Teaching and Learning Handbook 2023-24

AISC BELIEVES THAT…

— Eac h person has equal intrinsic

— We are responsible for our choices and their effect on ourselves, others and the environment.

— Being open to new ideas and challenging experiences enriches our lives.

— Mutual respect, trust and caring foster healthy interpersonal relationships.

— Embracing our diversity makes us a stronger community.

— In an interconnected world, our positive contributions to the community and the environment are essential.

— Individuals thrive in a nurturing environment that provides for their physical and emotional safety.

RESPONSIBILITY EXCELLENCE INTEGRITY RESPECT DIVERSITY

Futures Planning

AISC’s Futures Plan embraces looking forward and considering the relevance of our current and future work. As such, we acknowledge that AISC’s improvement pathway may be composed of multiple futures that are perhaps not yet apparent to us. The Futures Plan was designed and approved during the 2017–2018 school year as a community-based, agile, three-year rolling plan, with updated goals approved annually by a multi-stakeholder advisory group called The Community Planning Team.

As a mission-driven plan, AISC will use the following delimiters as guidance:

• Engaging new programs or practices without allocating time, money and resources necessary for success.

• Implementing new programs or practices that do not support and align to our Mission and Values.

The Futures Plan is organized in four focus areas, or Strategies. Within each Strategy, Pathways are defined to guide our work and to provide a frame for specific and actionable annual goals. The full Futures Plan can be found here

Learning Lenses

Beyond AISC’s Mission and Core Values, teaching and learning can be further enhanced by considering curriculum, instruction and assessment design through the key “lenses” identified in this section.

International Mindedness

In the 2013–14 school year, a team authored AISC’s statement on International Mindedness which communicates the School’s commitment to honoring internationalism. This work grounds students and teachers alike as they engage in our diverse community. This work is closely linked to the more recent diversity, equity, inclusion and justice initiatives.

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.

Vision for an AISC Learner

In the 2015–16 school year, a team authored a document outlining what successful learners at AISC would look like. These attributes are actively cultivated and celebrated as part of student development. The Vision can also be found as part of the “Student Experience Framework” as a practical means of supporting learning in the Five Realms. Each sectional also incorporates the language and concepts of the Vision for a Learner differently. The attributes 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 their independent pursuits.

Thinkers

We use critical and creative thinking skills to analyse 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 on-going 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.

Diversity, Equity, Inclusion and Justice (DEIJ)

The unique identities of all AISC community members strengthens relationships, enhances the educational experience and supports the School’s Mission and Values. In an inclusive environment, all are known, seen and valued. As such, in both policy and practice, AISC engages in the ongoing work related to diversity, equity, inclusion and justice. The full public statement endorsed by the Board of Directors can be found on AISC’s website. In the classroom, teachers can continue to grow their capacity as culturally responsive educators while the institution continues to evolve policies and practices related to DEIJ.

Wellbeing

AISC’s Wellbeing Framework takes the form of kolam, a traditional South Indian design. With AISC at the center, we believe small acts that promote wellbeing ripple across the entire community. Each petal, details the content and application of the domain. Through wellbeing programming we support our community to learn the concepts, live them in practice, teach them to others and embed them across systems, processes, and in our own lives. Teachers are encouraged to make connections to the Wellbeing Framework in their work with students and are welcome to reference the 2021/22 student wellbeing curricular audit report

Mindfulness

In the 2015/16 school year, a Wellbeing Team completed a program assessment to determine the “best fit” curriculum for incorporating mindfulness education at AISC. At the completion of that audit, the team recommended that Mindful Schools be adopted and this recommendation was supported by the Leadership Team. Since that time, a number of faculty members have completed the foundational courses with this program and are incorporating the practices in their work with students. While faculty are encouraged to include mindfulness practices in their classrooms, formalized teaching of the practice should follow the Mindful Schools curriculum. Faculty wishing to complete the training with Mindful Schools should contact the Office of Teaching and Learning.

SEVAI - Service Learning

In 2013–2014, AISC’s Service Learning program was created and named SEVAI, the Tamil word for “Service.” SEVAI consists of three section-level programs; within each is a structure where choice and autonomy are appropriately balanced to suit the developmental needs of students across all grades and provides students with opportunities for learning, acting, connecting, and reflecting.

Teachers are encouraged to support the aims of SEVAI in their work with students. These are:

• Socially aware and empathetic individuals;

• Collaborative problem-solvers who actively choose to embrace real-world challenges; and

• Reciprocal relationships of mutual respect between AISC and the greater community.

Further details of the SEVAI program can be found in the SEVAI Handbook.

AISC TEACING AND LEARNING

English Language Development educators are on hand in each section of the School to support teachers in meeting the needs of their English language learners. You can read the full Language Philosophy here.

Curriculum

AISC Guaranteed, Viable & Dynamic Curriculum Philosophy and Common Agreements

AISC believes that the fundamental purpose of a guaranteed, viable, and dynamic curriculum is to provide each student with a comprehensive, equitable, rigorous, and standards-based education. Further, a guaranteed, viable, and dynamic curriculum is a valuable resource to ensure teacher clarity, guide instruction and assess student achievement. Finally, it serves to support school improvement and the actualization of the AISC Mission.

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Common Agreements:

• The Office of Teaching and Learning, which includes the Curriculum Coordinator and the Instructional Coaches, will be aligned in their guidance of the curriculum review cycle including the adoption of disciplinary standards and resources.

• The Office of Teaching and Learning will facilitate the development and documentation of unit plans

• through Understanding By Design (UbD) Stage One.

• The Office of Teaching and Learning, Learning Coaches, and Sectional Administrations will build the

• capacity of teachers to develop and implement a high quality curriculum.

• Sectional Administrations, which includes the Principals and Associate Principals, will be aligned in their understanding of quality curriculum and will ensure the documentation and delivery of UbD Stage Two and Three.

• Teachers/Teaching teams will develop and document unit plans for UbD Stage Two and Three.

• Teachers/Teaching teams will regularly collect, moderate and annotate benchmark/ common assessment exemplars of student work to inform instruction and demonstrate student achievement.

• Collectively, through the use of a centralized curriculum hub and review process, all AISC educators will contribute to programmatic improvement and alignment to ensure a guaranteed, viable and dynamic curriculum.

Final Phase

• Engage in reflection on the process.

• Write a detailed written articulation of the curriculum work completed by the team and the changes that have resulted from the process.

Action Phase

• Use the developed scope and sequence, assign standards to units.

• Develop units using the UbD Framework.

• Engage in unit reflection & update documentation

Vision Phase

• Develop proposed scope of work

• Engage in research to support proposed change

Write or revise discipline philosophy statement

Review relevant standards to make recommendation to maintain or adopt new standards

Planning Phase

Draft timeline for remaining steps in the development process.

Refine initial budget, identifying specific costs and resource needs.

Identify specific professional development needs.

Create a scope and sequence of new standards or adjust current scope and sequence if change is not school wide.

• Ensure that report card "reporting standards" or strands are amended as appropriate.

AISC follows a curriculum review and development cycle that allows for deep dives into disciplines on a staggered basis, allowing for resources (time, funding, professional learning) to be allotted on a rotating basis. The full review and renewal cycle is typically a seven-year cycle, beginning with EY–12 visioning and researching most current practice. A comprehensive process is utilized to engage in curriculum development. In partnership with the Office of Teaching and Learning, Heads of Departments, discipline teams, and grade levels create and refine elements of curriculum. The detailed Curriculum Development Cycle can be viewed here

Standards Based Learning System

Curriculum, assessment and instruction at AISC is grounded in and guided by our adopted standards. Our adopted standards are research based, rigorous, relevant and transferable. Our standards, alongside the planning approach of Understanding by Design, provide a means to a viable, guaranteed and dynamic curriculum that is aligned within and across disciplines and grade levels.

Each section has operationalized assessment, instruction, and reporting procedures and the details thereof can be found in sectional handbooks.

Discipline Standards

AISC subscribes to the most current research on standards-based learning systems in the United States. Standards are at the core of the curriculum landscape.

Disciplines align to the following standards:

English Language Arts

Mathematics

Social Studies

Science

Visual and Performing Arts

World Language

Physical Education and Health

EAL

Australian (K-8), Canadian (9-12)

Technology and Information Literacy

Planning for Learning

Units of study are designed using the three stages of backward planning as identified by Grant Wiggins and Jay McTighe in Understanding by Design.

Unit Documentation

Research is clear that a well-articulated curriculum has a significant impact on student learning. At AISC, the primary tool for unit planning is Toddle. Teachers and teacher partners keep units, assessments, activities and resources current in Toddle as they move through the school year. The unit template is based on Understanding by Design, by Grant Wiggins and Jay McTighe, which guides teachers through a process that ensures the units are standards-based, rich with conceptual understanding, and steeped in inquiry.

Units of study are designed using the three stages of backward planning as identified by Grant Wiggins and Jay McTighe in Understanding by Design

Unit Documentation

Teaching and Learning Handbook 2023-2024

Research is clear that a well-articulated curriculum has significant impact on student learning At AISC, the primary tool for unit planning is Toddle Teachers and teacher partners keep units, assessments, activities and resources current in Toddle as they move through the school year

The unit template is based on Understanding by Design, by Grant Wiggins and Jay McTighe, which guides teachers through a process that ensures the units are standards-based, rich with conceptual understanding, and steeped in inquiry.

The Stages of UbD

See AISC’s Understanding by Design Overview for more information.

The Stages of UbD:

See AISC’s Understanding by Design Overview for more information

Instruction Inquiry at AISC

Inquiry at AISC

Instruction

at AISC

At the center of AISC’s learning culture is inquiry, through which students experience, question, investigate, create, and reflect to make meaningful personal, social and global connections Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and testing those discoveries in the search for new understanding. Units are designed using essential questions that encourage learners to explore and make meaning, leading to deep understanding and further inquiry

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At the center of AISC’s learning culture is inquiry, through which students experience, question, investigate, create, and reflect to make meaningful personal, social and global connections. Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and testing those discoveries in the search for new understanding. Units are designed using essential questions that encourage learners to explore and make meaning, leading to deep understanding and further inquiry.

At the center of AISC’s learning culture is inquiry, through which students experience investigate, create, and reflect to make meaningful personal, social and global connections.

Models currently employed at AISC to support inquiry include AISC’s inquiry framework, UbD, and Project Based learning. Making Thining Visible and Cultures of Thinking is also utlized to support inquiry. See inquiry in action across the school through these videos:

Elementary School Middle School High School

Co-Teaching

Co-teaching at AISC pairs a content or homeroom teacher with an EAL teacher. These educators use the four parts of the Collaborative Teaching Cycle to plan cohesive units and lessons in order to maximize student learning. Phases of co-teaching:

• Co-planning establishes the foundation for the entire co-teaching experience. Teachers identify student needs based on classroom data, organize student learning groups to optimize instruction, as well as look to future formative & summative assessments. Co-planning is collaborative, ongoing, responsive, and messy.

• Co-instruction allows for students to gain information from a pair of teachers with varying expertise driven by the content standards. In using various teaching models, co-instructing is complementary, supportive, flexible, and balanced.

• Co-assessing looks at the needs of each student in order to evaluate the student’s best work. Each teacher provides the necessary content and/ or language resources for the student to be successful. Co-assessing is appropriate, consistent, purposeful, and differentiated.

• Co-reflection is an opportunity to celebrate and critique co-planning, instruction, and assessment. Moreover, it is a chance to think about things co-teachers are doing well and ways they may improve. Co-reflecting is focused, informative, evolving, and humbling.

Complete Co-Teaching Guidelines can be found here. A short form primer can be found here.

Differentiation

Differentiated instruction is grounded in an understanding of how people learn. Instruction begins with an assessment of what students already know, and builds

new concepts on their existing knowledge. Differentiation provides students with varied experiences to engage with content. A differentiated classroom offers multiple ways for students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001). The goal of a differentiated classroom is maximum student growth and individual success.

Assessment

AISC Assessment Philosophy

AISC believes that the fundamental purpose of assessment is to improve learning. Assessment data informs educators and empowers students to take responsibility for their growth.

Assessment Agreements

1. Teachers will align all assessments to AISC standards.

2. Teachers will use a variety of formative and summative assessment data to guide instruction and communicate student progress.

3. Teachers will ensure consistency and accuracy through the use of common assessments and normed grading practices.

4. Teachers will provide clear criteria regarding objectives and expectations appropriate to each assessment.

5. Teachers will include students in the assessment process through selfevaluation and reflection.

LInks to section-specific assessment resources:

High School Handbook, pg 51 onwards

Middle School Assessment Manual

Elementary School, pg 22 onwards

Common and Standardized Assessments

Fountas & Pinnell Benchmark Assessment Systems

The Fountas & Pinnell Benchmark Assessment Systems are used to assess

reading growth in the elementary and middle school. Assessments are administered in the fall and the spring. Using the assessment tool to determine students’ independent and instructional reading levels according to the F&P Text Level Gradient™, teachers are able to:

• Observe and quantify student reading behaviors

• Engage students in comprehension conversations that go beyond retelling

• Make informed decisions that connect assessment to responsive teaching. The Fountas & Pinnell Benchmark Assessment Systems results are one tool being used to measure progress toward AISC’s Student Performance Objective for reading, as part of our MSA Accreditation goal.

Measure of Academic Progress (MAP)

AISC uses the NWEA Measures of Academic Progress (MAP) as our standardized assessment of student understanding, knowledge, and skills in the areas of Reading Comprehension, Language Usage, Mathematics, and Science. The MAP assessment is administered twice a year: fall and spring. The purpose of this adaptive assessment is to document students’ level of understanding related to key academic standards over time. Teachers use MAP results as one data point together with classroom assessments and ongoing observations to help identify students’ strengths and areas for growth. MAP results are also used by teachers and administrators to consider individual, grade-level, and sectional growth.

WIDA

The WIDA MODEL (Measure of Developing English Language) is a suite of English language proficiency assessments for Grades K–12. As an on-demand language proficiency assessment, WIDA MODEL is administered annually for ELL students. The MODEL test items are written to WIDA’s five English Language Development (ELD) Standards:

• Social & Instructional Language

• Language of Language Arts

• Language of Mathematics

• Language of Science

• Language of Social Studies

The WIDA MODEL tests are divided into grade-level clusters. Each test assesses the four language domains of Listening, Speaking, Reading and Writing.

Finally, in general teachers sharing the same preparation co-construct common classroom assessments that are moderated for validity throughout the year.

Student Support Services Student Protection

Student protection is a primary responsibility of schools in all contexts across the globe. AISC takes this responsibility seriously and pledges to make sure that all appropriate plans and measures are taken to ensure student safety at all times. AISC is committed to integrity, compassion and self-reflection in the area of student safety. For student protection policies, procedures and documentation please refer to the Student Protection Manual, updated yearly.

English as an Additional Language

Many students arrive at AISC with limited English language proficiency. Before enrolling at AISC, students with limited English proficiency take the WIDA MODEL (Measure of Developing English Language) assessment. This assessment helps with a student’s initial classroom placement as well as identifies the level of English language support needed. Beginning EAL students are accepted for admission through the end of the first semester grade 8.

As AISC uses English as its medium of instruction and assessment, ELLs need a variety of academic supports, based on their levels of proficiency, to succeed in the classroom. Content, homeroom, and EAL teachers support learning by scaffolding instruction. ELLs with a beginner/lower intermediate level of English in grades 3 - 10 have the opportunity to receive explicit instruction in English for Academic Purposes or World Language - English class.

The SIOP Model provides teachers with guidance for planning and delivering effective lessons. Each of SIOP’s components is designed to encourage the teacher to consciously plan how the students will interact with the language, the content, and their peers.

For more information, please speak to the EAL Coordinator, your sectional Principal or EAL co-teacher.

Learning Support Services

AISC accepts students with a range of learning needs. Students with learning support needs follow an Individualized Learning Plan (ILP) and are supported by a team that might include the learning support teacher, content teachers, English as an Additional Language (EAL) teachers, counselors, school psychologist, occupational therapist, speech and language pathologist, parents, and, at times, the students themselves.

Learning support services are delivered in a multi-tiered approach that is driven by early identification and timely support of a student’s individualized learning and behavior needs. The approach supports identified students by providing them with interventions at increasing levels of intensity to accelerate their learning and support access to the curriculum. As part of an ILP, students receive accommodations appropriate to their needs. Curriculum is modified only when a student requires an alternative pathway to graduation or promotion from one section or grade level to another.

Counseling Services

Counselors support student growth through the delivery of developmentally and culturally appropriate programs. This includes individual and small group sessions, social and behavioral interventions, transition planning, academic advising, college and career planning, family guidance and faculty support. The counselors follow the International Model for School Counseling Programs with a focus on foundations, delivery, management, and accountability of systems.

Technology, Research and Development

AISC is a 1:1 device school from Grade 1 onwards. Additional hardware is available for check-out and use with classes.

The Technology and Innovation Office supports teachers in learning the key programs associated with teaching and learning at AISC.

This includes the use of:

• PowerSchool, our Student Information System

• Schoology (MS/HS) and Seesaw (ES), our Learning Management Systems

• Google Suite, our shared collaborative and communication space Technology Integrators and IT Support Staff offer training and one-on-one support with all ancillary applications that support teaching and learning in virtual and face-to-face settings. They are also available to help integrate lessons related to technology using the Common Sense Media curriculum.

Our librarians can also support teachers in media and information literacy, research and reading. Their skills, scope and sequence can be found here

Our school’s curriculum is housed in Toddle and is maintained in partnership with the Office of Teaching and Learning and individual teachers or teaching teams.

Teachers interested in prototyping progressive technology tools and pedagogical approaches can join the Research and Development Council or contact the faculty leader for short term project support. Members receive support from Technology Office personnel and can avail of funding to support the innovation process.

Learning Beyond the Classroom

The student experience at AISC is not limited to the classroom. The Student Experience Framework defines five realms of learning wherein students learn and grow, supported by the attributes defined in the Vision for an AISC Leaner.

A rich and varied choice-based co-curricular program supports students in exploring the arts, athletics and service learning (SEVAI). AISC’s RISE events (Resilience, Innovation, Service and Entertainment) enrich student learning by hosting speakers and performances throughout the year. FromGgrade 5, students participate in overnight trips within India to expand their learning beyond the school walls. Finally, Morning Meeting in Elementary School, Advisory in Middle School, and Crew in High School further support inter- and intra-personal skills while supporting explicit learning in all five realms.