AISC Futures Plan 2021-2022

Futures Plan 2021-2022

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Futures Plan 2021-2022

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Contents Topic

Title

Page

I

Community Planning Team Members

4

II

Our Commitments: Mission, Values, Vision, Internationalism, Strategies, and Strategic Delimiters

5

III

From Strategic Plan to Futures Plan – The Story

7

IV

Why Futures Planning?

8

V

What is Futures Planning?

8

VI

What’s the Conceptual Structure of the Futures Plan?

8

VII

Who does Futures Planning?

9

VIII

How did we develop our first Futures Plan?

9

IX

How we continue to develop our Futures Plan?

12

X

Strategies and Strategic Pathways

12

XI

Goals and Action Plans

14

XII

Where are we heading? The Beyond

27

Futures Plan 2021-2022

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I. Community Planning Team Members – 2021-2022 1

Andrew Hoover

Head of School

2

Joelle Basnight

Deputy Head of School

3

Deborah Allen

Admissions and Parent/Alumni Relations Director

4

Jaya Tambay-Patwardhan

Alumni Parent

5

Ravishankar Pillai

Board Member

6

Greg Clinton

Director of Technology and R&D

7

Gautami Ramachandhran

Advancement Director

8

Ryan McFarland

Athletics and Activities / Student Life Director

9

Mary Kelly Bello

MSA Internal Coordinator/Curriculum Coordinator

10

Vijay Saravanan

All School Staff

11

Walter Basnight

All School Faculty

12

Amudhanvel Dhinagaravel

Middle School Parent

13

Lisa Daniels

High School Parent

14

Gautam Bakthavatsalam

High School Parent

15

Sunitha Kumaran

High School Parent

16

Priya Bhatkal

High School Parent

17

Rajesh Gangadhar

Elementary and Middle School Parent

18

Lynn Schneider

Elementary School Principal

19

Bindu Krishnamurthy

Elementary School Faculty

20

Morgen Wettergren

Elementary School Faculty

21

Vigna C.

Early Years Teacher

22

Jennifer Bertram

Middle School Principal

23

Gregg Phillips

Middle School Faculty

24

Mike Simmons

Middle School Faculty

25

Gemma Adderley

Middle School Faculty

26

Mike Malone

High School Principal

27

Kala Ganeshan

High School Faculty

28

Nicole Merletti

High School Faculty

29

Manoharan Krishnan

High School Faculty

30

Melchi Michael

Student- Freshman

31

Chanak Gautam

Student - Sophomore

32

Arsh Khanna

Student - Junior

33

Lekhana Gogineni

Student - Senior

Facilitation Leader: Joelle Basnight, Internal Coordinator Administrative Support: Sherene Williams and Sonia David Futures Plan 2021-2022

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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.

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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 Mission and Core Values.

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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 Building 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?

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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.

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IV. Why Futures Planning?

Simply put, our Building 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 Building 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 Building 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 Building 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 Building 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 Building 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.

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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 Building 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 the Building 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 Building Futures Blog, which is at once a repository for generative work and a platform for feedback and input. This blog has been open 24/7 since its launch. The entire community has 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?

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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.”

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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

LP2

LP3 LP4

LP5

LP6

LP7

LP8

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.

Person(s) Responsible: Each Principal Pathway: Learning & Innovation in the System (Sectional) 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 Pathway: Learning & Vision for the Learner (Sectional) AISC integrates the Vision for the Learner as a means to achieve the Mission.

Person(s) Responsible: Each Principal Pathway: Learning & Inquiry in the Curriculum (All School) This pathway was retired at the end of the 2020-2021 school year AISC integrates the inquiry framework and project-based learning into the curriculum development process.

Pathway: Learning & Wellbeing (All School) AISC creates an integrated student wellbeing program that promotes and fosters healthy habits, self-awareness, self-management and positive relationships. Person(s) Responsible: Deputy Head of School Pathway: Learning & Inclusion in the System (All School) AISC develops and implements inclusive policies and programs for all students with diverse and identified needs to fulfill their learning potential. Person(s) Responsible: Deputy Head of School 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. Person(s) Responsible: Director of Technologies and R&D Pathway: Learning & Diversity and Equity (All School) 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: Deputy Head of School

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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.)

RP1

RP2

Pathway: Resources & Data (All School) 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 Pathway: Resources & Building Spaces (All School) This pathway was retired at the end of the 2020-2021 school year 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.

TP1

Pathway: Talent & Professional Growth (All School) 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: Deputy Head of School

Strategy: Community

We will actively communicate, support, and contribute to our Core Values and Mission so that our community lives the shared vision.

CP1

CP2

Pathway: Community & Advancement (All School) This pathway was retired at the end of the 2020-2021 school year AISC enhances its reputation locally and globally and expands engagement and support across all stakeholder groups.

Pathway: Community & Environmental Sustainability (All School) AISC enlists the participation of all stakeholder groups to incorporate environmentally sustainable policies, practices, and programming in alignment with our mission and core values. Person(s) Responsible: Head of School

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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.

LP1

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 Goals LP1-HS

2021-2022

Develop and refine Career Experiences supported by flexible, competencies-based curricula

2022-2023: Research and design and prototype Career X curricula and course 2023-2024: Prototype and evaluate Career X curricula and course. Develop and refine Career Experiences opportunities 2021-2022 Picture(s) of Success

Career Experiences Interest Identification

Tasks/Steps In Crew, use Maia Learning career interest inventory to collect data on student interests.

In Crew and grade-level seminars, develop career interest connections to possible career experiences.

With Advancement, confirm and expand career partnership opportunities based on student career interests. Establish 3 new connections.

Career Experiences Opportunities

Offer Career interest driven opportunities in existing structure: Discovery Day, Discover India and Career Conversations to explore career interests. Identify 3 existent areas and build/prototype curriculum.

Indentify or pilot curriculum in new Career interest opportunities: service learning and HS classes

Career Experiences Curriculum

Articulate and collate PL competencies, CAS competencies and PP design thinking aims to create a flexible CareerX inquiry curriculum: outcomes, learning and assessment progressions that fit day-long (Discovery Day/Crew), week (Career X), extended and semester experiential learning opportunities. Use Managebac to track.

Futures Plan 2021-2022

Timelines

Aug - Dec

Aug-March

Aug-March Target three existent S1 and two new S2

Person(s) Responsible

PL coordinator Counselors Advancement Principal

PL coordinator Advancement SEVAI coordinator Principal

Aug - Dec Aug - Nov offer curriculum in already existent Career opps.

Jan - April revise existent and pilot new offerings

PL coordinator Advancement Principal

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Target 3 existent and 2 new

Middle School Goals LP1-MS 2021-2022

Evaluate and refine Week Without Walls Program and SEVAI to enhance experiences.

2022-2023: Goal concluded.

2021-2022 Picture(s) of Success All grade level WWW trips aligned to VFL learning targets as evidenced in grade level trip handbooks.

Rubric to evaluate effectiveness of learning targets on WWW and SEVAI.

Tasks/Steps •

Align WWW programs in sixth and eighth grade to VfL learning targets

•

Create WWW & SEVAI program rubrics to assess effectiveness of learning experiences to meet learning targets.

Evaluate each program (WWW, SEVAI) using rubrics for each program.

•

•

Recommendations for future of each program

Create recommendations for implementation of each program in the following years.

Timelines

Person(s) Responsible

December 2021

MS Experiential Learning Project Developer

February 2022

MS Experiential Learning Project Developer MS Principal

April 2022

MS Experiential Learning Project Developer MS Principal

Elementary School Goals Produce visualizations of Elementary and Early Years profiles, including vision LP1-ES projects.

2021-2022 2022-2023: To be determined 2021-2022 Picture(s) of Success

Record Narration

Finish video Publish videos

Futures Plan 2021-2022

Tasks/Steps • • •

Record EY narration Record lower elementary school teacher narration Record upper elementary school student narration

Timelines

Person(s) Responsible

August - mid October (Assuming we are on campus)

Anushka/Lynn

•

Create/Record short clip of AISC during COVID

Aug - Octo

Anushka/Lynn

•

Publish videos on AISC webpage

By December 2021

Anushka/Gautami

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LP2

High School

Strategic Pathway: Learning & Innovation in the System 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

Goals Prototype and evaluate a transdisciplinary experience at grade 9 LP2-HS (coach/admin/committee led) 2021-2022 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.

2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

Prepare for transdisciplinary experience

•

Prepare for transdisciplinary experience

Prepare for transdisciplinary experience

Prepare for transdisciplinary experience

Reconvene committee

•

Reconvene committee

Reconvene committee

Reconvene committee

Refine document preparation

•

Refine document preparation

Refine document preparation

Refine document preparation

Inform faculty

•

Inform faculty

Inform faculty

Inform faculty

Middle School Goals LP2-MS 2021-2022

Evaluate STEAM as a program to make recommendations for refinement

2022-2023: Goal concluded.

2021-2022 Picture(s) of Success

Tasks/Steps •

Pressure-test existing STEAM program rubric

•

• Develop bank of exemplars for each STEAM learning target

Futures Plan 2021-2022

•

Use 2021 STEAM projects to assess the program effectiveness in meeting learning targets using rubric Gather qualitative and quantitative data to draw conclusions to inform grade level STEAM unit implementation and instruction for 2022.

Identify exemplars for each learning target from the qualitative data.

Link exemplars to existing STEAM documents (STEAM rubric, program guide, PBL

Timelines

Person(s) Responsible

MS Principal October 2021

MS STEAM Committee

MS Principal March 2022

MS STEAM Committee

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units) to guide planning and instruction.

• Implement process for program assessment and reflection to identify actionable next steps to inform instruction.

•

Identify and operationalize protocol to be used at the team level to analyse data from the rubrics after assessing 2022 projects.

Develop specific steps for each grade level, if needed, to refine instruction for STEAM PBL units and final student presentations for the following year.

MS Principal April 2022

MS STEAM Committee

Elementary School Goals Vision inspiration projects implemented: reflection to include review and LP2-ES recommendations for following years.

2021-2022: 2022-2023: To be determined 2021-2022 Picture(s) of Success

Tasks/Steps • •

Second year first week (fall) of vision projects implemented

• •

• • Second week (spring) of vision projects implemented

• •

•

Determine new Vision Project Leaders Draft vision inspiration projects keeping in mind the current health and safety protocols Create week schedule, planner and resources Budget resources, coordinate logistics Reflect on project week Draft vision inspiration projects keeping in mind the current health and safety protocols Create week schedule, planner and resources Budget resources, coordinate logistics Reflect on project week

Timelines

By Fall Break 2021

By March 2022

Person(s) Responsible

ES leadership, Mary Kelly, Project team leaders & Grade 3-5 faculty

ES leadership, Mary Kelly, Project team leaders & Grade 3-5 faculty

Elementary School (Early Years) Goals Comprehensive portfolio (digital and print) documenting children’s LP2-EY development and learning to showcase in the spring of 2023.

2021-2022 2022-2023: End of year EY exhibit documenting children’s development and learning showcasing best practice in the multi-age Early Years program.

Futures Plan 2021-2022

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2021-2022 Picture(s) of Success Collection of documentation of children’s development and learning

Analysis and revision of documentation of children’s development and learning

Tasks/Steps

Timelines

Person(s) Responsible

•

Review documentation at weekly team meetings

By May 2022

Dave & EY Team

•

Meet as a team to analyse and revise documentation Identify pieces of documentation or learning not yet documented to add to the portfolio

By May 2022

Dave & EY Team

By May 2022

Dave & EY Team

Meet weekly with EY team to review documentation of play and projects Select key artefacts representing children’s development and learning

By May 2022

Dave & EY Team

Meet as a team to analyse and revise documentation Add other pieces of documentation to the portfolio if needed

December 2022

Dave & EY Team

•

Meet with Communications Dept and EY Team to plan EY exhibition

January 2023

Dave, EY Team, & Communication Dept.

•

Meet with EY team and Communications Dept. to discuss panel displays Develop multimedia presentations

By mid-March 2023

Dave, EY Team, & Communication Dept.

Plan exhibition with EY team, ES leadership, OTL, and facilities Invite EY parent community Reflect on EY exhibition

By May 2023

Dave

•

Hold two parent reflection sessions during Semester 2 o Talk with parents about purpose of documentation for assessment and planning • Gather parent feedback •

Parent reflection on documentation of children’s learning and development

Comprehensive portfolio of children’s development and learning

• •

2022-2023 Final analysis and revision of documentation of children’s development and learning Plan for EY exhibition

Creation of panel displays and multimedia presentations for exhibition

• •

• •

EY exhibition held

Futures Plan 2021-2022

• •

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LP3

Strategic Pathway: Learning & Vision for the Learner AISC integrates the Vision for the Learner as a means to achieve the Mission. Person(s) Responsible: Principals

High School Goals Socialize draft EY-12 competencies, continue beta testing for Mastery Transcript LP3-HS Consortium 2021-2022 2022-2023: Draft benchmarks by section for competencies. Consider implementation options and required PD. 2023-2024: Education, train and prepare for implementation (to roll out in 2024/25).

2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

Continue Beta Testing process

1. Convene a new group of Beta Testing students and teachers 2. Orient new members 3. Continue to beta test throughout the year

Sept - Mar

Mike, Greg and Joelle

Share MTC and Competency updates with faculty

1. Faculty meeting #1 - What is MTC, mastery credits and beta testing?

2. Faculty meeting #2 - What might be some ways that MTC can fit into our system in the future? What benefits might it bring our students?

Nov & April

Mike, Greg and Joelle

Middle School Goals LP3-MS Prototype potential implementation plans. Confirm plan for implementation.

2021-2022 2022-2023: Draft benchmarks for competencies.

2023-2024: Education, train and prepare for implementation (to roll out in 2024/25).

2021-2022 Picture(s) of Success

Tasks/Steps •

Create and refine prototypes based on implementation.

•

• Confirm plan for implementation based on prototype.

Futures Plan 2021-2022

•

Use mapped competencies to STEAM & SEVAI to create a prototype for student portfolios.

Gather feedback on prototypes and refine.

Present final prototype and proposal for implementation to MS faculty.

Identify steps for implementation and drafting benchmarks.

Timelines

Person(s) Responsible

By December 2021

MS Principal, MS Experiential Learning Project Coordinator, MS STEAM Facilitator

By May 2022

MS Principal, MS Experiential Learning Project Coordinator, MS STEAM Facilitator

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Elementary School Goals Socialize draft EY-12 competencies and research potential implementation plans LP3-ES for feedback and refinement.

2021-2022 2022-2023: Draft benchmarks by section for competencies. Confirm and plan for implementation (including PD) 2023-2024: Education, train and prepare for implementation.

2021-2022 Picture(s) of Success

Tasks/Steps

Revisit examples of evidence for students meeting the competencies

Person(s) Responsible

•

Faculty meeting to review examples of evidence

October 2021

Lynn/Dave

•

May 2022

Lynn/Dave

May 2022

Lynn/Dave

Competencies documented

• • •

Early adopting teachers can begin and then help lead others Documenting evidence Seesaw Bulletin boards, etc...

Gather feedback

•

Gather teacher feedback

LP5

Timelines

Strategic Pathway: Learning & Wellbeing AISC creates an integrated student wellbeing program that promotes and fosters healthy habits, self-awareness, self-management and positive relationships.

Person(s) Responsible: Deputy Head of School

Goals Create and test a self-assessment tool for faculty and students to measure LP5 personal wellbeing.

2021-2022 2022-2023: Highlight and enhance specific events, programs, and curricular connections to nurture community wellbeing based on identified needs.

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.

2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

•

Establish leadership and membership, group agreements, and priorities for the year.

August

Joelle and Wellbeing Council

An overview document of • where wellbeing is occurring in school

By section and supported by the wellbeing council and OTL, using the Wellbeing Framework articulate wellbeing related activities and curriculum in all three sections of the school

First Quarter

Joelle and Wellbeing Council

A prototype tool for selfassessment

Clarify the purpose of the wellbeing self-assessment tool Review language of programmatic tools (profiler, challenge success, lifestyle, etc.)

First Semester

Joelle and Wellbeing Council

Establish 2021-2022 charge sheets pre for the Council.

• •

Futures Plan 2021-2022

20

• • • •

Purpose and process of self- • assessment tool socialized to faculty and students •

Council considers ways sections could facilitate debriefing individual results.

Council shared ideas with sectional leadership and offers support.

Council helps with facilitation as needed.

First Semester

Joelle and Wellbeing Council

•

Evaluate outcomes of selfassessment tool

Second Semester

Joelle and Wellbeing Council

•

Provide opportunities for faculty and student feedback on selfassessment tool

Second Semester

Joelle and Wellbeing Council

• Tool evaluation

Enhanced tool for use following year

LP6

Identify aspects of wellbeing we wish to measure for students, this may vary by section.

Tool vetted by LT4.

Identify aspects of wellbeing we wish to measure for faculty.

Write survey questions.

Strategic Pathway: Learning & Inclusion in the System AISC develops and implements inclusive policies and programs for all students with diverse and identified needs to fulfill their learning potential. Person(s) Responsible: Deputy Head of School

Goals Define and align processes for admissions and programming for individualized LP6 services for all students needing moderate and intensive supports.

2021-2022 2022-2023: Increase capacity of LSS and general education faculty to deliver targeted interventions/supports to meet students’ individual needs.

2023 - 2024: Perform audit for evaluation of services to determine embedded status and next steps.

2021-2022 Picture(s) of Success

Tasks/Steps •

Individualized programming for ILP student(s) pursuing an • alternative personalized diploma.

• •

Criteria and programming for high achieving students.

Admission criteria and processes for alternative pathway ILP students (or projected).

Futures Plan 2021-2022

•

•

Timelines

Person(s) Responsible

Carry forward work this year’s draft for board consideration Support training of paraprofessionals as needed Define, create and evaluate programming

Completed by Mike, Michele December and Dave

Define criteria high achieving students Identify teachers for professional learning for instruction and assessment of high achieving students.

Completed by Joelle, Michele, March and Dave

Admissions office researches policies and shares with leadership

Completed by Deb, Michele, and February Dave

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• • • • • Structure and process for training related to paraprofessionals

•

LSS department researches and proposes benchmarks vis-a-vie admissions related to staffing LSS department determines assessments necessary to determine admissions Admissions office proposes criteria Admissions policies adopted LSS team writes JD for paraprofessionals, including supervision LSS team authors process for training and implementation of use of paraprofessionals

Completed by Michele, and February Dave

Strategic Pathway: Learning & Research and Development AISC continues to learn from, enhance, and develop its capacity as a virtual LP7 community while assuring that our on-campus in-person learning model remains a priority. Person(s) Responsible: Director of Technologies and R&D Goals Develop and apply a structured R&D model to research and evaluate our LP7 commitments to virtual learning, with opportunities to enhance our educational 2021-2022 programming.

2022-2023: Establish bi-annual R&D council project cycle, including community surveys, R&D model application, and published results on AISC website.

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.

2021-2022 Picture(s) of Success Create and establish 20212022 charge sheets for the R&D Council.

Tasks/Steps

Timelines

Person(s) Responsible

•

Establish leadership and membership, group agreements, and priorities for the year.

Aug 2021

Greg, R&D Council

•

Craft an R&D model centered on basic knowledge-acquisition research activities, applied design cycle problem-solving workshops, and faculty development and project evaluation protocols.

Publish this as the AISC R&D Playbook.

Oct 2021

Greg, R&D Council

April 2022

Greg, R&D Council

Publish AISC R&D Playbook •

Use the R&D playbook to: Identify virtual learning commitments and opportunities to enhance the quality of our program and personalized learning experience of our students Share commitments with LT 4 for discussion, approval, and decision •

An R&D whitepaper of virtual learning commitments •

Futures Plan 2021-2022

22

Strategic Pathway: Learning & Diversity and Equity AISC practices equity and international mindedness with intention to develop LP8 systemic and dynamic models of diversity and inclusion to develop self-awareness and a sense of belonging. Person(s) Responsible: Deputy Head of School Goals To build understanding of diversity, equity and international mindedness at LP8 AISC through sustainable professional development, community events and 2021-2022 auditing and revising published policies.

2022-2023: 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, create and prototype sustainable programs that equip community members to understand and practice diversity and equity at AISC. 2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

Revised board policy to empower the school to act on diversity and equity.

•

Revised board policy to empower Revised the school to act on diversity and board policy to empower equity. the school to act on diversity and equity.

Revised board policy to empower the school to act on diversity and equity.

Council collects example of policies used in non-profit organizations

•

Council collects example of policies used in non-profit organizations

Council collects example of policies used in non-profit organizations

Council collects example of policies used in non-profit organizations

Council considers which policy(ies) are appropriate to AISC.

•

Council considers which policy(ies) are appropriate to AISC.

Council considers which policy(ies) are appropriate to AISC.

Council considers which policy(ies) are appropriate to AISC.

Council presents findings to board for consideration.

•

Council presents findings to board for consideration.

Council presents findings to board for consideration.

Council presents findings to board for consideration.

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 Develop and evolve systems and processes to facilitate the convergence of data RP1 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 Goals AISC builds a website that demonstrates and articulates the systemic use of RP1 data to guide instruction and to nurture organizational transformation.

2021-2022 2022-2023: Externally present AISC studies that articulate organizational transformation through the use of data to guide instruction Futures Plan 2021-2022

23

2023-2024: To be determined 2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

Document: Data Expectations and Tools for Faculty playbook

1. Compile results of previous year’s work on data use and expectations 2. Organize into a “playbook” of scenarios, moves, and protocols 3. Present to Instructional Leadership Team for comments and editing 4. Publish to faculty

Aug-Dec 2021

Greg, OTL, Instructional Leadership

Aug-Dec 2021

Greg, Joelle, Mary Kelly

Dec 2021

Greg

Oct 2021

Greg, Gautami

•

Document: Systemic Use of Data to Inform Decisions and Instruction chapter in T&L Handbook

Individualized student data dashboard

• •

1. Complete installation and training on Performance Matters Assessment system 2. Complete installation and training on Schoology LMS 3. Incorporate PMA, Schoology, and PowerSchool SIS to link individualized data and create a “data landscape” view for students 4. Train instructional leadership team in use of data systems so they can incorporate them into decision-making and decisioninforming protocols •

Launch updated AISC website

Futures Plan 2021-2022

Articulate data sources, analysis tools, and practices at each level of teaching and learning Describe data conversation and analysis protocols that align with organizational goals Describe data systems, human resources, and ongoing research and development activities around using and evaluating data informed decision-making

•

Incorporate descriptions of current practices and the “landscape” (the array of data that form a picture of learning and growth at AISC) Use the new story-telling features to document and demonstrate data practices school-wide

24

Strategy: Talent

The school will hire, develop and retain staff members who embody the school Mission and Core Values.

Strategic Pathway: Talent & Professional Growth AISC develops a professional growth, wellbeing, and evaluation framework that TP1 is aligned to best practices and to the vision for an AISC learner, incorporates faculty learning and development. Person(s) Responsible: Deputy Head of School Goals Produce new PGE Handbook that aligns professional growth and evaluation TP1 with professional learning and development.

2021-2022 2022-2023: Prototype new Professional Growth handbook.

2023-2024: Implement new Professional Growth handbook.

2021-2022 Picture(s) of Success

Tasks/Steps

Overlay existing pathways and standards with new competencies.

Create pathways in new system to support teachers at various Aug/Sept points of AISC tenure Present pathways and procedures to Principals to reach consensus Write this portion of the updated handbook

• •

A picture of the new pathways

•

• •

A single point rubric of proficiency

• • • •

•

Prototype debrief

Determine rollout implementation

Futures Plan 2021-2022

•

Create single point rubrics for all competencies, include in handbook Determine scope of work of prototype in terms of supervision with Principals Work with Principals to identify potential volunteers to test the prototype/rubric Ensure a wide range of competencies included in prototype Support teacher volunteers in their selection and collection of evidence Select high quality evidence submitted as exemplars to use in the future

•

Exemplars of evidence

Timelines

Debrief prototype with volunteers to further clarify and support the system Prepare timeline and materials for rollout

Person(s) Responsible

DHOS and Principals

Aug/Sept

DHOS and Principals

Sept - April

DHOS and Principals

April

DHOS and Principals

April/May

DHOS

25

Strategy: Community

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 Sustainability Responsibility AISC enlists the participation of all stakeholder groups to incorporate CP2 environmentally sustainable policies, practices, and programming in alignment with our mission and core values. Person(s) Responsible: Head of School Goals Create at least 5 environmentally responsible organizational partnerships CP2 aligned with practices and helping to serve our organizational leadership in 2021-2022 this initiative.

2022-2023: Design and draft a platform that showcases AISC’s Framework, relevant initiatives, and works in progress.

2023-2024: Demonstrate and share tangible student learning outcomes related to environmental education, embedded within our measures of student success.

2021-2022 Picture(s) of Success

Tasks/Steps

Timelines

Person(s) Responsible

Create and establish 20212022 portfolio of accomplishments for Environmental Responsibility Council.

Establish leadership and membership, group agreements, and priorities for the year.

August

Head of School & ERC Lead

AugustNovember

Head of School & ERC Lead

In order to build a network of environmentally active and mutually supportive organizations, Identify high impact partnership target areas and organizations within each area that might be compatible partners.

• •

Research target areas relevant to Chennai.

Research and establish connections with potential partners.

Test at least five partner events that enlist attention and participation of all stakeholder groups.

Plan for and implement relevant events involving and engaging stakeholders and partners that draw attention to need for environmental awareness and action.

NovemberApril

Head of School & ERC Lead

Design and socialize a environmental responsibility ACT-UP Structure and Process which establishes and empowers student groups at each section to lead on environmental initiatives at AISC.

Collaborate with Section Leaders to develop inspiration and capacity for student leadership in the area of environmental responsibility. To the extent possible, align student activism with existing or evolving student projects or groups.

SeptemberMarch

Head of School & ERC Lead

Assure readiness for 20222023 and 2023-2024 DRAFT goals.

Create a map and action plan to prepare the ER Council and the AISC system for subsequent goals.

September March

Head of School & ERC Lead

Futures Plan 2021-2022

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XII. Where are we heading? The Beyond As we created our first Building 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

community conversations.

based

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.

Futures Plan 2021-2022

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NOTES

Futures Plan 2021-2022

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Futures Plan 2021-2022

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