I. Community Planning Team Members – 2022-2023
Joelle Basnight Deputy Head of School
Jodie Sovak Director of Enrollment and Community Relations
Jaya Tambay-Patwardhan Alumni Parent
Ravishankar Pillai Board Member
Sunitha Kumaran Board Member
Greg Clinton Director of Technology and R&D
Gautami Ramachandhran Advancement Director
Ryan McFarland Athletics and Activities/Student Life Director
Mary Kelly Bello MSA Internal Coordinator/Curriculum Director
Vijay Saravanan All School Staff
Walter Basnight All School Faculty
Amudhanvel Dhinagaravel High School Parent
Lisa Daniels High School Parent
Priya Bhatkal High School Parent
Gayathri Jayaraman Middle School Parent
Josh Massey Elementary School Parent
Lynn Schneider Elementary School Principal
Bindu Krishnamurthy Elementary School Faculty
Morgen Wettergren Elementary School Faculty
Vigna C. Early Years Teacher
Jennifer Bertram Middle School Principal
Gregg Phillips Middle School Faculty
Gemma Adderley Middle School Faculty
Mike Malone High School Principal
Kala Ganeshan High School Faculty
Nicole Merletti High School Faculty
Manoharan Krishnan High School Faculty
Melchi Michael Student - Sophomore
Rahil Uwe Maher-Mabie Student - Sophomore
Chanak Gautam Student - Junior
Neil Raman Student - Junior
Arsh Khanna Student - Senior
Sajiv Yeduguri Sandhinti Student - Senior
Facilitation Leader: Greg Clinton, Internal Coordinator
Administrative Support: Sherene Williams and Vijayalakshmi Shanmugam
II. Our Commitments: Mission, Values, Vision, Internationalism, Strategies, and Strategic Delimiters
The ideas, initiatives, and work described in this plan will support and facilitate the realization of our commitments. We have a commitment to our: Mission, Values, Vision, Statement on Internationalism, Strategies, and Strategic Delimiters.
Our Mission
Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.
Our Core Values Respect | Responsibility | Excellence | Integrity | Diversity
We believe that…
1. Each person has equal intrinsic value, worthy of dignity and respect.
2. We are responsible for our choices and their effect on ourselves, others and the environment.
3. Being open to new ideas and challenging experiences enriches our lives.
4. Mutual respect, trust and caring foster healthy interpersonal relationships.
5. Embracing our diversity makes us a stronger community.
6. In an interconnected world, our positive contributions to the community and the environment are essential.
7. Individuals thrive in a nurturing environment that provides for their physical and emotional safety.
Our Vision for the AISC Learner
At AISC, successful learners are…
Leaders
We show courage by taking action and inspiring others to serve and contribute positively to our interconnected world. Leaders develop a vision, plan appropriately, and work collaboratively to achieve results.
Collaborators
We develop a deeper understanding by listening carefully to others’ perspectives and confidently articulating personal viewpoints in the pursuit of common goals
Innovators
We approach uncertainty with confidence, designing novel solutions in the face of challenges or change. Innovators are creative, resourceful, open-minded and resilient, seeking new perspectives through inquiry, trial, error and feedback.
Explorers
We investigate new interests with curiosity, inquiring with purpose, and seeking deeper understanding and fulfillment through independent pursuits.
Thinkers
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical, data-informed decisions.
Ethical
We show responsibility for our choices and consider their effects on ourselves, others, and the environment. We act on our principles and ideals because we value the dignity of others.
Versatile
We adapt to changing circumstances, balancing our commitments and showing courage as we take on new challenges. We seek new opportunities for learning, growth, and renewal.
Empathetic
We appreciate our own cultures and personal histories while respecting the values and traditions of others, believing each person has equal intrinsic value We are sensitive to the needs of others and show compassion by making positive contributions to our local and global communities and the environment.
Resilient
We demonstrate ongoing commitment to our endeavors by learning from our successes and failures in the positive pursuit of our objectives, goals, aspirations, and dreams. We practice patience and persistence in all situations, especially when they are challenging or uncomfortable.
Reflective
We pause to think about our goals, learning, and growth in order to develop and sustain our creativity and lifelong learning. We review and examine our own ideas and experiences in relation to the world and consider our interdependence and impact on others.
Internationalism at AISC
At AISC, we define internationalism as:
● Possessing a strong sense of one’s own cultural identity;
● Respecting and valuing the differences of others;
● Learning about local, national, and global issues;
● Showing empathy for others and care for the world around us.
Therefore, as an international school, we are committed to:
● Incorporating other perspectives;
● Seeking common learning experiences with all peoples;
● Finding enriching connections between cultures;
● Using exposure to language, history, and the arts to access diverse cultures;
● Working well with all;
● Contributing through service;
● Reflecting about our thoughts and actions.
Strategies
Learning
We will align expected outcomes, assessment, teaching, learning, and reflection on practice in order to support our Mission.
Talent
The school will hire, develop and retain staff members who embody the school's Mission and Core Values.
Community
We will actively communicate, support, and contribute to our Core Values and Mission so that our community lives the shared vision.
Resources
We will strategically use all possible resources* to create a learning community aligned with our Core Values and Mission. (*money, infrastructure, technology, corporate partners, consulate partners, connection to local communities, [film, music, theatre, auroville] staff, parent expertise and time of students.)
Strategic Delimiters
We will not...
● Engage in new programs or practices without allocating the time, money and resources necessary for success.
● Implement any new programs or practices that do not support our mission, vision or values.
III. From Strategic Plan to Futures Plan – The Story
Walt Disney, the now famous visionary of the Disney Empire and every bit the creative and courageous dreamer that is the hallmark of so many Disney lead characters, once said, “If you can dream it, you can do it.” At AISC, we have a Mission that dares us to inspire a love of learning in all students and empower them with the courage, confidence, creativity, and compassion to make their unique contributions in a diverse and dynamic world.
Our Mission is our dream, and the question that we would have for Disney is: How do we do it?
The simple answer to our own question would be planning and action. This Futures Plan was drafted during the fifth and last year of AISC’s first Strategic Plan in 2018. Before indulging clarity on how this plan has come together, let’s consider where we have been.
Our five-year Strategic Plan was a shared vision of a transformed future for the American International School Chennai. It was created in 2012-2013 by community members working together to understand and describe, not only what we want for our community over the next five years, but also what is possible for us to achieve by 2018.
More than seventy community members participated on teams, which focused on separate aspects of the planning process. At the beginning of the process in September 2012, the Planning Team dreamed for us by developing the Mission, Core Values, Student Learning Objectives, and Strategies. The work of five teams and hours of research and discussion over more than six months produced our five-year Strategic Plan of twenty-three End Results (or Goals). These Results derived from extensive research about best practices in various areas and processes in schools and about the current reality at AISC. Written to take the school to the next level of success as an excellent international school, they aligned the aspirations of our Mission with our school improvement priorities. Because we dreamt it, we believed we could do it.
Since 2013, in a dynamic pursuit of our dream, we have embedded twenty-three End Results across all four Strategy areas and added an additional ten End Results to the original plan. In so doing, we have transformed AISC into a mission-driven learning organization with a culture of innovation. For schools, innovation is the process of adapting new or used practices, processes, systems, or structures to drive the school toward the Mission. A culture of innovation is one in which good ideas and adaptations are skillfully, safely, and thoughtfully engaged at all levels.
So why does a culture of innovation matter, how have we gotten to this point, and what are the challenges in evolving our culture of innovation?
Our Mission is twenty-eight words long. Our promise to inspire a love of learning requires all educators to be learners first. We know, and too often forget, that to be a learner, you have to be a risk-taker. Learning is about engaging the new and unimaginable, trial and error, practice, and resilience. To learn, one must innovate. We also promise to prepare our students to be capable of making unique contributions in a diverse and dynamic world. At AISC, we believe the world is diverse and dynamic. To learn and contribute in diversity and dynamism, one must be innovative. Our Mission calls for a culture of innovation. Without it, we cannot live it, and as educators, we cannot walk the talk of those twenty-eight words unless we are intentionally and openly innovative.
So, how did we get here? Simply put, we have allowed the implementation of End Results from our first Strategic Plan to create the right conditions to nurture a culture of innovation. Within the strategic realm of learning, for example, we focused on four domains of innovation: inclusion, inquiry, service, and technologies. Our work in these four domains has been felt throughout the school. To name a few examples: the transformation of our EAL program; the engagement of inquiry and design frameworks; service learning prototypes in every section; and the evolution of our BYOT Program (from nothing at the start of the 2013-2014 school year) to provide anytime, anywhere access to digital information and learning. Collectively, this has been good work, it has been messy work, and still more learning opportunities lie ahead for us.
As a school community, we must be intentional about the content of school innovation – the what of change, if you will. We have been effective at End Result implementation because we have engaged faculty, students, staff, and parents as co-innovators. For learning inspiration to trickle and spread through the ecosystem as our Mission demands, we must embrace the potential of every innovator among us.
Our Board of Directors has been committed to the strategic direction endemic in our Mission from its inception. The priorities and “big rocks” of our Board committees align to lead and support the necessary work of the school. Our Finance Committee focuses on financial planning and ensuring resources are appropriately directed. Our Governance Committee renovates our Board Policy Manual to align with our Mission orientation. Our Futures Committee is central to strategic planning oversight. And, our Academic Committee vets the teaching and learning priorities at the school to assure Mission alignment.
Members of the school’s Leadership Team take responsibility for various End Results each year. Goals are aligned with the annual Strategic Plan implementation priorities. They build their school improvement teams based on those priorities and others that arise from generative work in their sections.
Our challenges going forward into this Futures Plan are:
1. How will we stay relevant to our Mission?
2. How will we continue to evolve our systems and structures to continue to improve and be innovative?
3. How will we stay organized to make sure that student and faculty success and wellbeing remain our highest priority at AISC?
Lewis Carroll (1832-1898), the author of Alice in Wonderland, a story about a young girl lost in a fantasy Wonderland, said, “If you don't know where you are going, any road will get you there.” Our Commitments are compass points on the horizon without which we would drift aimlessly into the future. Innovative thinking, planning, and the collective will to implement will assure that we put our children and students on the right roads to make their unique contributions in a diverse and dynamic world.
IV. Why Futures Planning?
Simply put, our Futures Plan improves our organizational capacity to be innovative and adaptive, while remaining transparent and coherent.
The implementation of AISC’s first Strategic Plan (2013-2018) has been a transformative school improvement process We have learned that clarity on our Commitments Mission, Values, and Vision -- is essential and that Strategies and Goals aligned to our Commitments lead to desired results by all stakeholders We also learned that we have to be adaptable and that Goals and Action Plans written in the present are not necessarily relevant in the future. Our five-year model of strategic planning required consistent revising and changing within a relatively rigid structure of implementation.
The Futures Plan and the planning process that is central to its annual revision are designed to assure continued alignment between AISC’s Commitments and our Strategies and Goals. It is also designed to assure adaptability with annual goal-setting and revision aligned to three-year vision statements that we call Strategic Pathways. Further, the Futures Plan will be revised annually to assure that the school’s leadership and Community Planning Team consistently hold to a three-year plan for current and future initiatives.
V. What is Futures Planning?
The Futures Planning model is mission-driven, allows for community stakeholder input and participation, and is defined by an annual three-year commitment to school improvement goals that account for short-term needs and longer-term visions for the future. By calling our plan a Futures Plan, we embrace views looking forward to consider the relevance of our current and future work, and we acknowledge that AISC’s improvement pathway will be composed of multiple futures that are perhaps not yet apparent to us. Is a Futures Plan strategic? Yes. Is a Futures Plan responsive to tactical shifts across Strategies? Yes.
The Futures Plan provides vision for the future that is flexible enough so that the school can be responsive and proactive to a changing reality. As a deliverable, our Futures Plan entails a three-year commitment to Strategic Pathways, annual commitments to goals associated with each Pathway, and a rolling review and projection process whereby each year the school re-commits to good work ongoing and adapts and/or develops goals for the third year of the plan. Central to the planning process is broad-based stakeholder involvement.
Our first plan was written beginning in the year 2018. Each year, we determine if new goals need to be added, and if so they are drafted and vetted by leadership and the Community Planning Team. Each year, the plan will grow and build on itself through this process.
VI. What’s the Conceptual Structure of the Futures Plan?
A. Mission. Long-term aspirational imperative of the organization and should be reviewed every 5-10 years and changed only with caution and intentionality.
B. Core Values and Beliefs. Long-term commitments regarding how we will act on our Mission.
C. Vision for the Learner. Long-term framework for what it looks like when our students are living the Mission.
D. Strategies. The long-term strategic areas within which we organize our Pathways and Goals.
E. Strategic Pathways. The mid-term sub-strategies within which we organize Goals. A Pathway is nested within a Strategy area and is inclusive of an array of Goals that can only be accomplished over 3 or more years. These are three-year vision statements.
F. Goals. Near-term objectives that take one year or less to complete.
G. Action Plans. The plans to implement annual Goals.
VII. Who does Futures Planning?
The Futures Planning process includes stakeholders from across the community. The stakeholders most central to this process are:
1. The Board of Directors are stewards of the plan. The Board approves the Mission, Values, and Strategies of the Plan. The Academic and Futures Committees oversee the process and implementation. Board members are encouraged to participate on the Community Planning Team.
2. The Community Planning Team – composed of representatives from all community stakeholder groups – oversees the implementation of the plan. The Planning Team, by consensus, will approve adoption and completion of annual goals only.
3 The Senior Leadership Team is responsible for determining Strategic Pathways, goal-setting, and implementing the Goals of the Plan. The Senior Leadership Team agrees on Action Plans. Clear deliverables and metrics will be built into the plans
4. The Leadership Team serve as thought-partners and co-implementers to the Senior Leadership Team.
5. Other existing teams within the school teams and counsels within the School engage with members of the Leadership teams to support the development and implementation of clear Goals and Action Plans.
VIII. How did we develop our first Futures Plan?
The start of Futures Plan began with the conceptualization of the process, strategic planning
2.0, if you will. We had to ask ourselves: Following the completion of our Strategic Plan, what kind of plan and planning process will meet our needs? Hopefully, the stories and descriptions above have clarified this thinking.
The Strategic Pathways, Goals, and Action Plans contained in this are the result of countless conversations, generative dialogues, meetings, and focused thought. All stakeholder groups have been given the opportunity to provide insight, feedback, and perspective on the future direction of the school.
We began the process in August 2017 by communicating the work ahead to the entire community. We then launched the Futures Blog, which is at once a repository for generative work and a platform for feedback and input. The entire community had an open invitation to participate with questions, thoughts, or ideas at any point in the process.
In September 2017, the leadership of the school and a Board committee engaged a “Back to the Future Retreat” during which we identified some of the big rocks that we know need to be included in the Futures Plan. At an All Faculty Meeting, our faculty responded to two questions:
1. What are you doing in your class now that you know you must keep doing so that students are inspired, empowered, and prepared to contribute? 2. What do we need to be doing that
we aren’t doing so that we can collectively better inspire, empower, and prepare students to contribute today and in their futures?
Regarding question one, more than 60% of responses landed in one of three thematic buckets: a. engaging 21st century skills to keep learning relevant; b. modelling the learning process, and our Mission, Values, and Vision, and c. creating opportunities for students to direct/personalize their own learning. More than half of that 60% landed in the 21st century skills bucket.
Regarding question two, more than 78% of responses landed in one of six thematic buckets: a. create ways to integrate the content areas, b creating opportunities for students to direct/personalize their own learning, c. engage 21st century skills to keep learning relevant, d. use and structure time differently, e modelling the learning process, and our Mission, Values and Vision, and f. develop service learning experiences.
In October 2017, the Leadership Team spent time with TALL and the Coaching Collaborative to deepen our thinking about emergent pathways and goals articulated by the ongoing work on our Strategic Plan and the inputs from faculty, leadership, and the Board.
In November 2017, we hosted an Inspiration Conversation for the entire community at which we indulged generative thinking about the future of school and provided feedback on emergent Strategic Pathways. The Leadership Team began fleshing out Goals and draft Action Plans to test the clarity and viability of our Strategic Pathways.
On December 2 and 4, 2017, we engaged in two days of thinking with KnowledgeWorks consultant, Katherine Prince. We invited the entire community to a day-long conversation about the implications for schools of forecasted trends in social, technological, economic, environmental, and political arenas.
We came away from this experience with the following three crucial understandings:
1. Our Mission and Vision for the AISC Learner are built for the future of teaching and learning at AISC.
2. A crucial next step for us as a school will be to define the competencies (these will resonate as 21st century skills) that we expect of ourselves and our students to assure student success within the framework of our Mission and Vision for the AISC Learner.
3. Our Strategic Pathways for Learning will appropriately drive us to continue to stay relevant as a learning organization.
In December 2017, we clarified and finalized the ten Strategic Pathways, and since then, the Leadership Team has been focused on drafting Goals and Action Plans consistent with the following commitments:
a. All Goals are SMART (Specific, Measurable, Attainable, Relevant, Timely). We will not approve Goals that are not SMART.
b. Goals represent the most important work we will do in the sections and in the school.
c. Any Goal we approve is a goal we expect to do.
d. Action Plans are drafted annually by leadership.
e. We will not approve any unfunded or unstaffed “mandates.”
IX. How we continue to develop our Futures Plan?
The annual futures planning process includes the following phases and checkpoints:
➢ August-May. The Leadership Team implements approved Goals and begins to develop new year-three Goals, with inputs from Board of Directors and all stakeholders.
➢ Community Futures Summit. The implications of future forecasts are considered and prioritized. We consider Goals that we may or may not do beyond the three-year scope of the Futures Plan. This event occurs in the first semester.
➢ Community Planning Team Work Session. The Community Planning Team previews emergent Goals. This event occurs in early part of the second semester.
➢ Community Planning Team Retreat. The Community Planning Team approves following year’s Goals and embed completed Goals. This event occurs in later part of the second semester.
X. Strategies and Strategic Pathways
Below you will find our Strategies and Strategic Pathways for the Futures Plan.
Strategy: Learning
We will align expected outcomes, assessment, teaching, learning and reflection on practice in order to support our Mission.
LP1
Pathway: Learning & Experiential Opportunities (Sectional)
AISC develops programs for students to deepen their capacity to contribute with courage, confidence, creativity, and compassion to a diverse and dynamic world.
Pathway: Learning & Innovation in the System (Sectional)
LP2
AISC implements innovative learning experiences incorporating the inquiry framework and transdisciplinary skills, and alternative schedules to engage the vision of the AISC learner.
Pathway: Learning & Vision for the Learner (Sectional)
LP3
AISC integrates the Vision for the Learner as a means to achieve the Mission.
Pathway: Learning & Inquiry in the Curriculum (All School)
This pathway was retired at the end of the 2020-2021 school year
LP4
AISC integrates the inquiry framework and project-based learning into the curriculum development process
Pathway: Learning & Wellbeing (All School)
LP5
AISC creates an integrated student wellbeing program that promotes and fosters healthy habits, self-awareness, self-management and positive relationships.
Pathway: Learning & Inclusion in the System (All School)
LP6
LP7
AISC develops and implements inclusive policies and programs for all students with diverse and identified needs to fulfill their learning potential.
Pathway: Learning & Research and Development (All School)
AISC continues to learn from, enhance, and develop its capacity as a virtual community while assuring that our on-campus in-person learning model remains a priority.
Pathway: Learning & Diversity and Equity (All School)
LP8
AISC practices equity and international mindedness with intention to develop systemic and dynamic models of diversity and inclusion to develop self-awareness and a sense of belonging.
Strategy: Resources
We will strategically use all possible resources* to create a learning community aligned with our Core Values and Mission. (*money, infrastructure, technology, corporate partners, consulate partners, connection to local communities, [film, music, theatre, auroville] staff, parent expertise and time of students.)
Pathway: Resources & Data (All School)
RP1
Develop and evolve systems and processes to facilitate the convergence of data collection and use, assuring that stakeholders have access to beneficial data to make informed decisions.
Pathway: Resources & Building Spaces (All School)
This pathway was retired at the end of the 2020-2021 school year
RP2
AISC implements the Building Spaces 2020 Plan approved by the Board of Directors in November 2016.
Strategy: Talent
The school will hire, develop and retain staff members who embody the school Mission and Core Values.
Pathway: Talent & Professional Growth (All School)
TP1
AISC develops a professional growth, wellbeing, and evaluation framework that is aligned to best practices and to the vision for an AISC learner, incorporates faculty learning and development.
Pathway: Talent & Intercultural Competence (All School)
TP2
AISC promotes and develops the intercultural competence of all employees to further the mission by communicating and working effectively with people from different cultural backgrounds.
Strategy: Community
We will actively communicate, support, and contribute to our Core Values and Mission so that our community lives the shared vision.
Pathway: Community & Advancement (All School)
This pathway was retired at the end of the 2020-2021 school year
CP1
AISC enhances its reputation locally and globally and expands engagement and support across all stakeholder groups.
Pathway: Community & Environmental Sustainability (All School)
CP2
AISC enlists the participation of all stakeholder groups to incorporate environmentally sustainable policies, practices, and programming in alignment with our mission and core values.
XI. Goals and Action Plans
Strategy: Learning
We will align expected outcomes, assessment, teaching, learning and reflection on practice in order to support our Mission.
Strategic Pathway: Learning & Experiential Opportunities
AISC develops programs for students to deepen their capacity to contribute with courage, confidence, creativity, and compassion to a diverse and dynamic world. Person(s) Responsible: Each Principal High School
LP1
Goals
LP1-HS 2022-2023
Implement and evaluate Career Conversation and CareerX curricula and portfolio system; Design and prototype Personalized Learning CareerX (PLCX) course 2023-2024: Goal concluded
2022-2023
Picture(s) of Success
Tasks/Steps
● Publish CareerX handbook, with embedded standards-based skills
Publish updated Career X handbook
● Implement skills planning, reflection in Career Conversations and CareerX experiences
Timelines
Person(s) Responsible
HS Principal
September 1 publish handbook
Fall 2022-23 Career Conversations and Career X
September 15, 2022 construct in-house platform
CareerX/Advance ment team
PL Coordinator
Prototype of CareerX tracker and portfolio
● Prototype a CareerX Portfolio system to house student skills planning, growth and reflection, and mentor/partner feedback
October 2022 prototype
December 2022 revise
March 2023
finalize
HS Principal PL Coordinator
CareerX/Advance ment Team
IT/R&D Director
Career X course standards finalized
prototype use in a PL course
● Finalize viable CareerX menu of standards
● Develop and prototype CareerX Personalized Learning course with guaranteed and viable standards, career content, assessments, feedback systems
Prepare in Fall of 2022 to prototype first course in Spring 2023
HS Principal PL Coordinator
CareerX/Advance ment Team
Middle School
Goals
LP1-MS 2022-2023 Goal concluded.
Elementary School
Goals
LP1-ES 2022-2023 Goal concluded.
Strategic Pathway: Learning & Innovation in the System
LP2
AISC implements innovative learning experiences incorporating the inquiry framework and transdisciplinary skills, and alternative schedules to engage the vision of the AISC learner.
Person(s) Responsible: Each Principal High School
Goals
LP2-HS 2022-2023
Refine transdisciplinary experiences for grade 9, including mentors from grade 10.
2023-2024: Embed grade 9 transdisciplinary experiences, plan for next steps with grade 10. 2024-2025: Goal concluded
2022-2023 Picture(s) of Success
Plan Transdisciplinary Days 2.0
Establish roles for 10th grade student mentors and disciplinary specialists in TD 2.0
Tasks/Steps
● Use learnings from TD 1 0 to extend the TD experience over several days or weeks
● Include 10th graders in the planning of TD 2 0, including the roles they might play
● Identify roles of discipline teachers and create disciplinary competencies in TD.
Person(s)
Timelines
Plan created by October 31; implemented Spring of 2023
By October 31; Spring of 2023 implement
Responsible
HSP and TD 2022-23 team
HSP and TD 2022-23 team
Identify implementation and application avenues
● Investigate and establish pathways for TD projects to be GOA Catalyst Conference participants, AISC Earth Week presentations, and/or presented to school leadership/committees
● Compare and align rubrics
Identify and increase areas of alignment with STEAM and Vision Project.
● Compare and align competencies
● Compare and align feedback/grading expectations and practices
By October 31 create; Spring of 2023 implement
HSP and TD 2022-23 team
February 2023
HSP, SAP and ESP
Middle School
Goals
LP2-MS 2022-2023
Refine STEAM program rubric and modify to reflect new scope & structure.
2023-2024: Goal concluded
2022-2023 Picture(s) of Success
Formation of STEAM Team
STEAM program rubric developed
Tasks/Steps
● Roles documentation updated to reflect new roles based on past roles
● Leadership structure clarified and articulated
● Revise past rubric to reflect new scope
Person(s)
Timelines
August 2022
Responsible
MS Principal
Secondary Assistant Principal
STEAM program Rubric socialization
Steam program update and rubric shared with students and parents
● Share at all Faculty Meeting
● Host STEAM coffee
● Share update at assembly
● Include relevant information in principals notes
● Identify & gather grade level exemplars
November 2022
Secondary Assistant Principal
STEAM Team
November 2022
January/
February 2023
Utilize STEAM Rubric
● Calibrate use of rubric with student data
● Faculty comments on rubric
Evaluate STEAM rubric
● Gather data during STEAM week from students
● Analyze use of STEAM rubric
April 2023
Secondary Assistant Principal
STEAM Team
Secondary Assistant Principal
STEAM Team
Secondary Assistant Principal
STEAM Team
Secondary
Elementary School
Goals
LP2-ES 2022-2023: Goal Concluded
Elementary School (Early Years)
Goals
LP2-EY 2022-2023
Comprehensive portfolio (digital and print) documenting children’s development and learning to showcase in the spring of 2024.
2023-2024: End of year EY exhibit documenting children’s development and learning showcasing best practice in the multi-age Early Years program.
2024-2025: Goal concluded
2022-2023
Picture(s) of Success
Collection of documentation of children’s development and learning
Analysis and revision of documentation of children’s development and learning
Comprehensive portfolio of children’s development and learning
Tasks/Steps Timelines Person(s) Responsible
● Review documentation at weekly team meetings
● Meet as a team to analyze and revise documentation
● Identify pieces of documentation or learning not yet documented to add to the portfolio
● Meet weekly with EY team to review documentation of play and projects
By
May 2023
Strategic Pathway: Learning & Vision for the Learner
AISC integrates the Vision for the Learner as a means to achieve the Mission. Person(s) Responsible: Head of School
Goals
LP3
2022-2023
Confirm EY-12 Competencies and consider possible implementation approaches
2023-2024: Develop curricular and co-curricular materials, structures and systems required for chosen implementation options. Socialize competencies to the community.
2024-2025: Implement competencies in relevant curricular and co-curricular programs.
2022-2023
Picture(s) of Success
A steering team is formed
Tasks/Steps Timelines
● Call for team members which include teachers/counselors from each section
Person(s) Responsible
17 Draft Futures Plan 2022-2023
Learning is completed
● Determine with the team which GOA courses will best support the learning of the group as a means to raise understanding about competency based education.
● Complete self-paced courses
● Meet regularly to reflect on learning
Final draft of competencies authored
Possible implementation steps identified
Pace and scope determined
Idea(s) socialized to faculty
Next steps outlined
LP5
Goals
LP5 2022-2023
● Team reviews, considers and refines (as needed) current draft competencies
● Review, consider and update possible implementation options
● Given the possible implementation options, consider the scope of the work and the timeline of implementation.
● Use sectional or all-faculty meeting to socialize competencies and possible next steps
● Determine steps required for 23/24 goal.
Strategic Pathway: Learning & Wellbeing
September–November HOS
December–January HOS
February HOS
March HOS
April HOS
May HOS
AISC creates an integrated student wellbeing program that promotes and fosters healthy habits, self-awareness, self-management and positive relationships. Person(s) Responsible: ES Principal
With the Student Wellbeing Report as a guide, highlight and enhance specific events, and curricular connections to nurture community wellbeing.
2023-2024: The Wellbeing Framework will be incorporated into emergent teaching practices, as well as scheduled and unscheduled wellbeing opportunities, for all members of the AISC community.
2024-2025: Goal concluded.
2022-2023
Picture(s) of Success
Establish 2022-2023
Council group
Execute Wellweek with an all-school wellbeing day (Nov 2022)
Tasks/Steps
● Establish leadership and membership, group agreements, and priorities for the year.
● Reflect on well week SY 2021-22 to guide planning for Wellweek
SY 2022-23
● Plan divisional appropriate Wellweek events
Timelines
Person(s) Responsible
August ESP and Wellbeing Council
ESP and Wellbeing Council
Document where we are meeting student needs with wellbeing and where we are not meeting student needs
● Analyze the Student Wellbeing Report from SY2021-22 to see if we are meeting student needs for wellbeing in all four domains
● Use new Challenge Success data(MS/HS) to identify any additional student needs
● Determine any needs for student wellbeing not being taught
December 2022
ESP and Wellbeing Council
Plan for regular use of Wellbeing app
● Identify how/when teachers are using the app with students
● Provide opportunities for faculty and student feedback on self-assessment tool
● Identify next steps/improvements based on feedback
Identify all school and divisional wellbeing cornerstone events.
● Create list of cornerstone events in each division and throughout the year that address wellbeing
● Determine what is sacred with each event
● Identify changes and enhancements to events
May 2023
ESP and Wellbeing Council
May 2023
Strategic Pathway: Learning & Inclusion in the System
ESP and Wellbeing Council
LP6
Goals
LP6
2022-2023
AISC develops and implements inclusive policies and programs for all students with diverse and identified needs to fulfill their learning potential. Person(s) Responsible: High School Principal with Student Support Services Director
Increase capacity of LSS and general education faculty to deliver targeted interventions/supports to meet students’ individual needs.
2023-2024: Calibrate, articulate and document, vertically and horizontally, the school’s multi-tiered systems of support.
2024-2025: Perform audit for evaluation of services to determine embedded status and next steps.
2022-2023
Picture(s) of Success
Socialize referral process and pathways
Tasks/Steps
● Present updated process and pathways to faculty by section
● Outline interventions for teachers and LSS personnel
Completed needs assessment
OTL faculty prepared to support initiative
● Complete a needs assessment survey to determine intervention training needs for LSS and gen ed teachers
● SSSD hosts meetings to train OTL faculty in how to support/coach interventions
Timelines
Person(s) Responsible
August HSP & SSSD
September HSP & SSSD
September HSP & SSSD
Targeted training with LSS personnel completed
● From needs assessment, training plan created LSS teachers
● Survey to measure growth
● From needs assessment, training plan for gen ed teachers created
Targeted training with general education teachers completed
● Support/training menu created collaboratively with OTL and LSS department
● Menu offered to teachers
● Data of participation tracked
● Survey to measure growth
Teacher awareness of interventions is high
● Data collection and analysis
● Report shared with leadership
October-March HSP & SSSD
October-March HSP & SSSD
March-April HSP & SSSD
Strategic Pathway: Learning & Research and Development
AISC continues to learn from, enhance, and develop its capacity as a virtual community while assuring that our on-campus in-person learning model remains a priority. Person(s) Responsible: Director of Technologies and R&D Goals
LP7
LP7
2022-2023
Establish bi-annual R&D council project cycle, including community surveys, R&D model application, and published results on AISC website. Work with R&D council to finalize and publish the Technology Plan.
2023-2024: Identify regional and international R&D partner institutions to collaborate on knowledge acquisition and creative problem-solving through an annual R&D conference. Support implementation of the Technology Plan through data collection and evaluation.
2024- 2025: Goal concludes.
2022-2023
Picture(s) of Success
Published list of iLab projects and project owners on the Technology page of aischennai org
● Host a meeting of the new iLab participants for Fall 2023 in order to establish timelines and goals for each project.
● Design a publishing template for iLab project results that integrates with aischennai.org website.
Draft Technology Plan for R&D Council feedback
Final Technology Plan proposal for SLT approval
● Present draft Technology Plan 2023-2025 to R&D Council for feedback. Identify needs for further research, if any.
● Present final Technology Plan 2023-2025 to SLT
● Present Technology Plan to Board Futures Committee
August and
January DTRnD and R&D Council
September R&D Council
September DTRnD
October DTRnD and R&D Council
Publish iLab updates to aischennai.org at the end of the project cycle
LP8
Goals
LP8
2022-2023
● Release final project media via website January and May R&D Council
Strategic Pathway: Learning & Diversity and Equity
AISC practices equity and international mindedness with intention to develop systemic and dynamic models of diversity and inclusion to develop self-awareness and a sense of belonging.
Person(s) Responsible: Head of School
In partnership with parents and students, create and prototype a sustainable tool to support teachers in reviewing, planning and implementing their curriculum through the lens of diversity and equity.
2023-2024: In partnership with parents and students, learn and prototype culturally responsive teaching practices to support diversity and equity at AISC.
2024- 2025: In partnership with parents and students, create and prototype sustainable programs that equip community members to understand and practice diversity and equity at AISC.
2022-2023
Picture(s) of Success Tasks/Steps
● Form the 22/23 D&E Council
● Clarify goal for the year
Dossier of Research
● Research and study tools used by others
Drafted tool
Evaluation data from first prototype
List of implementation options
Refined tool
Evaluation data from second prototype
Plan for use - prototype
● Draft curriculum tool
● Prototype and evaluate tool
● Brainstorm implementation plans of tool (where/when)
● Present plans to Leadership for comment
● Further refine prototype based on feedback
● Prototype and evaluate refined tool
● Confirm use of tool in 23/24 and feedback required to evaluate both the tool and its use
Strategy: Resources
We will strategically use all possible resources to create a learning community aligned with our Core Values and Mission.
Strategic Pathway: Resources & Data
RP1
Goals
RP1 2022-2023
Develop and evolve systems and processes to facilitate the convergence of data collection and use, assuring that stakeholders have access to beneficial data to make informed decisions. Person(s) Responsible: Director of Technologies and Research and Development
AISC constructs and implements a common platform for data visualization and analysis that incorporates multiple assessment, testing, and feedback data streams.
2023-2024: Goal concluded.
2022-2023
Picture(s) of Success
List of data-driven organizational projects from across the school
Identify and engage with professional learning opportunities that support data visualization needs
Tasks/Steps
● Reconvene the faculty data working group to collect any updates on on-going data initiatives
● Using the survey, assessment, and testing calendar of events, schedule and prioritize data visualization projects
● Using a train-the-trainer model, upskill the faculty data working group in the use of data analysis and visualization tools
Timelines
Person(s) Responsible
August DTRnD
August
Faculty Data Working Group and DTRnD
Host monthly progress meetings
● Faculty working group meets monthly to update progress on scheduled visualization projects
visualization and data privacy
Strategy: Talent
● Decide what platform and mechanism will be used to disseminate key data visualizations
● Document how data privacy will be maintained
May
Faculty Data Working Group and DTRnD Implement platform and standards for data
May
Faculty Data Working Group and DTRnD
The school will hire, develop and retain staff members who embody the school Mission and Core Values.
TP1
Goals
TP1 2022-2023
Strategic Pathway: Talent & Professional Growth
AISC develops a professional growth, wellbeing, and evaluation framework that is aligned to best practices and to the vision for an AISC learner, incorporates faculty learning and development. Person(s) Responsible: MS Principal
Prototype the new Professional Growth handbook with all new teachers and additional volunteers.
2023-2024: Implement the new Professional Growth handbook with all educators.
2024-2025: Define key knowledge and skills required for all AISC educators that is accompanied by a flexible and robust comprehensive professional learning plan.
2025-2026: Goal concluded.
2022-2023
Picture(s) of Success
Refine/revisit submission sheet
Launch new prototype cycle
Mid-prototype check in
● Confirm submission sheet based on feedback from pilot
● Call for volunteers
● Brief volunteers and new faculty
● Launch system
● Debrief process and product with prototype group
● Discuss with principals and supervisors usability and manageability
Debrief prototype
Refine
Preview rollout
TP2
Goals
TP1
2022-2023
● Debrief process and prototype with group
● Make refinements to handbook
● Present rollout to faculty
August/
September HOS and Principals
September HOS and Principals
November MS Principal
April MS Principal
April/May HOS and Principals
May MS Principal
Strategic Pathway: Talent and Intercultural Competence
AISC promotes and develops the intercultural competence of all employees to further the mission by communicating and working effectively with people from different cultural backgrounds. Person(s) Responsible: Head of School
To define and socialize Intercultural Competence within the context of AISC while offering multiple entry points for all employees.
2023-2024: Create and prototype sustainable programs that equip all employees to understand and practice intercultural competence.
2024- 2025: Refine and embed programs that equip all employees to understand and practice intercultural competence.
2022-2023
Picture(s) of Success
Team formed
Working definition socialized
● Call for volunteers to form a team
● Research definitions of intercultural competence
● Draft definition
● Socialize for feedback and refinement
August HOS
September-
November HOS
List of entry points socialized and completed
Participation and perceptual data gathered
Outline of potential next steps completed
Strategy: Community
● Brainstorm entry points for faculty and staff at the individual, small group and large group levels
● Gather feedback from faculty and staff
● Gather participation data from touch points
● Circulate a perceptual survey to measure awareness and understanding of
● Consider, based on feedback, which entry points should become institutionalized and consider what additional programming might need to be added in the future.
October-April HOS
April - May HOS
We will actively communicate, support, and contribute to our Core Values and Mission so that our community lives the shared vision.
Strategic Pathway: Community & Environmental Responsibility
AISC enlists the participation of all stakeholder groups to incorporate environmentally sustainable responsible policies, practices, and programming in alignment with our mission and core values Person(s) Responsible: Director of Technologies and Research and Development Goals
CP2
CP2
Design and draft a platform that showcases AISC’s Environmental Responsibility Framework, relevant initiatives, and works in progress.
2022-2023
2023-2024: Demonstrate and share tangible student learning outcomes related to environmental education, embedded within our measures of student success. 2024-2025: TBD.
2022-2023
Picture(s) of Success
Tasks/Steps
Design for a community and environmental responsibility dashboard
● Convene the Environmental Responsibility Council to design a dashboard of live metrics and status updates related to the projects in the scope of Community and Environmental Sustainability
● Identify technical needs, including development or data resources
● Host a design sprint to craft the technical framework for the dashboard
Timelines
Person(s) Responsible
August
DTRnD, DStudent Life, Council
September DTRnD, DStudent Life, Council
Survey that identifies curriculum scope and sequence and units to identify curricular connections to environmental data
● Write a survey for faculty to collect curricular connections related to the main topics (e g water, energy, recycling, etc.)
● Deliver survey to faculty, analyze results, and use Toddle to tag and organize curricular connections
September Council
OctoberDecember Council
Draft dashboard
● Present a draft dashboard to the taskforce and Environment Council for feedback
February DStudent Life, Council
Menu of curricular connections
● Using Toddle data and survey results, illustrate a range of potential curricular connections the environmental data and dashboard might have, socialize to faculty, team leads, and instructional coaches
February Council
Published dashboard
● Integrate the dashboard into the aischennai.org website
XII. Where are we heading? The Beyond
May
As we created our first Futures Plan, we focused on the first 3 years, 2018-2021. This gave us a finite time in which we can create SMART Goals to achieve our Strategic Pathways Some big ideas live beyond 3 years and, so, we felt it important to capture such thinking in "The Beyond" as these larger concepts will affect future work at AISC.
Ideas that currently exist in our Beyond are:
● Refining and integrating trans-disciplinary competencies
● Championing diversity and equity at AISC
● Researching and developing innovative strategies and approaches
● Unpacking the seminal educational questions of our times through broad-based community conversations
There are many connections between the ideas in the Beyond and the current Strategic Pathways and Goals, but the Beyond captures that which is not possible in a three-year time period, but is still a vision for the future.
