated three options to facilitate students’ mother tongue development.
Languages Enhanced the flexibility of the curriculum to adapt to both online and in person teaching and learning.
Modified the curriculum and learning engagements for online learning to ensure practice of all skills related to language learning.
Introduced new vocabulary training platforms to enhance language learning (LanguageNut, Linguascope).
Create opportunities to enhance cultural awareness and understanding aspects, such as preparing traditional meals and/ or teaching the students about traditional foods.
Refined the rubrics for the reading units in Grades 3-5 according to the online teaching context.
Integrated the Writers Workshop model into Language Writing Units to help students to transfer the literacy skills learned in homeroom classes.
Extended the Grade 5 unit about Teamwork and Social Challenges. This is now a year-long unit which encourages the students to work in teams.
EAL Returning and incoming ES EAL students were assessed to determine their placement during the language rotation
learning pods on campus. In the afternoons, the EAL teachers provided EAL instruction online.
October 2020 - EAL workshop for parents.
The EAL Home Support Page was updated.
MAP and PASS Testing Accommodations were developed for EAL students.
Collaboration to facilitate smooth transitions from the ELC to the ES (KG to G1) and from ES school to Secondary (G5 to G6).
Learning Support The support model was adjusted to meet the needs of the students during a pandemic.
Learning Support teachers adjusted their role and co-taught learning pods with homeroom teachers and Teaching Assistants.
KG students were assessed prior to their transition to Grade 1 to determine their language placement
60 students received direct small group support during the language rotation blocks
EAL teachers actively supported the Adapted Learning Program and were reassigned in the mornings to take on homeroom responsibilities for teaching smaller Grade 2 - Grade 5
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Alongside academic learning, our students will develop communication, research, thinking, social and selfmanagement skills which will set them up for success in life.
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Collaborated and co-planned with Homeroom teachers to create Tier 1 strategies to support students in the classroom.
The counselors and the leadership completed a workshop to better understand trauma informed practices in order to better support students and families impacted by Covid.
Counseling The ES counselors supported students and families as we moved between online and in person learning. The counselors continued to meet with students both individually and in small groups via zoom when school instruction was online.
When school was in person, the counselors met with students outside to ensure continuity of counseling services while adhering to health and safety protocols.
Online parent workshops were facilitated online, including Circle of Security Parenting.
ES counselors supported Homeroom teachers in the implementation and delivery of the Keeping Safe safeguarding curriculum, including delivery of Focus Area 3 on Abuse and Personal Safety.
The counselors organized documentary film screening of LIKE for the AISB community.
Implemented school wide activities and events for Mental Health Awareness week in collaboration with the whole school counseling team.
ES counselors supported incoming and outgoing transitions for families with parent presentations and newcomer and departing student groups.
Library
Makerspace Due to the time frame of Distance Learning and the disruption caused to the Elementary program, the Makerspace was not open during the 2020-2021 school year
Orders were placed in preparation for the 2021-2022 school year, including robotics and coding resources to prepare for a strong launch in the new school year.
Successfully operated the ‘ES Library Drive Through’ to support students and parents during COVID lockdown.
The Library team has been focusing on building a strong collection of Social Emotional Learning titles and books to further support increased understanding and awareness of the importance of Diversity in the ES community.
Initiated online Battle of the Books with upper elementary and middle school students.
Creating Reading Clubs with Grade 4 and Grade 5 online, to practice critical thinking skills and debating.
Initiated Reading Clubs with Grade 1 - 3 students and utilized Kahoot quizzes to review information.
Digital Learning Support was provided for students and teachers in using technology online during Distance Learning:
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Leading and supporting Zoom lessons Created videos and tutorials for students, parents, and staff Planning with grade level teams to utilize technology more effectively Creating Seesaw Activities for students to use Assessing and monitoring various digital platforms for learning
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The ES Technology Team were heavily involved with the PYP Exhibition, including mentoring students, leading and supporting lessons, and the creation of the online PYPX Process Journal.
Elementary CCAs
Co-Curricular Activities ran in a three season format: Autumn Winter - Spring, and the seasons were split in two rounds, each round having four weeks. During the Autumn and Spring seasons there were four different activity categories: dance, gymnastics, eco community, and artistic creations and these ran asynchronously on the CCA Engagement Site.
Providing support for families during Distance Learning, including troubleshooting challenges with platforms and devices.
Facilitating meetings and engagement with teacher Tech Leads and student Tech Mentors online. In addition to being the tech leads in their classes, these students shared ideas around Zoom Etiquette and made contributions to a video which was used across the Elementary School.
Planning for implementation of Grade 3 and 4 move to 1:1 iPads in 2021-2022 school year
Research into Educational Technology in the Early Years (EC2 - Grade 1).
Student-coaches underwent a training seminar with Mr. Sota to learn to lead their respective CCAs, plan, and develop leadership purpose statements.
Autumn Season: Due to the COVID pandemic, CCAs were run exclusively online via Zoom.
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Round 1 - 30 different Zoom CCA engagements, 1 of which was student led. Round 2 - 32 different Zoom CCA engagements, 7 of which were student led.
Presentation slides were introduced to make it easier for teachers to personalize their CCA presentation, and then these were made into digital booklets by the CCA department and shared with families prior to registration.
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Winter Season:
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Round 1 - there were 27 different Zoom CCA engagements running in ES, 6 of which were student led. Round 2 - there were 37 different Zoom CCA engagements running in ES, 9 of which were student led.
The CCA department also organized “Escape Rooms” for families as on-campus engagements to reintroduce families to the AISB community on-campus.
The facility spaces such as the ES astroturf and the outdoor basketball court were available for families to book, and also a ‘Bring-Your-Own-Wheels To Campus’ engagement was set up on Saturdays and Sundays.
Spring Season: In the Spring, we re-introduced a few on-campus outdoor activities that could be done as individual sports whilst still respecting the physical distancing protocols which were in place. These included karate and athletics. We also stopped updating the asynchronous CCA engagements site as data showed that interest had significantly reduced.
•
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Round 1 - 23 different Zoom CCA engagements were running in the ES, 5 of which were student led. Round 2 - 24 different Zoom CCA engagements running in ES, 8 of which were student led.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
There was an online/on-campus hybrid of activities in the Spring. Teachers had their choice of working physically with a single pod in a grade level, or continuing via Zoom.
CCAs that were reintroduced oncampus outdoors were: Karate, Athletics, Sand Sculptures (3CK only), Recreational football for G15, and Saturday Basketball Clinics for G3-5.
The student-led Vampy Drama club was able to host its showcase performance of Aesop’s Fables in the outdoor amphitheater, with parents and siblings in the audience. Elayne Ruel ES Principal
A happy child who is comfortable in their environment is a child who is ready to learn.
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SECONDARY SCHOOL REPORT Prepared by Viktor Novakovski Secondary Principal
517 students 73 members of faculty and staff 24 languages 45 nationalities 63% of MYP & DP faculty holds an advanced degree (MA or PhD)
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ANNUAL REPORT 2021
The AISB Secondary School welcomes 517 students between the ages of 11 and 19 in Grades 6 to 12. Under the direction of Secondary School Principal Mr. Viktor Novakovski, students learn in dynamic facilities: resource full classrooms, modern science
laboratories, fantastic art ateliers, theaters, and music rooms, and extensive sports fields and courts. Secondary School students follow the IB Middle Years Programme between Grades 6 to 10 and most continue to complete the full IB Diploma Programme in Grades 11 and 12.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Professional Learning and Curriculum Development Resilience, Relationships & Routines by Ellen Mahoney.
Mentor Skills Building, led by Ellen Mahoney.
Keeping Safe Workshops for educators.
Culturally Responsive Classroom Optional Workshops.
Mentor check-in conversations for all faculty and staff.
Trauma Informed Practices learning group.
Over 40 faculty in IBO-approved teacher training.
Reviewed and revised safeguarding practices for both in-person and distance learning models.
Curricular Learning Continued mapping of skills and concepts.
When Homerooms were split in pods, teachers piloted crossdiscipline collaboration.
Continued advocacy for multilingualism by creating mother tongue pathways in MYP and DP.
Added a Computer Science course in Grade 9 Design.
Investigated the feasibility of introducing IBO’s Career-related Program pathway.
Co-curricular Learning: Launched the Mentor framework in Advisory.
Allowed student leaders to develop their skills by leading a student group, or by embedding in a number of school activities.
While in Distance Learning, launched the Co-curricular Wednesdays, featuring a long period twice per day used for a range of elective co-curricular activities and leadership opportunities for students, including High Level time for our Diploma Program students.
Introduced student, family and faculty sign-ups for on-campus recreational sports.
Models of Learning: Opened the SY 20-21 with a dedicated on-line learning model for all grades.
Created outdoor learning spaces and reopened campus learning in an adapted model in September 2020.
Moved from on-campus learning to distance learning, after frequent government-mandated closures, during the period of October to April.
Fully reopened our campus in May 2021.
Community: Hosted our annual and first ever online Spirit Week organized by the student Arts Council.
Hosted a number of informational virtual coffee hours for secondary parents to explain the different models of learning.
Organized Gratitude Week during Thanksgiving week.
‘Fossils’ marked the first secondary school play at AISB that was shown to live audiences online
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Any community that is able to accept and embrace change will benefit from emboldened thinking and will accomplish the very creative, courageous and compassionate outcomes described in our school mission and vision.
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Students led a Human Rights Awareness Week in April
Student of Concern protocols were revised.
Ran several online student Assemblies
A Multi-Tiered System of Support (MTSS) was clarified.
All 10 student councils maintained their poise throughout frequent school closures and reopenings, and cooperated across councils to help create school-wide projects
Response to Intervention (RtI) small group academic supports in Grades 6-9 for identified students
Three groups of students were successful in applying to the IB MYP Innovator’s Grant
Senior week celebrated and supported seniors for their upcoming transitions, and prepared them for their graduation
SAFE Zone training for educators and Mental Health Awareness Week led by our counseling team.
Leadership conversation about enabling diversity, equity, inclusion and justice through our recruitment of students and faculty.
DP Results: The Bite Student Newspaper continued their social media presence and community voice.
Student Support: Student Find protocols to identify academic support were piloted.
Student Pass social-emotional screeners were introduced.
The Diploma results of this year’s graduating class are a cause for celebration. Here is a brief overview of what the Class of 2021 experienced in the last part of their HS education.
Following the decision to take the non-examination route, IB exam outcomes were determined by coursework marks and predicted grades.
Without examinations to revise for, Grade 12 teachers offered optional and very well-attended mini-courses for Grade 12 students.
The school organized a memorable and emotionally charged in-person graduation ceremony for the class of 2021.
Overall, AISB’s May 2021 results were the best to date, featuring a pass rate of 98.5% and an average score of 37 points, with 3 students having scored 45 points, and a further 18 scoring 40+ points. Viktor Novakovski Secondary Principal
Following frequent school closure decisions since March 2020, the grade 11 and 12 years for the class of 2021 were severely disrupted.
IB Diploma Results 2019-2021 AISB
Year
% of grad class
Diplomas Awarded
AISB Avg.
World Avg.
AISB Avg. Grade
World Avg. Grade
Grade
2021
93%
98.5%
37
33.02
5.73
5.19
2020
92%
98.2%
35
29.92
5.59
4.80
2019
88%
93.8%
35
29.63
5.49
4.76
45-40
35-39
30-34
25-29
20-24
15-19
45
21
21
15
8
0
0
44
8
20
23
5
1
0
44
6
28
18
10
3
0
Highest
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UNIVERSITY/COLLEGE ACCEPTANCES AND ENROLLMENTS, CLASS OF 2020 & 2021 The universities our students are attending are bolded below
UNITED STATES
Savannah College of Art & Design
UNITED KINGDOM
Barnard College
School of the Art Institute of
Aberystwyth University
Binghamton University
Chicago
Arts University Bournemouth
Blinn College
School of Visual Arts
Bath Spa University
Boston University
Stanford University
Birkbeck, University of London
Brown University
Syracuse University
Bournemouth University
Citadel Military College of South
Temple University
Brunel University London
Carolina
Texas A & M University
Cardiff University
College of William & Mary
Texas State University
City, University of London
Colorado State University
The New School
Glasgow School of Art
Cornell University
University of Alabama
Goldsmiths, University of London
DePaul University
University of California-Berkeley
Istituto Marangoni London
Drexel University
University of California-Davis
King’s College London
Florida State University
University of California-Los Angeles
Kingston University London
George Mason University
University of California-Merced
Lancaster University
George Washington University
University of California-Riverside
London School of Economics and
Georgia Institute of Technology
University of California-San Diego
Political Science
Grinnell College
University of Central Florida
London South Bank University
Hamilton College
University of Cincinnati-Main
Loughborough University
Hult International Business School
Campus
Middlesex University
Indiana University-Bloomington
University of Colorado Boulder
Newcastle University
Iowa State University
University of Michigan-Ann Arbor
Nottingham Trent University
James Madison University
University of Minnesota-Twin Cities
Oxford Brookes University
Loyola University New Orleans
University of Montevallo
Queen Mary University of London
Maryland Institute College of Art
University of North Alabama
Ravensbourne University London
Mississippi State University
University of Notre Dame
Regent’s University London
New York University
University of Rochester
Royal Holloway, University of
North Carolina State University
University of South Alabama
London
Northeastern University
University of South Florida
SOAS University of London
Pennsylvania State University
University of Southern California
Solent University (Southampton)
Pratt Institute
University of Tennessee
Swansea University
Purdue University
University of Washington -Seattle
The University of Sheffield
Rhodes College
Campus
University College London
Ringling College of Art and Design
University of Wisconsin-Madison
University for the Creative Arts
Rutgers University-New Brunswick
Virginia Military Institute
University of Bath
Saint Louis University
Wesleyan College
University of Birmingham
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
University of Bristol
Simon Fraser University
Tilburg University
University of Cambridge
St. Thomas University (New
University of Amsterdam
University of Edinburgh
Brunswick)
University of Groningen
University of Essex University of Glasgow University of Gloucestershire University of Hull University of Leeds
Trent University University of Alberta University of British Columbia University of Calgary University of Guelph University of Manitoba
University of Twente Utrecht University Vrije Universiteit Amsterdam Zuyd University of Applied Sciences
University of Leicester
University of New Brunswick
University of Liverpool
University of Ottawa
EUROPE
University of Manchester
University of Toronto
Bocconi University
University of Northampton
University of Victoria
École Hoteliere de Lausanne
University of Waterloo
ESADE Business School Barcelona
University of Nottingham University of Plymouth University of Reading University of Sheffield
University of Western Ontario Vancouver Island University York University
EU Business School | Munich IE University - Madrid Campus Franklin University Switzerland Istituto Europeo di Design, Milan
University of Southampton
NETHERLANDS
University of St Andrews
Amsterdam University of Applied
University of Stirling
Sciences
Met Film School Berlin
University of Sussex
Delft University of Technology
Nuova Accademia di Belle Arti di
University of the Arts London
Design Academy Eindhoven
Milano
University of Warwick
Eindhoven University of Technology
University of Applied Sciences
Erasmus University Rotterdam
Europe Iserlohn, Berlin, Hamburg
Fontys University of Applied
Università Commerciale Luigi
Sciences
Bocconi Milano
HAN University of Applied
Universitat Ramon Llull La Salle
University of Westminster York St John University CANADA Alberta University of the Arts Bishop University Brock University Concordia University Dalhousie University Emily Carr University of Art and Design McGill University Memorial University-St John’s Campus Mount Allison University
Sciences HZ University of Applied Sciences HU University of Applied Sciences Inholland University of Applied Sciences Leiden University Maastricht University NHL Stenden University of Applied Sciences Radboud University Rotterdam University of Applied
OCAD University
Sciences
Queen’s University
The Hague University of Applied
Istituto Marangoni Milan
Campus Barcelona OTHER Hosei University IDC Herzliya International Christian University Korea University Ritsumeikan University University of Melbourne University of New South Wales University of Technology Sydney
Sciences
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Class of 2021
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
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ADMISSIONS REPORT Prepared by Cătălina Gărdescu Manager of Admissions & External Relations
The 2020 - 2021 school year started under the auspices of the COVID-19 pandemic, in a very uncertain environment. Romanian authorities had not established the structure of schools returning on campus and, after eight months of online learning, the AISB community was still weary. Families were
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ANNUAL REPORT 2021
either putting their plans on pause, continuing their tenure in Romania while the entire world was trying to make sense of an even more unclear future, several businesses had financial challenges that impacted the benefits packages offered to employees and in turn impacted enrollment at AISB.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Admissions In August, in an online learning setting, AISB welcomed 969 students, out of whom 162 were new additions. As the world started to shift back to a “new normal”, families relocated either to their home countries or to new assignments, and AISB ended the year with an enrollment of
AISB Top Five Countries
945 students. The summer of 2021 returned to pre-pandemic business in the admissions office. By June 2020 the admissions office had surpassed its projection of 132 new students, having already enrolled 118 and being in the middle of processing an additional 50.
AISB Student Nationalities
While the number of new applicants continued to rise, the student withdrawal rate decreased steadily as families were finding ways to put their postponed moves in action in the summer of 2021.
AISB Student Languages
Romania: 29% USA:
15%
Turkey: 6% China:
4.7%
Italy:
3.2%
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“We believe in executing an authentic, efficient, and effective communications strategy that showcases school and community best practices that further the vision of AISB”
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Communications In August 2021 the AISB Communications department was busy shaping messages around safety, systems and prevention so that the school community would be best educated about what COVID-19 meant in school. Communications via emails, newsletters, website and social media remained updated and agile as the school navigated several shifts between online, inperson and hybrid learning.
While crisis communication was the tune of the school year, behind the scenes the Leadership Team worked to create a Vision & Mission implementation and sustainability plan which was going to educate generations of teachers, staff, parents and students going forward. Through the hard work of the Communications department, several major projects came to fruition:
• •
•
•
The 2020-2021 AISB Yearbook, featuring the theme of Courage World Magazine issues focusing on families with tradition at AISB and all the efforts to support the community amidst the pandemic Rebranding efforts – to bring the vision of the AISB brand in line with the new vision and mission Weekly and monthly newsletters, widely read by the AISB community
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“AISB engages our community in building CQ skills for living and connecting across cultures”
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
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“AISB engages former students, parents and faculty in school and community events in order to maintain the feeling of belonging and reciprocal support”
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Alumni Career Networking Day Supporting grade 10 students who were about to choose their IB courses
In collaboration with the HS Counselors, IB Coordinator, the Alumni Association invited a group of 8-10 alumni, experts in various fields to share about their careers with AISB students.
Information and tips about the journey through higher education studies towards first working experiences, fall backs and successes, lessons learned and first years of employment.
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Events supporting the Graduating of Class 2021 Letting GO Alumni shared tips on all that the next phase entails: from packing, documentation needed before taking off, to getting to college, what to expect, how to search for accommodation, how to settle in, what not to do or worry about.
One important thing brought forward were lessons learned the hard way, things they wished to know
Discussions around physical, mental, and emotional health, financial and safety advice
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Events supporting the Graduating of Class 2021 Seniors’ Brunch A brunch centered on the Graduating class, sponsored by the Alumni Association
This was an opportunity to pay it forward to the Seniors and their families, to welcome recent graduates to a network of connections that they might find useful in their first years of higher education studies and further when they get in the working world.
The graduates were officially welcomed to the AISB Alumni Association, their continuous link to the AISB community in the following years Cătălina Gărdescu Manager of Admissions & External Relations
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2021 Survey
Q1
During this out of the ordinary year, we chose to involve all school constituencies in the end of school survey. In May 2021, students, faculty and staff, as well as parents, were given one week to answer four questions:
What can the school learn from your family’s experience this year?
Parents
Students
Faculty & Staff
They were happy with the way the school handled the difficulties of the past year
Schedule changes were very hard and made student experiences difficult
Support from school leadership was key and valued when it was felt
Communication is extremely important.
Very appreciative of teachers helping
Faculty and staff who are also parents struggled
Student support matters
It is very important to be on campus, together.
Things that worked: flexibility, trust, open mind, patience, balance, empathy, tech integration
Families had many positive experiences together The school could have done more to stay open longer, to go the extra mile.
Q2
There are specific areas students need support (outlined in the survey) Understood the following to be meaningful: empathy, patience, kindness, optimism, adaptability, balance.
Challenges: different schedules, online learning and platforms, not being able to be present in full as a teacher and/or parent.
What things that happened this year have you valued and would like to see continue at AISB?
Parents
Students
Faculty & Staff
The contribution of the teachers and staff in the success of the students
Team building, fun, passion, time – valued time off from just academics and screens.
The support of the leadership team and school community and staff
Emotional connection and support
The joy of being back on campus
Flexibility - working from home
Felt cared for
Organization – consistent and open communication, hearing input, buddies, creative use of outside spaces
School communication The school standing its ground, following rules and ensuring safety. The Distance Learning Program
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ANNUAL REPORT 2021
Safety of the environment and organization matter and are appreciated. Valued time with family and friends.
Happenings – meals together, movement, social interaction, Director’s Q&A
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
Q3
What ideas do you have to further engage parents / students / staff in the life of the school?
Parents
Students
Activities engaging parents and students
Sports activities
Faculty & Staff Bring back events and community
Team building activities Re-engaging community on campus Efforts to listen actively and respond Parent engagement in educational projects
More cross-section interaction Hands-on projects in small groups Community events
Voices to be heard and to matter Bringing international and local staff together
A later start and more breaks Pay attention to: faculty spaces, continuous communication.
Cultural events
Q4
Is there anything else you would like to tell us?
Parents Keep the school open – make every effort Enrich distance learning with activities on campus
Students
Faculty & Staff
Thank you!
Thank you!
School should start later
Student behavior – pay attention!
Listen to students just as much as you listen to parents
Integrate local culture
Pay attention to discipline issues
Diversity, stability Organize broader interaction
More centralized communications Financial flexibility
Watch the work load Pay attention to second language offerings
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HUMAN RESOURCES REPORT Prepared by Roxana Lungu HR Manager
For the 2020-21 academic year, the norm was adapting to change and tackling a novel reality – the COVID-19 pandemic was in full bloom and school systems as we knew them needed to be reinvented.
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In a time when international mobility was adversely impacted almost to a halt, AISB was fortunate to start the academic year with a full faculty body on site.
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
We welcomed 290 members of faculty and staff from 27 different countries, out of which 30 new teachers representing 11 different nationalities. The Secondary School started the year under the leadership of Mr. Viktor Novakovski, the new Secondary School Principal. During the year, in spite of governmental restrictions and onand-off online learning, the AISB professional team was devoted to maintaining the quality of our programs. The words we strategically chose to focus on were community, care, and compassion. This focus resulted in developing committees empowered to take action that would support AISB members with feeling safe and supported. Two examples of these would be:
Faculty & Staff Distribution
Teaching:
64%
Facilities:
19%
Administrative:
12%
Management:
4%
•
•
The COVID Crisis Response Team, which has a very clear mission to navigate all the legal requirements and medical challenges in the pandemic, making critical decisions about class or school closings or openings, overseeing the implementation of health guidelines, and communicating transparently with the community. The Well-Being Committee, tasked to identify creative and safe avenues to foster a sense of community and continue our beloved traditions, while adapting them to pandemic realities.
as Sea Change Mentoring, to address Trauma and Resilience in challenging times. In Spring 2021, as soon as COVID vaccines were rolled out in Romania for employees in the educational system, our team embraced this opportunity. Following the recommended medical protocols, we started to return to social interactions, face to face meetings and in-person learning.
Roxana Lungu HR Manager
Another approach we explored for offering support to our community was engaging with forward-thinking renowned coaches and speakers, such
Faculty & Staff Nationalities
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
2020-2021
Highlights
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ANNUAL REPORT 2021
A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
2020-2021
Highlights
“AISB students are self-directed learners who are able to pursue their aspirations with determination and social-emotional intelligence.”
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2020-2021
Highlights
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A M E R I C A N I N T E R N AT I O N A L S C H O O L O F B U C H A R E S T
“AISB educators build the capacity, efficacy and craftsmanship to facilitate and assess concept-based teaching & learning.” www.aisb.ro
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Blvd. Pipera 196 Voluntari, Jud. Ilfov 077190, Romania Tel: (40-21) 204-4300 Fax: (40-21) 204-4384 office@aisb.ro www.aisb.ro
Designed by Mario Zamfir Produced by Aliant Brands Ltd. www.aliantbrands.co.uk Photography by Bogdan Greavu www.bogdangreavu.com