2023-2024 Annual Report
Our community of 1120 students, teachers, and staff is made up of people from over 70 countries and strives to be a welcoming place where everyone feels they belong.
Mission
Message from the MS Principal
Message from the HS Principal
Motto
Our Belief Statement
Admissions
Extended Services Program (ESP)
A close examination of the accomplishments of AES during 2023-2024 reveals much to celebrate. I commend my predecessor, David Perry, and the community is thankful for his leadership these past two years. As you will see in this report, the foundation for our community has been set and the trajectory of the school is strong.
Schools are richly interconnected institutions and this report reflects those complementary pieces that are essential to highly effective schools. From admissions to finance and facilities to programs, I encourage you to read and reflect on what makes AES the school that it is today. However, it is also important to keep in mind that the most important metric of success is the positive impact that our students have on the planet as they go on to create, lead, and serve throughout the world. It is this metric we are most proud of!
As we emerge from the damaging years of dealing with a global pandemic we find ourselves more than ever in need of recapturing a sense of belonging. It is building this sense of belonging, in the form of a strong community, that will be our most important challenge and our greatest asset moving forward. In the following pages I believe you will recognize that AES continues to stand as a shining light, where diversity is celebrated, and “Enter to Learn. Leave to Serve.” is more than just a motto.
With warm regards,
Rand
In the 2023-2024 school year, the Board of Governor’s, in partnership with Interim Director David Perry, made significant efforts to lay the foundation for improved governance and physical spaces at AES.
The Board accomplished various tasks to strengthen its effectiveness. The Governance Committee, led by Audrey Slover, organized board training sessions and identified areas for improving new member orientation and overall governance. Under the leadership of Anjali Bissell, its Policy Task Force also completed a comprehensive revision of the Board Policy Manual. The Risk Management Committee, chaired by Stephen Patton, optimized our audit cycle schedule and worked to ensure gaps noted in audit reports were addressed. The Capital Projects Committee, chaired by Nicole Gupte, prepared for updating and implementing our Master Plan, which had been delayed by the COVID-19 pandemic. As Board Treasurer, Aarti Rai worked with the Finance Committee to ensure AES’s fiscal health, which was boosted by increased enrollment following the pandemic and ensured there was a dedicated finance information session organized for Board members.
Throughout the year, Kathrin Tegenfeldt worked on facilitating a smooth transition for incoming AES Director Dr. Rand Harrington and provided input on child safety discussions as the Board representative. Rachel Mulla, with input from the Board, David Perry, and Rand Harrington, finalized work on a new strategic plan and collaborated with the Senior Leadership Team for their input. Saskia Stegeman’s work with the Election and the Nominating committees used an improved onboarding process to recruit and welcome three new voting Board members.
Looking ahead with hope and excitement, there are expectations for institutionalized best practices related to Board governance, finalizing a new Strategic Plan, ensuring financial sustainability, and supporting a smooth transition for the new Director. The Board is honored to partner with faculty, staff, and families to ensure that AES remains a place where students can Enter to Learn and Leave to Serve.
Daniel VanderEnde, President Board of Governors
2023-2024 Annual Report
Looking ahead with hope and excitement, there are expectations for institutionalized best practices for board governance, finalizing a new strategic plan, ensuring financial sustainability, and supporting a smooth transition for the new Director in the coming year.
The 2023 - 2024 school year exemplified student learning and community building in the Elementary School. Our primary academic focus was implementing and using structured literacy instruction. We employed explicit phonics and phonemic awareness instruction in Kindergarten and Grade one. This will expand to Grade two in the 2024-2025 school year. In grades three through five, we focused on explicit instruction in morphology and word study. Our internal assessments and NWEA MAP data indicate positive student outcomes from this shift in early literacy instruction.
In collaboration with the Office of Teaching and Learning our ES faculty received substantial professional development related to structured literacy and, the science of reading., Our faculty enhanced ongoing work by developing differentiated instruction and assessment to meet the needs of all learners
We continued utilizing Toddle to organize and document our curriculum and learning experiences. We also planned to expand our use of Toddle to increase parent awareness of classroom learning, and student activities, and as a tool for parent communication regarding grade-level activities.
Our Pre-Kindergarten teachers engaged in ongoing learning to increase our capacity and practice of Regio Emilia principles and empower agency in our youngest learners.
Parents across all grade levels were invited to participate in over 25 interactive presentations related to instructional practices and student experiences in core content areas.
Many events during the year were designed to strengthen our community and promote diversity and belonging. These included assemblies, grade-level music and art events, performances from our afterschool choir and Orchestra groups, our annual Winter Sing-Along, and an ES family music night held on the MS field. The Athletics and Activities department provided ES students with a diverse selection of after-school activities throughout the year.
One event that highlighted our efforts to celebrate diversity and promote peace was our kindness assembly facilitated by special guest speaker Nimo Patel.
Another highlight that built community and supported the joyful pursuit of excellence was the meaningful weeklong authors’ visit with Sara Holbrook and Michael Salinger orchestrated by our Library faculty and student volunteers. This event included learning opportunities for students as well as parents and culminated in a community-building pancake breakfast.
There is not enough space to represent all the great things that took place in the elementary school, to promote and inspire lifelong learning, and to build community. I am confident we lived out the AES mission during the 2023 - 2024 school year!
American Embassy School provides a balanced education defined by a joyful pursuit of excellence
inspired lifelong learner
Our Mission in academics, athletics, arts and service. We enable each student to be an and a responsible compassionate global citizen.
The 2023–2024 school year was filled with enriching learning experiences, including travel across India for Week Without Walls, participation in ASIAC sports and music, AMIS (Choir), and ISTA (Drama).
We strengthened our community bonds through Spirit Days, Fort Frenzy Fun Days, and various socials.
In the area of teaching and learning, we worked with Stevi Quate, author, consultant, and literacy coordinator for the Colorado Department of Education, to align our English Language Arts units and pedagogy in Grades 6 through Grade 8. We continued our curricular focus refining our social studies units and building upon our inquiry-based learning within the C3 framework. Health and physical education is in its second year of full integration from Grade 6 through Grade 8 curriculum, ensuring that middle school students engage in learning about healthy lifestyles and choices every year.
Throughout the 2023–2024 school year, we continued our collaboration with Inspire Citizens, international leaders and designers of student-centered learning experiences for global citizenship. Each grade level continues to refine their service learning unit embedded within the social studies curriculum, and aligned to the United Nations Sustainable Development Goals. We have also expanded our Service learning to include other subject areas such as Math and Visual Art.
The Middle School continues to celebrate student learning through weekly communications, assemblies, the MS Showcase, and our social media platforms. Student agency remains a core focus, with students leading our Well-Rounded Week program, planning and presenting at assemblies, and organizing student-led After-School Activities.
The 2023-24 academic year at AES High School highlighted our community’s strength through collaboration, innovation, and a commitment to student growth. We enhanced programs focused on student well-being, leadership, and engagement. Mentor groups were introduced, allowing students to connect with trusted adults, while our Social Emotional Learning curriculum was integrated into Seminar classes for grades 9 and 10, as well as Tiger Days for grades 11 and 12.
We advanced student leadership by implementing a shared model for extracurricular activities, and our Service Counsel supported ten service clubs, offering meaningful engagement opportunities. Safety remained a top priority, with improved safeguarding measures enhancing transparency and communication across divisions.
A significant achievement was the collaboration between our elementary and secondary libraries, hosting a community-driven conference for over 100 local librarians, showcasing our dedication to professional growth. The “Teachers’ Tea Time” initiative fostered camaraderie among faculty, providing a welcome break in busy schedules.
Academically, AES maintained high standards, receiving a stellar evaluation from the International Baccalaureate (IB) with no areas for improvement. Our commitment to fostering a compassionate and inclusive learning environment was recognized, along with our faculty’s engagement in professional development. The “Open Doors” initiative promoted collaboration through peer observations, enhancing our culture of continuous learning.
This year, we launched the Institute for Design and Innovation (IDI), a new pathway focused on projectbased exploration of real-world problems. We also embraced artificial intelligence (AI) in education, developing policies for responsible use and digital citizenship.
In closing, we thank our dedicated faculty, staff, and students for their commitment to our mission, vision, and motto: “Enter To Learn. Leave To Serve”
Our
We Believe that everyone...
Has intrinsic value
Needs safety, trust and respect
Is responsible for their choices
Learns and grows through challenge
Lives more meaningully when pursuing their passions
Is enriched by diversity
Is stengthened through service
Flourishes in a community that is caring, collaborative and nurturing
Has the power to create a more peaceful world.
AES has cultivated a legacy of excellence by inspiring the minds and hearts of all students. Our commitment to a holistic education challenges learners to achieve their highest potential while our inclusive community fosters a spirit of respect and collaboration. Together, we celebrate diversity as a cornerstone of our identity, where teachers strive to ensure that every student is seen, valued, and heard. Our motto, “Enter to Learn. Leave to Serve.,” reflects our collective ability to nurture creativity and develop individuals who contribute positively to the world around us. At AES, we honor our rich stories and traditions, nurturing a vibrant community that supports students and families as they transition to and from life in Delhi. The AES community, our greatest asset, fosters an environment of innovation in education, where each individual’s journey enhances our collective legacy.
AES has a proud history of over 70 years, representing more than 70 nationalities, with a tradition of commitment to excellence and innovation!
Our most important initiative is to help students in the transition to and from AES
Admissions continue to provide a personalized and high-touch experience to prospective, current, and alumni families, advancing our mission and brand. A key element of an international school is ensuring that students are well-known and cared for from day one.
Safe Passage Across Networks (SPAN), with AES as a founding member in the greater Asia region, is making a difference in schools and organizations worldwide by
sharing the latest research and best practices in positive transition care.
Two of our counselors completed the Laws of Transition Certificate that SPAN offers. This advanced training equipped them with the latest strategies and best practices for supporting student transitions. They have successfully updated our Student Ambassador Program, integrating these best practices to enhance the support we offer to students navigating their transitions. Our objective is that every new student is well-known and cared for from day one.
American Embassy School’s Mission Statement embodies our commitment to enable each student to be an inspired lifelong learner and a responsible, compassionate global citizen. This commitment is also reflected in the services and programs we offer in order to meet the needs of all our learners.
The Extended Services Program at AES is designed to serve students who have a diagnosed intellectual or developmental disability and require individualized academic and social skill instruction. Students accepted in our program receive customized instruction and support from highly trained special educators and assistant teachers.
Students are integrated into our Elementary School elective classes and optional after-school activities. The ESP focuses on teaching academics, social skills, and life skills to students with special education needs in order to be successful in their daily lives. Individual goals are outlined in AES Individualized Learning Plans (ILP), which are developed after evaluation by an Educational Psychologist.
AES is in our third year of implementing the ESP in the Elementary School and is excited to open up a middle school ESP classroom to support our students in 2025! By recognizing that all students are lifelong learners, we are able to nurture compassionate global citizens and happy, supportive families at AES.
2023-2024 Annual Report
The thoughtful inclusion of students with special learning needs is one very practical and explicit way of enhancing a school’s organizational intelligence. By challenging ourselves to do more than what we are already comfortable doing, we engage in a rigorous exercise of collaborative inquiry that supports our collective intellectual growth and social and emotional development.
Powell and Kusuma-Powell, Raising Your School’s Organizational Intelligence
At IDI, our approach to education emphasizes Project-Based Learning (PBL), where students engage in inquiry-driven exploration and apply their knowledge to real-world challenges. This year, students have drawn on their understanding of design thinking, systems thinking, and collaboration skills to partner with Naari Shakti, a women’s empowerment group from the Okhla camp in Delhi. Together, they are working to support the growth of a startup jewelry business, creating meaningful solutions for the community and empowering women.
Experiential learning is another cornerstone of our curriculum. Our students actively engage in solving real-world problems and collaborating with external
stakeholders. They are enrolled in the University of Delaware’s Horn Entrepreneurship program, where they learn the skills needed to become entrepreneurs in an ever-changing world. Specifically, they focus on creating social ventures that address issues they are passionate about.
Our emphasis on real-world impact encourages students to measure the tangible difference they make in their communities. Through projects like the Naari Shakti collaboration, IDI students track their contributions and the outcomes they generate in their pursuit of meaningful change.
Leadership and collaboration are integral to the IDI experience. In the capstone course, students develop their leadership skills and learn how to work effectively within dynamic, high-functioning teams. They gain firsthand experience in leading teams, and working alongside peers and professionals in diverse settings.
Finally, skill development and assessment at IDI are designed to cultivate critical thinking, creative thinking, communication, collaboration, and course-specific knowledge. Students create portfolios that showcase their work, including websites and LinkedIn profiles, enabling them to collaborate with global partners and highlight their professional growth. Assessments focus on these key competencies, ensuring that students are well-prepared for their future careers.
American Embassy School is a community of diverse learners. We celebrate the strength of our diversity and are committed to nurturing a
All members of our school community actively support every learners academic, social and emotional growth. culture of belonging.
We were thrilled to see from our students such a variety of artistic expressions, using a variety of mediums in all sorts of creative ways, while seeing the development of their technical skills.
We re-established and found new ways to share the artworks of our students through art shows, conferences, and Toddle.
Several successful art exhibitions in our gallery space outside of the theatre were in sync with elementary music performances. These were well attended and families seemed very engaged in the shows.
For the first time, the grade five exhibited their artworks from a half-year-long self-directed art inquiry at the graduation ceremony at the end of the school year. There was a lot of pride from students and parents were very appreciative to see their children’s work and impressed with the quality of the art.
The team explored the place of mindfulness in the artistic process and make greater commitments to addressing student well-being through art making.
Our ceramics program grew even more. We are seeing how the skills of students have improved from one year to the next, which is a testament to our co-planning as a team.
We continued to build on the integration programs between the arts and the broader curriculum. This has included Grade 5s exploring Children’s Rights to Education through the Arts.
We were excited to adopt more of a Reggio Emilia approach with our PreK art program. We spent time in professional learning with the PreK teachers to understand more about each others’ practice and what vision we have for our students.
Middle School students furthered their artistic journey through a variety of visual art courses offered: Arts Foundations, Ceramics, Digital Art, Mixed Media, Photography, and Studio Art. These students also participated in the first-ever ASIAC Fine Arts weekend here at AES.
A particular highlight for High School artists was hosting MESAC Senior Fine Arts on our campus. Photography and graphic design, and studio artists demonstrated innovative thinking through print canvass, and digital illustrations, while design technology service projects included redesigning community spaces using 3-D rendering software. Advanced Studio Art and IB Visual Arts artwork projects, have been highly rated by external examiners.
We were excited to adopt more of a Reggio Emilia approach with our PreK art program. We spent time in professional learning with the PreK teachers to understand more about each others’ practice and what vision we have for our students. “ “
American Embassy School Music program is robust throughout the school, with several concerts throughout the year. The Elementary school presented concerts featuring all the students in each grade level. Elementary students were involved in active music-making through Choir, Orffestra, grade-level performances, and iPop activities after school.
The AES music program engaged nearly all of the Elementary School students; more than 200 Middle School Students in guitar, choir, band, and strings, 20 students in the Music National High School Honor Society, 40 students in High School Band and Strings Programs, and Jazz band.
Six AES High School Strings students represented AES at the Bangkok International Strings Festival in September, we’re proud to host visiting artists in the strings program in October, guest guitarists in November, and both the MESAC and ASIAC festivals in the 2023-24 school year. Students in the Middle School choir represented AES at the AMIS Middle School Choir-, High School Honour String Orchestra, and High School Choir festivals.
Various performances took place in Middle and High School throughout the year; in Middle School Assemblies and the High School Atrium, Fall Fiesta, the Diwali Mela, the International Day parade, the December Holiday event, pep rallies, and the Graduation Ceremony. Culminating performances at the end of each semester for both the Middle School Showcase and High School Music evenings.
“ “
Last year, I performed in the AES production “The Curious Savage” in the fall semester, and in the spring semester, I helped direct “Arsenic and Old Lace”. I also became a member of THS. These experiences helped me to bond with friends I already had as well as make new friends, and also taught me how to collaborate in a group effectively.
Charley David, Thespian President and DP Theatre student. 2025 Graduate.
The Upper School mainstage theater production for the Fall was “SeussicalThe Musical”. Book and Music by Stephen Flaherty and Lynn Ahrens.
Co-conceived by Stephen Flaherty, Lynn Ahrens, and Eric Idle.
mainstage Theater shows
with a cast/crew of 25-30 students per show
Thespians Honor Society: 14-20 students
Average Theater class size: 8-10 students
Haunted House by THS
500 guests during the Fall Fiesta event x500
THS Film Festival (online):
10 original short films by students
I was one of the directors for the spring production “Arsenic and Old Lace” last year, and it was a great experience. It felt super fulfilling to see the cast grow as actors and for our vision to come to life.
Sarah Warburton. Thespian Honour Society Member and Graduate of 2025.
The HS mainstage theater production for the Spring was “Arsenic and Old Lace” directed by HS students Sarah Warburton and Charley David. Script Supervised by Taiah Hariharan.
Throughout the 2023-24 AES School Year, AES students pursued their passions, practiced their craft, and explored new interests. The athletics and activities program at American Embassy School continues to create opportunities for a balanced education in academics, athletics, arts, and service.
Strong participation highlighted the year, with new opportunities in iPOP, ASA’s, and HS Clubs,
complementing our ASIAC, and MESAC seasons and Service Clubs. In every corner of the campus, before and after school, students were engaged in the joyful pursuit of excellence. AES opened our doors to host the MESAC JV Volleyball tournament, the ASIAC Badminton and Table Tennis tournament as well as the MESAC Senior Fine Arts and ASIAC Music events! These four large events showed off the very best of AES.
• Goals for Co-Curricular programs in 2023-24
• Increase opportunities for participation across our programs
• Raise the profile of activities and athletics through increases in attendance at events
• Promote events and the success of our students after the events
We met or exceeded, all three of our annual goals. Through increased numbers of activities offered in iPOP, ASAs, and HS Clubs, students in each division found places to pursue excellence, becoming even more involved in the school and our cocurricular programs.
This was especially true in ASIAC and MESAC activities where not only were there high levels of initial participation, but also high levels of continued participation, even after travel teams were decided.
Attendance at events also reached postCOVID highs, with record attendance at Friday Night Lights, Super Saturday, MESAC, and ASIAC events.
Additional promotion through a variety of channels helped ensure support for all our competing students. This was exemplified through the recognition of student achievement across internal assemblies and student newsletters.
Middle School ASA* & ASIAC
M E H Elementary School - i-pop
4 sessions/quarters of Elementary i-POP activities in 2023/24
351 different i-POP activities
Average of 88 activities per session
An average of 356 elementary students registered for one or more i-POP activities each session
A total of 3797 contacts (total activities) over the course of the four quarters
4 sessions/quarters of ASAs and ASIAC Activities in 2023/24
125 different ASA/ASIAC activities / Average of 30+ activities per session
An average of 155 M.S. students registered for one or more ASA or ASIAC each session
A total of 1417 contacts (total activities) over the course of the four quarters.
283 students traveled/attended a MESAC event
Hosted ASIAC Table Tennis & Badminton
Hosted the largest-ever ASIAC Music Festival, over 200 students participated
High School Clubs and MESAC
3 seasons of MESAC Activities— 18 different programs
High School Clubs - 62 clubs in academics, service, athletics, arts
Over 90% of all high school students were involved in one or more co-curricular activities during the school year
Over 240 local games
Hosted MESAC JV Volleyball
Hosted MESAC Senior Fine Arts, featuring Band, Choir, Orchestra, Drama and Visual Arts
355 students traveled/attended a MESAC event
We believe that technology and information literacy are essential skills for navigating and thriving in our interconnected world. The library and technology resources serve as gateways to knowledge, creativity, and innovation. Through the Engage Cycle (wonder, explore, plan, create) we strive to empower all students
to become curious explorers, critical thinkers, and ethical users of information and technology. Our goal is to foster lifelong learners who can effectively leverage tools, information sources, and digital technology to solve problems, create new knowledge, and make a positive impact. 2023-2024
The Elementary and Middle School Makerspaces added new Gweike Laser Cutters this year, providing more opportunities for creative student exploration. The laser cutters were used by the students attending the ASIAC Fine Arts courses.
All divisions are now using updated 3D printers, which are faster and more user-friendly, empowering students in all grade levels to take more control of their 3D printing designs and outputs. We also added 20 new immersive VR headsets across the divisions and provided student learning on how they can be used
The reimagined High School Makerspace resulted in increased student engagement with classmates and teachers. In addition to Design classes, we saw an increase in the curricular use of the Makerspace by a variety of subject classes within the high school. The Makerspace has been used to explore new opportunities to assess learning, such as 3D class projects.
All Makerspaces are active with afterschool activities and service clubs. The Elementary Makerspace continues to welcome families on Saturday mornings for additional creative opportunities outside of the regular school day.
The Technology Coordinators and MS/HS Librarian introduced AI collaborative creative tools for high school students, such as Canva Image Creation, Suno, and Magic School.
As a schoolwide team, we continue to seek opportunities to work together to promote alignment
across the school divisions. We also reach outside to connect with other international schools to learn and share best practices with other Ed Tech teams.
In the spring of 2024, we hosted the Data in Schools Conference, welcoming over 70 attendees to AES. Data in Schools is a collaboration of international schools connecting to discuss the creative, effective, and responsible use of data within an educational context.
In our commitment to improving the technology infrastructure within the school, we upgraded the A/V systems in multipurpose rooms, the HOP, and the Board Conference Room. We also continued a project laying 10 Gigabit cabling throughout the school to support current and future demands for a reliable and fast network.
As a schoolwide team, we continue to seek opportunities to work together to promote alignment across the school divisions. We also reach outside to connect with other international schools to learn and share best practices with other Ed Tech teams.
“
United States
American University
Arizona State University
Bates College
Bellarmine University
Brandeis University
Brown University
Brigham Young University
California Lutheran University
Carnegie Mellon University
Claremont McKenna College
Christopher Newport University
Columbia University
DePaul University
Fordham Universi
Emerson College
Emory University
Florida International University
Fordham University
George Washington University
Georgia Institute of Technology
Hope College
Indiana University-Bloomington
James Madison University
Kenyon College
Lewis & Clark College
Loyola Marymount University
Manhattan College
Menlo College
New York University
North Carolina State University
Northeastern University
Oberlin College
Oklahoma State University
Pepperdine
Purdue University
Radford University
Saint Mary’s College of California
San Diego State University
Santiago Canyon College
Southern Methodist University
Southwestern College
Stanford University
Stony Brook University
Tennessee State University
Texas A & M University
The New School
Tufts University
University of California-Berkeley
University of California-Davis
University of California-Irvine
University of California-
Los Angeles
University of California-Merced
University of California-San Diego
University of Chicago
University of Colorado Denver
University of Florida
University of Illinois-
Urbana-Champaign
University of North Carolina
University of Notre Dame
University of Oregon
University of Rochester
University of Southern California
University of the Pacific
University of Virginia-Main Campus
University of Washington-
Seattle Campus
Utah Valley University
Virginia Polytechnic Institute
William & Mary
Wellesley College
Xavier University of Louisiana
Canada
Algonquin College
Huron University
Mcgill University
Memorial University of Newfoundland
Queen’s University
Ryerson University
The University of British Columbia
The University of British ColumbiaOkanagan
Toronto Metropolitan University
Trinity Western University
University of Calgary
University of Ottawa
University of Toronto
University of Victoria
University of Waterloo
This list does not include 2024 graduates who pursued a gap year and applications submitted after graduation that are still in progress, most notably to universities in Australia and Korea.
United Kingdom
University of Bath
Cardiff University
University of London
Durham University
King’s College London
Queen Mary University of London
Royal Holloway,
University of London
The University of Edinburgh
University of Bristol
University of Greenwich
University of Stirling
Korea
Ewha Womans University
Hongik University
KAIST
Korea University
Kyunghee University
Seoul National University
Sogang University
Yonsei University
Other Countries & Territories
Lappeenranta University of Technology Finland
College Universitaire de Sciences
Po France
Dual University Baden-württemberg
Germany
Hong Kong University Hong Kong
John Cabot University Italy
University of Cassino Italy
Temple University, Japan Japan
International Medical University
Malaysia
TEC de Monterrey Mexico
Erasmus University Rotterdam
Netherlands
University College Groningen
Netherlands
BI Business School Norway
Al-Faisal University Saudi Arabia
National University Singapore
Singapore
CEU San Pablo University Spain
IE University - Madrid Campus Spain
University of Navarra Spain
The AES motto, Enter to Learn. Leave to Serve. encapsulates our commitment to purposeful learning. Rooted in a rich history of community service, our program fosters reciprocal relationships that empower AES students and stakeholders to become agents of change. By integrating service into our curriculum across all divisions, we make learning in service of others an essential part of our identity as a community of compassionate global citizens.
The 2023-2024 school year witnessed tremendous growth in the integration of service into the documented curriculum, as existing service learning units across divisions underwent reflection & iteration, and new units were developed. With the continued support of Inspire Citizens, as well as the active engagement of the AES Teaching and Learning team, the goal of providing at least one fully embedded curricular service learning experience at each grade level was achieved. Across all divisions, elements of service permeated planning and instruction; teachers and teams continued to identify curricular entry points within existing units for service learning, designed new units around a service-learning focus, or reflected upon and documented units already completed.
Enculturation of a service mindset across all divisions was furthered through the completion of the AES Service Learning Manual, which details how our mission, beliefs, and values align to guide daily teaching and learning. Events such as the faculty Service Spotlight gave our teachers the opportunity to see how service learning was put into practice in elementary, middle, and high school in different grade levels and subject areas.
2023-2024 Annual Report
Here is a snapshot of curricular service-learning units that were introduced or underwent significant development in 2023-2024:
Pre-K
Kindergarten
Grade 1
Creation of a ‘sustainability mindset’ with year-round emphasis on establishing the Pre-K garden, waste segregation, and composting
Exploration of human impacts on the environment, and creation of advocacy-based mixed media championing our natural world
‘Biomimicry’ unit examining and showcasing the role of nature in helping humans solve authentic problems
Grade 2
Grade 3
Grade 4
‘Love Where You Live’ expressing appreciation through poetry and learning about the culture, tools & technology of India
‘Courage to Change’ celebrating members of our community and how their acts of courage and perseverance help to facilitate positive change
‘Renewable Energy’ exploring energy transfer, researching, designing prototypes, and advocating on behalf of renewable energy development
Grade 5
Grade 6
Grade 7
‘Freedom & the Right to an Education’ developing awareness and a deeper understanding of forms that education can take, and potential obstacles to obtaining an education
‘Responsible Production & Consumption / Sustainable Cities’ creating unique designs from upcycled materials, culminating in a community mela and exploring the life cycle of products and use of resources
‘Story Behind the Picture’ digital storytelling as a tool for building empathy for, and understanding of, local community with an emphasis on human connections
Grade 8
Grades 9 & 10
‘Human Migration and Freedom of Movement’ building an understanding of the causes and effects of human migration
Interdisciplinary units in English, Math, Design, and Biology examine themes ranging from medical ethics, designing for positive impact, and advocacy through poetic expression
Throughout the high school program, AES students were provided many opportunities to exercise initiative in utilizing their skills and knowledge to create authentic impact in the wider community. CAS (Creativity-ActivityService) projects, as part of the IB diploma program, continued to comprise an integral part of the AES service program. The 2023 - 2024 school year also cemented the Institute for Design & Innovation (IDI) as part of the service landscape, as this unique group of students employed the American Embassy School ENGAGE cycle to wrestle with issues of sustainability in the AES community. The ENGAGE cycle will continue to develop in the coming years as a consistent framework for students to employ as they are tasked to understand and take on the complexities of a changing world.
Beyond the classroom, 2023 - 2024 saw continued growth in the engagement of perhaps the greatest resource of the AES community: our parent population. A strong cohort of dedicated parent volunteers supported our students in their service efforts. Often working side-by-side with our MAD (Make A Difference) student volunteers in providing literacy instruction for our neighboring communities on campus, or through material support within the communities themselves to facilitate the upgrade of learning centers and providing educational opportunities in our neighboring communities. The whole of the AES community: parents, students, faculty, and staff, truly mobilized to help AES live up to its motto in 2023 - 2024.
What is an issue that I care about?
What strengths, talents and passions can I contribute?
What are the needs of my community?
What do I need to do to authentically investigate the issue?
How can I draw on a wide range of perspectives to better understand the issue?
What are structures and sustems influencing and being influence by the issue??
What knowledge, skills and learning habits can I use to take action
What does success look like and what do I need to do to get there?
While AES high school service clubs have long been an important part of the service ecosystem, 2023 - 2024 saw overwhelming participation.
Over 68% of AES high school students across 10 diverse co-curricular student service organizations made positive impacts on the community through thousands of service engagement hours.
What challenges are there and which can be overcome?
In executing the plan, who can I collaborate with?
How am I collecting evidence to iterate on my plan,
How is this action positively contributing?
AES has supported professional learning as a tool for attracting and retaining great talent because committed teachers are lifelong learners, who focus their extra energy on adding to their toolkits and growing their capacity to create effective teaching and learning environments for all of their students.
All professional learning experiences hosted at AES during the 2023 and 2024 school year were framed using the school wide goals of:
• Strengthening a shared vision and common language around learning
• Promoting well-being, inclusion, and culture in our school community
• Cultivating reflective practice
• Furthering our commitment to documenting a curriculum that is both guaranteed and viable.
Our faculty and staff engaged in a variety of events that supported our mission and culture of belonging. Teams engaged in four onsite professional learning days and all early-release Wednesdays were framed intentionally designed to support positive outcomes for learners. The Teaching and Learning Center supported over 330 requests to access professional development learning funding to support bolster the school’s identified target initiatives and priorities. Additionally, AES hosted learning with 11 consultants in both online and in-person formats onsite.
The following highlights the onsite Professional Learning highlights:that occurred throughout the 2024 - 2025 school year with the support of external expertise.
Learning opportunities for our teacher leaders across the school with Adaptive Schools Seminars was conducted in August 2023. This training presented a productive, practical set of ideas and tools for developing collaborative groups. The training explored what makes teams effective and how to develop skills as facilitators. Adaptive Schools is the “how” of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved teaching, and learning.
AES counselors, school leaders, health teams, security and HR undertook intensive child protection training to ensure learner safety is well promoted. Ongoing and targeted training ensures AES safety systems and processes are continuously improving to effectively minimize risk. AES continues its commitment to planned and responsive training to further strengthen school policies, processes and practices.
Our Kindergarten to Grade 12 Science teachers engaged in learning to further promote effective teaching and learning within the science curriculum. It was designed to support programming that is consistently relevant, challenging, meaningful and promotes agency.
AES pre kindergarten teams continued their interaction with Naama Zoran to promote learning with those youngest in our care. This ensures learners experience a rich, broad and localized curriculum which continually responds to their cultures, languages and identities. There was explicit focus on all learners being able to experience deep learning through a curriculum design that is responsive to changing environments, student needs and interests.
AES welcomed back Aaron Moniz from Inspire Citizens to further refine our schoolwide approach to Service Learning. Ensuring service is embedded in the curriculum; consistent, and visible throughout our school culture. AES further developed curricular and co-curricular access points for service learning experiences. A particular focus was the building of sustainable systems and structures to ensure a common understanding of service as a driver for learning throughout AES. Teachers across the school also opened their doors to colleagues for a service spotlight during a professional learning Wednesday. Seeing and hearing from others promotes connection and fosters opportunity. There were 33 sessions held across the school, including some student volunteers.
A viable and guaranteed curriculum establishes alignment, fosters equity and provides all students with consistent and high-quality educational experiences.
This was the continued work and learning of the Middle School team with professional learning veteran Stevie Quate. Teachers continued their learning in the use of effective teaching strategies that ensure consistent and adaptive approaches for all learners in their literacy and language development.
In February AES hosted Matthew Savage, an educator, speaker, and consultant as a lead into the Data in Schools conference which was held at AES early March. This event welcomed 75 participants across 29 international schools and 14 countries.
Matthew is an educator, writer, and coach, working with schools worldwide to help them ensure students can “be seen, be heard, be known, and belong.” His work with AES explored the intersection between wellbeing and belonging, focusing on data. He worked with teachers, counselors, parents and administrators and a small group of interested students.
All our World Language teachers engaged in learning supported by Lori Ramiez who has worked extensively with the NESA curriculum project. With her ongoing support teachers examined assessment data to inform individual learning requirements. She highlighted the importance of the use of authentic contexts, using the target language to negotiate meaning and encourage risk taking.
A culture of volunteerism was evident as teachers shared their expertise with each other based on AES learning principles. 27 different sessions facilitated by 45 presenters from across the school. Additionally our K12 Vertical Teams met to examine curricula coherence across subject disciplines and collaboratively examine examples of student learning. These days were also an opportunity to attend to specific divisional learning.
AES highlighted its commitment to creating a community that celebrates the strength of its diversity and nurtures an ethos of belonging. This included opportunities for all staff to lead sessions that promoted inclusive and positive organizational culture. Additionally, our Non-teaching Staff (NTS teams) had learning opportunities to further enhance their knowledge and skills in; technology, child protection best practices, and event management as well as attending to departmental goals.
AES also engaged with remote consultancies with experts in assessment practices, Social Studies, Health and Well-being.
AES has supported professional learning as a tool for attracting and retaining great teachers, because committed teachers are lifelong learners, who focus their extra energy on adding to their toolkits and their capacity to create effective teaching and learning environments for all of their students.
Planned a headcount of 364 employees with a budget of $23.3 million. The team advertised and processed 4,380 applications, leading to the successful onboarding of 58 new staff members, including overseas faculty, staff, and interns. A key role was also played in the DBO hiring and transition, ensuring a smooth process.
301 visa applications for faculty and their dependents were processed and completed. The department also facilitated the relocation of family belongings for both outbound and inbound moves, ensuring a smooth transition for 31 families.
Ensured all new staff received and completed the required mandatory training prior to joining and in collaboration with the Teaching and Learning team assisted with the refresher training of Level 1 Training for faculty and Teaching Assistants and basic training even for substitutes.
For the NTS Professional Learning days, sessions were planned and organized. These included sessions on Project Management by Franklin Covey, Tech tips, and Service Excellence. Also supported 23 NTS and 10 TAs for their individual development. This also included facilitating with the TLC 10 NTS to attend a training for Executive Assistants organized by NESA.
Participated and reviewed salary and benefits data with the local market for local staff and with NESA for overseas faculty and administrators. Reviewed the salary structure review with EY.
Pay and benefits processed monthly also offboarded 32 faculty and staff last year.
Attrition over the last four years
Lowest in the last 7 years. Experience at AES
The PSA’s goal is to communicate, connect, collaborate, and build community within AES. Our aim has been to encourage community (parents, teachers, and students) involvement and effective communication among all AES stakeholders, and this year we realized more of both.
The PSA Welcome team continued to work closely with the Admissions Office, to support the successful transition of new families to AES.
In 2023/24, the Welcome Team organized the following events/activities:
(1) Link Family Program
(2) Living in India Presentation
(3) Information Mela
(4) New Families in-person meet & greet
The Spirit Committee was an integral part of Friday Night Lights in October and the MESAC Games in November 2023.
The Events Committee delivered our 5 big programs and others including:
Gala
The team successfully organized the first Gala in 4 years.
The team ensured a successful Diwali celebration in parallel with hosting visiting MESAC teams.
Winter Sing-along
Elementary School Reps collaborated with principals and faculty to organize a successful Winter Sing-along.
International Food Fair (IFF)
The International Food Fair was attended by over 1800 people representing 32 countries and raised close to INR 13 lakhs in profit, funds that will be used for next year’s events.
ES grade reps assisted homeroom teachers in organizing monthly birthday celebrations and organized regular parent coffees.
The MS grade reps enjoyed a close collaborative relationship with the MS Principal and Assistant Principal, organizing parent socials and keeping parents informed during ASIAC and WoW trips.
The team hosted parent coffee mornings and socials, holding monthly meetings with the High School leadership to discuss parent concerns.
Holi - The Festival of Colours, organized by the PSA, was celebrated with a gathering of over 800 people on campus.
Student Flu Shot Clinic – The clinic, which was so successful it will be expanded in coming years, included five nursing stations successfully vaccinating 238 children.
Faculty & Staff Appreciation - The Staff Appreciation morning was a roaring success, including 100 parents bringing food and others who came out to volunteer on the day.
The PSA is self-sustaining and does not receive any funds from the AES school budget. All communitybuilding activities and events organized during this past academic year were paid for by fund-raising events held during the 2022/23 academic year. We have ended the year on a strong footing and bolstered our revenues.
The PSA manages the Student Enrichment Fund (SEF) of INR.3,00,000. We received 11 applications and funded 7 students. We explored collaborating with the Alumni office to get mentors paired with students for project guidance. One such project that was completed was the introduction of the AES ID Card on smartphones. It was an instant success and as of mid-May had over 1000 downloads.
Grade-specific WhatsApp groups and the PSA run Broadcast were the primary channels of communication. Following usage data, the PSA weekly newsletter was stopped as readers were more inclined to get their information from online groups.
The PSA elections were held and a new team was selected for the 2024-2025 school year.
We are extremely proud of all the work the PSA has achieved during this year. Committee members have shown positivity and a sustained desire to support parents, students, faculty, and administration throughout the year. The Executive Officers sincerely thank Senior Leadership, Division Principals, Faculty & Administration for their support and encouragement.
Anushree Chopra Chair
Karishma Bhatia Vice Chair
Doron Mamet Meged Treasurer
Leah Barry Secretary
Leanne de Bassompierre Communications Chair
Rie Hamanishi Spirit Store
Min Jung Kim Spirit Store
Atsuko Watanabe Spirit Store
Stacey Merritt-Baker Spirit Store
Sachiko Sasaki Events Committee
Prabhleen Sarna Events Committee
Ilina Mishra Events Committee
Shalu Advani Events Committee
Meghna Sood Events Committee
Jungmin Yoo Events Committee
Richa Kishore Welcome Committee
Green Jang Welcome Committee
Himantika Prakash Sethi Welcome Committee
Miki Watanabe Welcome Committee
Julia Payza Pre K Grade Rep
Pramiti Goenka KG Grade Rep
Hilla Ben-Oz
Sheela Chandran
Oumy Guillaume
Danielle Cooper
Czaee Chagla
Sherice Thompson
Loo Hui
Shimrit Amsalem
Moneesha Ramani
Sakshi Soni
Geetanjali Grover
Indresh Batra
Anna Perrin
Grade 1 Rep
Grade 2 Rep
Grade 3 Rep
Grade 4 Rep
Grade 5 Rep
Grade 6 Rep
Grade 7 Rep
Grade 8 Rep
Grade 9 Rep
Grade 10 Rep
Grade 11 Rep
Grade 12 Rep
Senior Spirit
Orit Elmalem Senior Spirit
Hyojin Kim KPSA Chair
Eugene Jung KPSA Member
Sunhye Kim KPSA Member
Sunyeon Kim KPSA Member
The Alumni Office and website is our go-to source for the latest AES news and alumni events, as well as a place to connect and stay in touch with fellow alumni. AES alumni include all former students (graduates and non-graduates), parents, and former employees of AES.
Kahani Malhotra ’23 visited with a very receptive group of AES students to share her experience as a freshman at Claremont McKenna College (CMC). As a CMC Student Ambassador, Kahani discussed everything from admissions to student opportunities to campus life. By all accounts, CMC—a California-based institution that “prepares students for thoughtful and productive lives and responsible leadership in business, government, and the professions”—is a great fit school for Kahani’s interests in leadership, global affairs, and social justice. Having recent AES alumni share their college admissions and college life experiences inspires confidence and excitement in our high school students.
Ahaan Aggarwal, class of 2021, visited the AES campus to speak with the High School Thespians Honor Society (THS) about his experiences in the entertainment industry and college life at the University of Southern California. A former IB HL Theater student and THS President, Ahaan answered questions about his recent internships in Los Angeles at Apple, HBO Max, and his upcoming internship at NBC Universal.
Ellen White, class of 2022, recently returned to AES to speak with students in grade 11 about her experience as a student at Northeastern University in Boston. In particular, she spoke about the value of experiential learning, the co-op program at Northeastern, and her experience with student life.
Alumni from all parts of the world joined us for a wonderful performance by the High School Strings students.
Alumni came together to celebrate Holi virtually. From ‘65 to ‘23, our alumni came together to celebrate the colorful memories and learn about Holi. The stories, the laughter, the joy – it was truly a vibrant reunion to remember!
The Alumni Office hosted our very first ‘back to campus’ reunion. Alumni enjoyed their favorite meal at Tiger’s Den and reminisced by looking through the yearbooks and visiting our history walk.
Alumni Induction April 12, 2024—During the induction ceremony, the students heard from our leadership and two alumnae about the value of being an AES alum. They also wrote letters to their future selves and received official alumni IDs along with personalized gifts. It was a memorable celebration of their journeys.
Alumni events across the Globe—AES hosted alumni gatherings in New York, Vancouver, Chicago, Phoenix, Seattle, Seoul, Boston, Toronto, and Portland.
Total of 1083 online registrations including alumni from the 1950s to 2024 by August 2024.
Number of Alumni visits 2023–2024: 84
The alumni network grew by 379 alumni registered by August 2024 including the class of 2024.
Eleven Alumni Spotlight stories.
Three alumni visited AES and hosted talks for our high school students:
k (3)
PreK(4) - Grade 12
*Balance of Registration Fees due in subsequent year
Pre- K (Full Day)
5
Tuition, Application, EAL & ESP Fees: 85%
Bus Fees: 3%
Food Service Receipts: 3%
Capital Revenue: 9%
Salaries & Benefits: 69%
Instruction & Instructional Support : 10%
School Services: 9%
Administration: 4%
Capital Expenses: 8%
