AISH Leadership Resource Standards: Updated 3-27-18

LEADERSHIP Resource for International School Heads

Academy for International School Heads (AISH)

Standards of Excellence for the International School Head

We’ll get you where you want to go.

Photograph by Tim Dorn

Why AISH’s Leadership Resource?

• To impact student learning • To develop the skills you need to reach your potential • To contribute to the future of learning and leading

CONTENTS

INTRODUCTION 3

7

15

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MISSION FOR LEARNING

GOVERNANCE

HUMAN & ORGANIZATIONAL DEVELOPMENT

The Head of an International School embraces a mission and vision that focuses on the desired results for student learning.

The Head of an International School, in partnership with the governing body, develops a culture of responsibility and accountability for the accomplishment of the mission for learning.

The Head of an International School enacts legal and ethical practices to safeguard students’ well-being and inspires high levels of performance in staff so that each student can attain success.

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31

35

OPERATIONS & RESOURCE MANAGEMENT

SCHOOL-HOME-COMMUNITY PARTNERSHIPS

PROFESSIONAL ACCOUNTABILITY

The Head of an International School ensures a safe, secure and supportive environment that is strategically resourced to achieve the mission and vision.

The Head of an International School cultivates positive relationships with families and the community to achieve partnerships that will benefit student outcomes.

The Head of an International School models behavior consistent with the school’s values and is continuously improving to meet the challenges and opportunities of leading a high performing school.

INTRODUCTION The Academy for International School Heads (AISH) developed the Leadership Resource for International School Heads to include research based Standards of Excellence, examples of Evidence and Artifacts of practice.

and the Board enhanced the standards and added indicators and evidence. Consultants Pam Harper of Fieldwork Education and Jay McTighe assisted in the development, and AISH members provided feedback. Consultant Deidre Fischer ensured that the standards and indicators were research based and aligned the document to various accreditation protocols.

What is the purpose of AISH’s Leadership Resource?

The overall purpose of the Leadership Resource is to make a difference for students’ learning through the leadership of the Head of School.

It is grounded in AISH’s mission and vision to serve international school heads through focused advocacy, support and professional development.

“Student achievement in a school almost never exceeds the quality of its leadership and management, and improvements in performance almost never occur in the absence of good leadership.”

The Resource is a self-reflective tool to assess performance, identify areas for growth, set goals and note development over time. Along with feedback from others, formal and informal professional learning and the collection of evidence, it provides guidelines for Heads to refer to as they evolve. We believe that a continuously improving process encourages growth and selfregulation, a hallmark of every profession.

- Fenton Whelan

The Leadership Resource requires an understanding of the context of one’s school, knowing that leadership actions vary in consideration of school and community culture, size, government regulations, and a myriad of other factors. It was also developed knowing that the Head does not work in isolation but rather in collaboration with staff, students, parents, the governing body and community to accomplish the mission and vision, and impact student learning.

Who was involved in the development of the Leadership Resource?

The standards were developed by AISH under the leadership of CEO Bambi Betts and the AISH Board of Directors. In 2015-17, CEO Deb Welch

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What research and theory underpins the Standards?

How will the Resource be used by AISH? • To provide professional learning that is aligned with the Leadership Resource to impact students’ learning and for continuous improvement in specific areas • As the organizer of the Library containing 2,000 resources on the AISH members’ website • As a structure for AISH’s “New and Aspiring Heads” curriculum • As a resource for “Leadership Legacy,” AISH and AAIE’s mentor/mentee program.

International research guided the research and theory that underpins the Standards. Numerous research studies and educational theorists are cited. The references are under constant review and we welcome suggestions. The aim is for a new edition of the Resource to be published every three years.

What is the aim of adding Evidence examples?

The Leadership Resource emphasizes outcomes and impact rather than intentions. The Evidence examples provide a realistic illustration of the results of leadership behaviors from Heads of International Schools that are aligned with the standards and indicators.

Why align the Standards to accreditation protocol?

It is helpful to know how school improvement efforts, such as those required to lead a self-study, link to development as a leader.

The next step will be linking the Evidence to Artifacts (in the online version) provided by International School Heads. With video, text and graphics, the aim is for AISH members to have authentic models contributed by their colleagues.

As the Head of an International School is responsible for all operations in a school, there are numerous links between the accreditation requirement and the AISH Standards for Excellence. For the agencies that are partnering with AISH in this endeavor, we aligned AISH’s standards to the accrediting agency’s protocol.

The alignment is available in the online version on page 39.

How might Heads of International Schools use the Leadership Resource?

• To impact student learning and accomplish the mission and vision of the school • To self-reflect and goal set to improve performance • As an aspect of a Head’s performance appraisal, if desired by the Head • To target professional learning • To coach with a colleague or executive coach • To mentor new Heads • To develop potential Heads • To add Artifacts that link to the Evidence, thereby contributing to the learning and leading of colleagues.

“School leadership is second only to classroom instruction as an influence on pupil learning.”

- Kenneth Leithwood and Christopher Day 4

MISSION FOR LEARNING The Head of an International School embraces a mission and vision that focuses on the desired results for student learning.

• Energizes the school community with a clear, contemporary and contextual mission to build understanding and commitment for high expectations.

• Uses a definition of learning, developed from the school’s shared culture and context, to guide curriculum planning, instruction and assessment so that classroom practices align with research.

• Ensures a coherent curriculum rooted in best practice and derived backwards from agreed upon student outcomes to ensure that all students progress to the highest possible standard.

• Builds organizational structures and fosters practices for collaboration that increase teacher effectiveness and have the optimal impact on learning.

• Develops, implements and monitors data-based actions to ensure systematic student progress and program improvements.

• Advances the development of intercultural competencies in the school for students and staff to gain insights about themselves and others, build connections and demonstrate respect and empathy.

• Communicates regularly the achievement of the school’s mission and vision to provide evidence of measurable gain, celebrate student progress, and to use the information for further improvements.

GOVERNANCE The Head of an International School, in partnership with the governing body, develops a culture of responsibility and accountability for the accomplishment of the mission for learning.

• Supports the governing body in their development and revision of policies that work in tandem with operational procedures for student well-being and responsible management of the school.

• Ensures that the Board is well informed about measures of student performance and strategic issues so that they can best establish priorities and direction.

• Forms a united team with the governing body, each respectful of the roles and responsibilities, to work and learn at a higher level for the benefit of students, and to uphold the mission.

• Promotes the professional growth of the governing body so that the school can benefit from their fiduciary, strategic and generative leadership.

• Works in tandem with the Board to hold one another accountable to the mission and vision, fully aware that together they are ultimately responsible for the performance and sustainability of the school.

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HUMAN AND ORGANIZATIONAL DEVELOPMENT The Head of an International School enacts legal and ethical practices to safeguard students’ well-being and inspires high levels of performance in staff so that each student can attain academic success.

• Ensures that recruitment and retention practices are in alignment with the school’s mission, vision and values and reflect the school’s unwavering commitment to child protection.

• Provides, participates and personally leads professional development guided by principles of learning so that staff continues to develop their knowledge and skill, working together to improve learning.

• Utilizes performance standards for staff with ongoing coaching, mentoring and feedback to evaluate impact on learning, and to build a school of empowered leaders.

• Creates a climate that supports collaboration focused on improving learning.

• Energizes staff to examine, practice and innovate to maximize the effect of their teaching on all students.

OPERATIONS AND RESOURCE MANAGEMENT The Head of an International

School ensures a safe, secure and supportive environment that is strategically resourced to achieve the mission and vision.

• Strategically aligns fiscal resources to support the mission and vision.

• Seeks avenues for raising additional resources to support the mission and create opportunities for students and staff.

• Manages and monitors facilities, grounds and equipment to provide for an optimal learning environment.

• Oversees the admission of students to the school to ensure alignment with the family and the school’s mission.

• Enforces legal requirements and regulations of the host country for the sustainable development of the school.

• Establishes effective procedures for student behavior and school safety that ensure an environment where learning is paramount.

• Supports operational functions with data and communication systems that allow for efficiency and goal attainment.

SCHOOL-HOME-COMMUNITY PARTNERSHIPS

The Head of an International School cultivates positive relationships with families and the community to achieve partnerships that will benefit student outcomes.

• Builds connections between the home and school, to extend support for students to achieve learning goals.

• Empowers parents to make meaningful and valued contributions in the school, knowing that parental involvement is key to student success.

• Communicates effectively with the community, utilizing formal processes and informal exchanges, to build positive partnerships that benefit students.

• Utilizes the external environment as a resource for learning, engaging individuals and organizations in promoting high standards that advance the mission.

PROFESSIONAL ACCOUNTABILITY

The Head of an International School models behavior consistent with the school’s values and is continuously improving to meet the challenges and opportunities of leading a high-performing school.

• Creates a climate of trust and evidence-based professionalism, honoring commitments, and handling conflict directly and respectfully.

• Demonstrates organizational and self-management skills to focus on the priorities of the school.

• Seeks and uses critical reflection as part of continual improvement and sustainability of one’s own and the school’s performance.

• Uses data to support changes and effectively leads innovations that result in improved learning.

• Builds external relationships and networks outside of the school for support and improvement, as well as to contribute to the future of learning and leading.

• Demonstrates a passion and energy for improving learning that can be seen in actions, decisions and student learning gains.

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AISH Leadership Resource for the International School Head Research and theory underpinning AISH Standards (blue text) Evidence examples (purple text)

AISH STANDARD #1

Mission for Learning The Head of an International School embraces a mission and vision that focuses on the desired results for student learning.

National Policy Board for Educational Administration (2015).

“Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P9.

Marzano, Robert J., Waters, Timothy, and McNulty, Brian A. “School Leadership That Works.” Alexandria, US: Association for Supervision & Curriculum Development (ASCD), 2005. ProQuest ebrary. Web. 12 September 2016.

Wiggins, Grant, and McTighe, Jay. Schooling by Design.

Alexandria, US: Association for Supervision & Curriculum Development (ASCD), 2007. ProQuest ebrary. Web. 12 September 2016. P25-28.

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“The Head of an International School embraces a mission and vision that focuses on the desired results for student learning.�

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9

HIGH EXPECTATIONS

a) Energizes the school community with a clear, contemporary and contextual mission to build understanding and commitment for high expectations.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P108.

• Examples provided from others (staff, students, parents, leadership team, governing body) who were motivated by the Head of School to work together and achieve their best.

• Examples provided of student learning gains, actions and decisions that were influenced/positively affected by the Head of School’s passion for improving learning.

• Examples of how the mission is being lived by staff, students, parents, leadership team, board/owners.

• Indicators for an annual review of the mission, vision and strategic plan with criteria linked to improvements in student learning.

• Surveys and other measures show that school community knows the mission and other guiding documents and understands how they lead to improved student learning gains.

b) Uses a definition of learning, developed from the school’s

shared culture and context, to guide curriculum planning, instruction and assessment so that classroom practices align with research.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P106.

• Evidence of impact on student learning as a result of staff using the definition of learning to guide their planning, teaching and assessment.

• Evidence of improved student learning as a result of time allocated to staff collaboration and focus on the definition of learning.

c) Ensures a coherent curriculum rooted in best practice and derived backwards from agreed upon student outcomes to ensure that all students progress to the highest possible standard. http://jaymctighe.com/wordpress/wp-content/ uploads/2011/04/UbD-Research-Base.pdf. P1-5 and P7-8.

Keating, Iris, and Moorcroft, Ray, eds. “Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. P206-207.

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P11.

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• Curriculum materials indicate student outcomes of what students should know, do and understand.

• Curriculum materials indicate alignment in content and progression for each course, grade and student.

• Examples of effective systems used for tracking, analyzing and reporting on student learning of the curriculum and evidence of the systems leading to gains in student learning.

• Evidence that various support systems and interventions are effective in helping students succeed, leading to improved learning.

• Student learning gains and various qualitative indicators exist as a result of high expectations and continuous improvements.

d) Builds organizational structures and fosters practices for collaboration that increase teacher effectiveness and have the optimal impact on learning.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009.

• Uses structures and processes that are mission-driven and vision-focused.

Examples of structures and processes that are sustainable and lead to improvements in student learning can be cited.

• Examples from others of collaboration in different parts of the school leading to improvements in student learning and the Head’s role.

• Regular review processes of organizational structures for instructional program effectiveness are conducted. Evidence of how the reviews conducted have caused change and had an impact on student learning.

• Evidence that the school timetable demonstrates collaborative time that leads to gains in student learning and that the meetings schedule allows for further opportunities for teacher collaboration.

e) Develops, implements and monitors data-based actions to ensure systematic student progress and program improvements.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P205 and the Use of Smart tools by leaders.

(cross reference with Professional Accountability Standard) • Log of changes in curriculum (standards, assessments, instructional strategies) teaching assignments, programs, leadership and protocols based on data related to gains in student learning.

• Student performance data systematically analyzed by teams of teachers and leadership, leading to changes in curriculum and instructional strategies. Data includes internal and external data, qualitative and quantitative.

Evidence demonstrates appropriate and sufficient gains in learning for all students.

• Data analysis sessions that result in greater understanding of student learning for all implemented and ultimately lead to improvements in student learning.

• Evidence of school-developed protocols for the ethical handling of student data.

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f) Advances the development of intercultural competencies in the school for students and staff to gain insights about themselves and others, build connections and demonstrate respect and empathy.

Dimmock, Clive, and Walker, Allan David.

“Educational Leadership: Culture and Diversity.”

London, GB: SAGE Publications Ltd, 2005.

ProQuest ebrary. Web. 12 September 2016.

Chapters 7 & 8.

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P11.

• A process implemented to develop a school definition and understanding of intercultural competencies for students, staff and community.

• Regular opportunities for all staff to share and provide evidence of how they advance the development of intercultural competencies.

Photograph by Tim Dorn

Ensures a coherent curriculum . . .

Builds organizational structures and fosters collaboration . . . to ensure systematic student progress . . . build connections and demonstrate respect and empathy.

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MEASURED ACHIEVEMENT

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COMMUNICATION

g) Communicates regularly the achievement of the school’s mission and vision to provide evidence of measurable gain, celebrate student progress and to use the information for further improvements.

Robinson, Viviane, “The impact of leadership on student outcomes: Making sense of the evidence” (2007). Refer to Table 1 on P14. http://research. acer.edu.au/research_conference_2007/5.

• Evidence of how others have received and used the regular communications of student progress toward the mission and vision; e.g. Board reports, publications such as yearbooks, annual reports, newsletters and other forms of media.

• Evidence of events that celebrate progress for all students in living the mission and striving for the vision.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre. http://usny.nysed.gov/ rttt/teachers-leaders/practicerubrics/Docs/ HoughtonMifflin_PrincipalRubric.pdf. P14.

Robinson, Viviane M. J. Lloyd, Claire A. and Rowe, Kenneth J. “The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types.” Educational Administration Quarterly December 2008 44: 635-674, first published on September 23, 2008.

P659-661.

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AISH STANDARD #2

Governance The Head of an International School, in partnership with the governing body, develops a culture of responsibility and accountability for the accomplishment of the mission for learning.

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RESPONSIBILITY & ACCOUNTABILITY

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a) Supports the governing body in their development and revision of policies that work in tandem with operational procedures for student well-being and responsible management of the school.

Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 3646. Health Business Elite. Web. 11 Sept. 2016.

• Policy manual with dates of changes noted so as to ensure continuous review and updating.

• Evidence of policies being reviewed

according to authoritative sources for international schools to ensure that they are comprehensive.

• Procedural manuals that align with policies are continuously reviewed and updated.

b) Ensures that the governing body is well-informed about measures of student performance and strategic issues so that they can best establish priorities and direction.

Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www. bridgespan.org/Publications-and-Tools/ Nonprofit-Boards/Resources-for-Board-

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Members/Governance-as-Leadership-WilliamRyan.aspx#.V7n_kpMrJQM

• Indicators for the mission of learning have been identified with metrics in place and gains regularly reported to the school community.

• Minutes from governance meetings indicate that data about student learning are discussed and result in frequent reviews of improvements.

• Governing body goals and Head of School goals indicate a serious intent to improve learning and result in achieving gains.

• The school’s annual report focuses on results of student learning gains that are appropriate and sufficient for all students.

c) Forms a united team with the governing body, each respectful of the roles and responsibilities, to work and learn at a higher level for the benefit of students, and to uphold the mission.

Chait, Richard P., Ryan, William P., and Taylor, Barbara E.. Governance as Leadership : Reframing the Work of Nonprofit Boards (1).

Hoboken, US: Wiley, 2011.

Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www. bridgespan.org/Publications-and-Tools/ Nonprofit-Boards/Resources-for-BoardMembers/Governance-as-Leadership-WilliamRyan.aspx#.V7n_kpMrJQM Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 3646. Health Business Elite. Web. 11 Sept. 2016.

than operational.

• Differences of opinion between the governing body and the Head of School are resolved in a healthy manner, with a focus on students and the school’s mission.

• Meetings of the governing body are collaborative and members are engaged in discussions that tap into the value and potential of the group.

Evidence from the minutes indicates this.

• Encourages the Board to adopt a consent agenda and has fiduciary reports distributed in advance to allow for substantive discussions and decisions.

• The Head of School and governing body review roles and responsibilities annually to ensure that authority is appropriately delegated. Agendas and minutes serve as documentation.

• Policies are used by the Head of School to guide the development and implementation of procedures and operational manuals for the benefit of students.

• The Head of School works with the Board Chair or appropriate person for the regular review of policies to ensure they are comprehensive and up-to-date, or there is a process for Policy Manual review that is reflected in documentation and minutes.

• Ensures that the procedures and operational manuals align with approved governing body policies and for the benefit of students.

• Works with the Board Chair or appropriate person to ensure that strategic and generative topics are addressed during the year that will benefit students and uphold the mission.

• The governing body’s agenda and minutes from committee meetings, full Board meetings and retreats indicate attention to fiduciary, strategic and generative issues, rather

“. . . to work and learn at a higher level for the benefit of students . . .”

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d) Promotes the professional growth of the governing body so that the school can benefit from their fiduciary, strategic and generative leadership.

Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www. bridgespan.org/Publications-and-Tools/ Nonprofit-Boards/Resources-for-BoardMembers/Governance-as-Leadership-WilliamRyan.aspx#.V7n_kpMrJQM

• Orientation for new members of the governing body results in each member acquiring knowledge and understanding of the mission, vision, values and the school’s priorities. A formal process is implemented and overseen by the Chair or appropriate person and supported by the Head of School.

• Ensures, with the Chair of the governing body, that the group determines and adheres to a code of conduct and protocols for their work.

• Facilitation by consultants, readings and other resources provide time to dialogue on consequential issues.

Evidence that the meetings result in understandings and decisions that are focused on the mission and wellbeing of students.

• Protocols are used that ensure that all voices are heard and most decisions are made by consensus. Minutes reflect that the protocols are used.

• Documents the professional growth of the governing body through a log or journal.

e) Works in tandem with the Board to hold one another accountable to the mission and vision, fully aware that together they are ultimately responsible for the performance and sustainability of the school.

Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 3646. Health Business Elite. Web. 11 Sept. 2016.

• Members of the governing body and Head of School use the mission, vision and student wellbeing frequently as guideposts and criteria for making decisions. There is evidence of Board determined success criteria and documentation of measurement of success. This is also reported as being in place in the Visiting Team Accreditation Reports.

• Annual reporting to the school community uses indicators for annual progress of the strategic plan, student learning gains and other data that relate to the viability of the school.

• The Head of School and governing body continually reflect upon their performance, ensuring that they are proactive and responsive on issues that relate to the performance and sustainability of the school.

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AISH STANDARD #3

Human and Organizational Development The Head of an International School enacts legal and ethical practices to safeguard students’ well-being and inspires high levels of performance in staff so that each student can attain academic success.

ETHICAL & INSPIRATIONAL PRACTICES National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P10.

Fullan, Michael. Leading in a Culture of Change (1).

Somerset, US: Jossey-Bass, 2007. ProQuest ebrary. Web. 12 September 2016.

Keating, Iris, and Moorcroft, Ray, eds. “Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapters 4 & 5.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre. http:// usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/ HoughtonMifflin_PrincipalRubric.pdf.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009.

Stronge, James. “Leader Effectiveness Performance Evaluation System” (LEPES): Superintendent’s Handbook.

2015-2016.See Attached. P18.

Tschannen-Moran, Megan. Trust Matters : “Leadership for Successful Schools (2).” Somerset, US: Jossey-Bass, 2014.

ProQuest ebrary. Web. 12 September 2016.

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a) Ensures that recruitment and retention practices are in alignment with the school’s mission, vision and values, and reflect the school’s unwavering commitment to child protection.

International Task Force on Child Protection (ITFCP): Recommended recruitment and screening practices for International School recruitment. June 2016

• Comprehensive child protection policies and procedures developed and evidence provided of adherence by all.

• Agendas for a standing committee (e.g. health and safety) and record of actions taken as a result on issues of child protection and other safety issues.

• Annual school-wide plan to educate, communicate, review and revise the school’s efforts to support child protection. Evidence of the plan being reviewed and achieved.

• A code of conduct for acceptable and unacceptable behavior is in place and there are examples of actions taken in response to inappropriate behavior, which indicate it is not tolerated.

• Evidence of recruitment practices consistently implemented and reviewed including candidate profiles, reference checks, referee verification, criminal background checks, internet checks, review of sex offender registries, and interview and advertising practices which include mission, vision and values.

• Evidence that child protection reporting procedures are adhered to.

• Evidence of community connections to resources that can help the school in times of crisis.

b) Provides, participates and personally leads, professional development guided by principles of learning so that staff continues to develop their knowledge and skill, working together to improve learning.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire.

“School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P101-102.

• Principles of learning established with evidence of impact on student learning guided by them.

• Evidence of gains in student learning as a result of a school-wide professional development plan that is in alignment with the school’s annual goals, guiding statements and staff appraisal/evaluation procedures.

• Evidence of how planned meetings for the year will lead to gains in student learning and how past meetings have led to gains in student learning.

• A log of attendance and Head’s role at professional development in the school, and the intended and resulting impact of their presence.

• Written plan or video for professional development designed by the Head of School and the impact on colleagues’ learning resulting in impact on students’ learning.

• Evidence of contributions to networks such as articles, videos, presentations, and regular participation in forums.

• Evidence of professional development for non-teaching staff in school’s mission, vision and values leading to their contribution to gains in student learning.

• Evidence from staff (teaching and non-teaching) that an organizational culture focused on student learning exists and examples that the Head of School supports all staff in developing that culture.

c) Utilizes performance standards for staff with ongoing coaching, mentoring and feedback to evaluate impact on learning, and to build a school of empowered leaders.

Hattie, John. “What works best in Education; the Politics of Collaborative Expertise.” Pearson Education. 2015. https://www.pearson.com/ hattie/solutions.html. Pdf, P13.

Leithwood, Kenneth, Louis, Karen Seashore.

Anderson, Stephen and Wahlstrom, Kyla. “Review of research; How Leadership influences student learning.” Learning from Leadership Project.

Commissioned by The Wallace Foundation; the University of Minnesota, Centre for Applied Research and Educational Improvement and the Ontario Institute for Studies in Education at the University of Toronto. 2004. P52-53.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P109.

• Written staff appraisal system based on standards, goal setting, aligned professional development. There is evidence of shared understanding and use resulting in impact on learning.

• Appraisal process and tool to include the philosophy for staff appraisal and an alternative pathway for those staff that may require further support to meet standards/process for ‘managing out.’

• Leadership team agendas, professional development or minutes of Principals and other evaluators and coaches doing checks for consistency such as watching and discussing tapes of classrooms focused on outcomes in terms of student learning gains.

• Staff mentors and coaches identified and trained that are focused on student learning outcomes.

• Evidence of use and impact of a shared school-wide understanding on the effectiveness of using feedback to support student learning.

• Evidence from staff of a successful school-wide mentoring system that supports all new incoming staff for their first year.

• Evidence that data and feedback is used to revise the mentoring system/ orientation programmes.

• Plans for teachers who are not meeting standards linked to gains in student learning with notes of progress.

• A staff survey with questions of efficacy and empowerment and evidence that the Head uses the results to goal set for improvements.

H UMAN AND ORGANIZATION AL D EVEL OPM EN T

C ol l ab orat ive C l imate

• Examples of structures and processes in place to enable the Head to identify and nurture potential being realized amongst staff.

• Feedback from exiting staff on the effectiveness of the structures and processes in place that have empowered them as leaders, and evidence of the difference they made to student learning

d) Creates a climate that supports collaboration focused on improving learning.

Leithwood, Kenneth, Louis, Karen Seashore.

Anderson, Stephen and Wahlstrom, Kyla. “Review of research; How Leadership influences student learning.” Learning from Leadership Project.

Commissioned by The Wallace Foundation; the University of Minnesota, Centre for Applied Research and Educational Improvement and the Ontario Institute for Studies in Education at the University of Toronto. 2004.

Tschannen-Moran, Megan. Trust Matters :

“Leadership for Successful Schools (2).” Somerset, US: Jossey-Bass, 2014. ProQuest ebrary. Web. 12 September 2016.Chapters 1, 3 and 6.

• Team/staff/leadership meeting agendas and minutes indicate regular collaborative discussions and the outcomes of those meetings that are focused on learning.

• Staff survey indicates staff engages in purposeful, collaborative discussions focused on learning including such activities as analyzing data, goal setting and monitoring results.

• Team goals that will lead to measurable impact on student learning are aligned with the school guiding statements, the school-wide professional development plan and the annual school goals.

• Log of accountable conversations held during the staff appraisal process and the pathway to support staff to either meet standards or to ‘manage out’.

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• Orientation materials and agenda for new staff indicate time spent on mission/vision/values and a focus on impacting student learning.

• Annual survey for the school community designed to obtain data from different sources on whether the school has a collaborative focus that leads to improvements in student learning.

• A shared definition and understanding of what collaboration looks like at the school exists with examples of practices that have demonstrated collaborative practice resulting in improved student learning.

• Evidence from others that the Head of School has initiated and maintained a culture of trust within the school.

• Evidence of practices to monitor staff well-being and job satisfaction within the school, and actions if needed to remedy.

Photograph by Tim Dorn

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e) Energizes staff to examine practice and innovate to maximize the effect of their teaching on all students.

Hattie, John. “What works best in Education; the Politics of Collaborative Expertise.” Pearson Education. 2015. https://www.pearson.com/ hattie/solutions.html. Pdf P24-25.

Leithwood, Kenneth, Louis, Karen Seashore.

Anderson, Stephen and Wahlstrom, Kyla. “Review of research; How Leadership influences student learning.” Learning from Leadership Project.

Commissioned by The Wallace Foundation; the University of Minnesota, Centre for Applied Research and Educational Improvement and the Ontario Institute for Studies in Education at the University of Toronto. 2004. P8-9.

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P14-15.

• Agendas, slides, videos of meetings, assemblies and events where the alignment with the mission and vision is articulated and evidence of the outcome and impact of event.

• Log of innovative ideas for improving student learning that have been tried and their effect.

• Celebrations of learning gains and new teaching strategies tried.

• Structures and processes in place for collaboration and developing reflective practice. Examples from the staff on how they know the effect of their teaching on all students; e.g., a meeting once per quarter with groups of teachers to connect innovative teaching practices with alignment to the school’s learning principles, guiding statements and annual school goals.

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AISH STANDARD #4

Operations and Resource Management The Head of an International School ensures a safe, secure and supportive environment that is strategically resourced to achieve the mission and vision.

Dinham, Stephen and Crowther, Frank. (2011) “Sustainable school capacity building – one step back, two steps forward?”, Journal of Educational Administration, Vol. 49 Iss: 6, pp.616 – 623. Permanent link to this document: http://dx.doi.org/10.1108/09578231111186926.

Keating, Iris, and Moorcroft, Ray, eds. “Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016.

Marzano, Robert J., Waters, Timothy, and McNulty, Brian A. “School Leadership That Works.” Alexandria, US: Association for Supervision & Curriculum Development (ASCD), 2005. ProQuest ebrary. Web. 12 September 2016. P42, 64, 75, 117 refers to research based practices that support effective leadership.

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P17.

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“...provide for an optimal learning environment.�

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a) Strategically aligns fiscal resources to support the mission and vision.

Gupta, Kamlesh. “School Management.” Delhi, IN: Pragun Publications, 2005.

ProQuest ebrary. Web. 12 September 2016. P108.

Keating, Iris, and Moorcroft, Ray, eds. “Managing the Business of Schools.”

London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapter 6.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P111-116.

• A financial plan exists for the future that is aligned to the mission, vision and strategic goals. Develop indicators that measure the impact of financial commitments (direct and indirect) on student learning.

• Budget proposals require rationale, which is grounded in the school’s mission, vision and strategic goals; each application specifies how it directly or indirectly improves learning.

• Key components of the school’s mission and vision appear as line items in the approved budget. Evidence that each aspect of the budget contributes to the mission, vision and strategic goals.

• An inclusive budget process exists involving all staff that enables them to have an understanding of the fiscal resources, sources and limitations in order to prioritise applications.

• A financial plan exists for the future that is aligned to the mission, vision and strategic goals. Indicators have been developed that measure the impact of financial commitments (direct and indirect) on student learning.

• School performance indicators include financial and nonfinancial measures that are well-defined, mission-focused and consistently provided year-to-year.

• Budget reports provided regularly to the Head of School and governing body, and indicate that the school’s resources can fulfill its mission in the near, mid and long term. Evidence of past reports/budget regarding whether the planned impact was accomplished or not, and why.

• An annual audit of the school’s finances is performed by independent accountants and recommendations acted upon, as necessary. The audit report is provided to and reviewed by the governing body.

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b) Seeks avenues for raising additional resources to support the mission and create opportunities for students and staff.

Keating, Iris, and Moorcroft, Ray, eds.

“Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapter 6.

• A development plan, based on the school’s mission, vision and strategic goals, guides fundraising activities.

• Alumni and parents are involved in devising a development plan for the school.

• Accepted donations, if restricted, show alignment with the development plan.

• Donors are appreciated; surveys show they believe their gift was spent wisely to advance the school’s mission. If a gift is restricted, the planned effect and impact of the donation is documented and shared with the donor.

• School leadership develops and implements ideas of non-tuition sources of revenue.

c) Manages and monitors facilities, grounds and equipment to provide for an optimal learning environment.

Keating, Iris, and Moorcroft, Ray, eds.

“Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapters 3 & 5.

• A facility maintenance plan exists, as well as evidence of compliance

to it. The plan includes a commitment to and actively incorporates sustainable practices.

• Certificates of building inspections are available at the school, as well as evidence of facilities meeting local health and safety codes.

There is a schedule of safety audits.

• Environmental concerns such as air, water, energy and hazardous materials are anticipated and preventative measures and interventions put into place whenever possible.

• An up-to-date emergency manual is regularly reviewed and updated, and communicated to staff; drills are conducted as scheduled to address various safety and security emergencies.

• A strategic risk analysis (assessment) of facilities, grounds and equipment as it pertains to student safety is developed and reviewed regularly.

d) Oversees the admission of students to the school, guided by integrity regarding the programs and fees to ensure alignment with the family and the school’s mission.

• The Head of School, admissions office and other appropriate personnel have clarity regarding the criteria for admission in order to ensure alignment between the prospective student and family and the school’s mission.

• Annual surveys and feedback from families indicate that they were treated with respect and integrity and in line with the admissions policy.

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• Annual surveys and feedback from families indicate that they were treated with respect and integrity and in line with the admissions policy.

• Annual surveys and feedback from families, both admitted and non-admitted, indicate that the student information gathered was dealt with confidentially.

• Evidence of a significant role of the Head of School within the admissions process. This could be an Open House, information session, regular tours with the Head, etc.

e) Enforces legal requirements and regulations of the host country for the sustainable development of the school.

Keating, Iris, and Moorcroft, Ray, eds.

“Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapter 1.

• Faculty and staff handbooks and orientation materials acquaint personnel with local laws and regulations as well as school policies; materials are reviewed and communicated annually; practices ensure compliance.

• Faculty and staff handbooks and orientation materials address respect for languages, cultures and customs.

• Evidence of legal compliance with host country laws that impact on school operations (land, personnel, legal structure of the school).

f) Establishes effective procedures for student behavior and school safety that ensure an environment where learning is paramount.

g) Supports operational functions with data and communication systems that allow for efficiency and goal attainment.

Keating, Iris, and Moorcroft, Ray, eds.

“Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapters 1 & 7.

Keating, Iris, and Moorcroft, Ray, eds.

“Managing the Business of Schools.” London, GB: SAGE Publications Ltd, 2006. ProQuest ebrary. Web. 12 September 2016. Chapter 2.

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.”

Reston, VA: Author. http://www.npbea.org.

P13.

• Policies and procedures that address the physical, emotional and social well-being of students exist and are implemented consistently.

• There are clear expectations for student behavior and consequences that are fair and understood and consistently applied throughout the school, which the Head of School oversees.

• Evidence from students of a whole-school approach for socialemotional programs that are developmentally appropriate and address issues such as bullying, discrimination.

• Evidence from students of how child protection procedures are implemented so that a safe learning environment is maintained.

• School climate surveys indicate that students feel emotionally and physically safe in school and that a positive climate of mutual respect and caring exists. Evidence of processes in place to address where this is not the case.

Robinson, Viviane. Hohepa, Margie.

Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).”

University of Auckland. Ministry of Education 2009. P132-139.

• Evidence from staff of how technology effectively supports school operations.

• Clear and transparent processes and communication channels and a shared understanding of effective communication in the school. This is evident in widespread division, grade level and department agreements that are created and used.

• A technology plan, integrated with the school’s strategic direction, which is reviewed annually in terms of its support of and impact on student learning.

• Professional development and support are available for faculty and staff in order to effectively use technology in the classroom or offices and impact student learning.

• Protocols for the safekeeping and handling of all records and documents exist and there is evidence they are consistently implemented in divisions and department offices.

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“. . . guided by integrity regarding the programs and fees to ensure alignment with the family and the school’s mission.”

AISH STANDARD #5

School-Home-Community The Head of an International School cultivates positive relationships with families and the community to achieve partnerships that will benefit student outcomes.

Partnerships

National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea.org. P16.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire.

“School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P169-170.

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Photograph by Tim Dorn

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a) Builds connections between the home and school, to extend support for students to achieve learning goals.

Epstein, Joyce L. “School, Family, Community Partnerships: Caring for the children we share.” Phi Delta Kappan, Nov, 2010, Vol.92(3), p.81 (16).

Leithwood, Kenneth, Louis, Karen Seashore.

Anderson, Stephen and Wahlstrom, Kyla.

“Review of research; How Leadership influences student learning.” Learning from Leadership Project. Commissioned by The Wallace Foundation; the University of Minnesota, Centre for Applied Research and Educational Improvement and the Ontario Institute for Studies in Education at the University of Toronto. 2004. P53-54.

• Structures exist for student support whose purpose and composition is to provide and ensure a holistic approach for student learning at the school.

• Teacher expectations established and communicated to staff regarding communication protocols for ensuring that there is dialogue/interaction between the teacher, student and parents/ guardians.

• Examples of regular events that reflect and enhance the guiding documents of the school.

• Evidence of parent participation in school events, parent feedback about such events and the impact of their involvement. Events might include community events, information and other workshops, student led conferences, studentparent-teacher conferences, sports and arts days, class presentations, assemblies, end of year/semester events, etc.

• Examples of technology used to obtain data about parent involvement in the school

and how this is used to build connections for student learning and the impact of involvement; e.g., e-vites and processes to follow-up encourage involvement.

• Use of admissions and demographic data to learn about the parents/guardians of the students in school community, and how that can be used to identify strategies to build connections; e.g., career nights, take your child to work day, work experience programmes etc.

b) Empowers parents to make meaningful and valued contributions in the school, knowing that parental involvement is key to student success.

Epstein, Joyce L. “School, Family, Community Partnerships: Caring for the children we share.” Phi Delta Kappan, Nov, 2010, Vol.92(3), p.81 (16).

• Examples of practices that the Head of School has personally initiated to involve parents in school events, school feedback processes and school decisionmaking. Evidence from the parents who have/have not been involved and the impact of this; e.g., revision of the school’s guiding statements, providing parents with the opportunity to complete the annual survey in their own language, personal and direct phone calls to parents to ask them to be involved in various school committees or consultative processes.

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c) Communicates effectively with the community, utilizing formal processes and informal exchanges, to build positive partnerships that benefit students.

Epstein, Joyce L. “School, Family, Community Partnerships: Caring for the children we share.” Phi Delta Kappan, Nov, 2010, Vol.92(3), p.81 (16). Table 1, P85 and Table 3, P87.

• Evidence of a ‘communications audit’ to identify purpose and outcome of communications both internal and external to the school community.

• Use of the information gathered from the communications audit to refine purpose and outcomes, build upon existing channels and/or develop new channels of communication to support partnerships.

• Documentation of the formal communication channels that are established, and whether and how they are used to build positive partnerships.

• Presentations used in parent information workshops to explain the partnership between school and parents/guardians for the purpose of having an impact on student learning.

• Articles/blogs written by the Head of School for the school community about the partnership needed to support student learning. Evidence that the communications are read/viewed and evidence regarding whether they are useful.

d) Utilizes the external environment as a resource for learning, engaging individuals and organizations in promoting high standards that advance the mission.

• Evidence of a school process for documenting and determining impact of external resources to support teachers with their teaching; e.g., shared information database for teachers about external organisations and activities that have been used by teachers to support their curriculum.

• Philosophy and guidelines for “education outside the classroom” that is aligned with the guiding statements, focused on student learning, and is contextually appropriate for the school and its location.

• Risk-benefit documentation and evidence for “education outside the classroom” is reviewed annually to ensure that student learning focus, relevance and sustainability is maintained.

• Service to the community or service learning defined for the school and alignment between school practices, student learning focus, sustainability and the school’s guiding statements.

“Builds on connections between home and school . . .”

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AISH STANDARD #6

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Professional Accountability The Head of an International School models behavior consistent with the school’s values and is continuously improving to meet the challenges and opportunities of leading a high-performing school.

HIGH PERFORMANCE National Policy Board for Educational Administration (2015). “Professional Standards for Educational Leaders 2015.” Reston, VA: Author. http://www.npbea. org. Figure 2 on P6 and P18.

Hattie, John. “High Impact Leadership.” Educational Leadership 72.5 (2015): 36. MAS Ultra - School Edition. Web. 12 Sept. 2016.

Hitt, Dallas Hambrick, and Pamela D Tucker. “Systematic Review of Key Leader Practices Found to Influence Student Achievement.” Review of Educational Research 86.2: 531-69. Web. Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre.http://usny.nysed.gov/rttt/teachersleaders/practicerubrics/ Docs/HoughtonMifflin_PrincipalRubric.pdf.

Robinson, Viviane. Hohepa, Margie. Lloyd, Claire. “School Leadership and Student Outcomes; What works and Why? Best Evidence Synthesis Iteration (BES).” University of Auckland. Ministry of Education 2009. P171-199, Figure 27 on P174.

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a) Creates a climate of trust and evidence-based professionalism, honoring commitments and handling conflict directly and respectfully.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre.http://usny.nysed.gov/ rttt/teachers-leaders/practicerubrics/Docs/ HoughtonMifflin_PrincipalRubric.pdf P1-4.

Tschannen-Moran, Megan. Trust Matters : “Leadership for Successful Schools (2).” Somerset, US: Jossey-Bass, 2014. ProQuest ebrary. Web. 12 September 2016. Chapters 3 and 10.

• Examples of structures and practices that the Head of School has initiated and maintained to develop trust amongst colleagues within the school.

Evidence from others reflects the same perception.

• Evidence of a shared understanding of conflict resolution procedures in the school, examples of how the understanding is maintained and the impact/effect of these procedures.

• Documentation to support the communication of expectations for different stakeholders in the school; e.g., staff, parents, students, as well as evidence of their implementation.

• Log of accountable conversations and evidence from other sources, which indicate that conflict is handled directly, constructively and respectfully.

• Effective conflict resolution skills as evidenced by observation, an annual survey, and other evidence.

• Evidence of behavior in meetings and in the community demonstrating encouragement of diverse perspectives in order to learn and open, respectful dialogue in order to make the best decisions.

• Log of commitments made and honored during the year with reflection on learning regarding any commitments not honored.

An annual survey reflects that staff, parents, students and the Board perceive the Head similarly.

• Evidence of practices to monitor staff well-being and job satisfaction within the school and evidence from others that they are taken seriously. Systems

•

•

•

•

in place to address any aspects if necessary.

Recruitment and orientation materials communicate clear and honest expectations regarding employment at the school, as well as a description of the school organizational culture.

Data from an annual perception survey for the school community indicates that the Head of School fosters a climate of trust and professionalism.

Examples of advocating for specific decisions based on rationale grounded in the mission, vision and student learning. Evidence exists that the outcomes have made a positive impact on students.

Evidence of actions that explicitly have fostered trust with various stakeholders in the school.

b) Demonstrates organizational and self-management skills to focus on the priorities of the school.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre. http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/HoughtonMifflin_PrincipalRubric.pdf. P24.

• The guiding statements and the school improvement plan inform the priorities for the school, and they are known and understood by all staff at the beginning of each school year.

• The Head of School’s calendar, meeting agendas and minutes reflect the priorities of the school and there is evidence that they actually happened. The Head strategically prioritizes time to reflect the most important tasks.

• Decisions made and reflected in the minutes demonstrate that all decisions are aligned with the school’s guiding statements and priorities.

Evidence that the decisions are reviewed for impact.

• A range of organizational tools that the Head of School uses to support work. The Head is able to share examples that they have produced the desired impact directly or indirectly 37

to student learning.

• Evidence that the school is effective and efficient in its organizational tools and skills (e.g., project management software or other software applications) to effectively manage tasks and projects to achieve its goals.

• Projects contain clear alignment to the school priorities that is reflected in the project documentation.

• Evidence from senior leaders that demonstrates the Head of School has worked with them to monitor projects and see them to completion.

• The Head of School takes care of himself/herself in body, mind and spirit. The Head’s calendar reflects commitment to well-being and is reflective about personal habits, seeking help when needed.

• Examples of situations of when help and advice has been sought to support their work.

• Identifies what self-management skills are strengths and areas for growth, and identifies goals for improvement. This could appear within appraisal documentation or self-reflection.

• The leadership team and Chair of the governing body, when surveyed, cite examples of the Head of School demonstrating emotional maturity and accurately perceiving the emotions of other people.

• Uses knowledge of the strengths and areas of growth of leadership team members to provide feedback, set goals and foster improvements.

c) Seeks and uses critical reflection as part of continual improvement and sustainability of own and school’s performance.

Polizzi, Joseph A., and William C. Frick.

“Transformative Preparation And Professional Development: Authentic Reflective Practice For School Leadership.” Teaching & Learning 26.1 (2012): 20-34. Education Research Complete.

Web. 13 Sept. 2016.

• Sets professional work goals based on honest self-assessment according to standards of excellence and in

•

•

•

•

consideration of feedback from others.

Annual action plan supports the attainment of goals with professional learning, leadership actions, data, feedback and reflection, resulting in a continuous cycle of selfimprovement and gains in student learning (and the indirect impact that the Head has had).

The Head reflects, with relevant staff, after major events and activities regarding improvements that can be made. Evidence from these meetings that informs planning for future activities and events.

Cites examples of accepting accountability for actions, or shared mistakes. The Head and others can provide examples of where others have benefited from these situations.

Surveys with students and staff indicate that there is a growth mindset/reflective culture in the school that is modeled by the Head of School.

d) Uses data to support changes and effectively leads innovations that result in improved learning.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre. http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/HoughtonMifflin_PrincipalRubric.pdf. P7.

• Log of changes in curriculum (standards, assessments, instructional strategies) and explanation of why the changes were made to impact learning.

• Evidence exists for measuring the mission, vision and strategic plan with student learning indicators reported out to the school community and used for goal setting.

• Student performance data is systematically collected and analyzed by teams of teachers and leadership, leading to changes in curriculum and instructional strategies. Data includes internal and external data, qualitative and quantitative. Evidence demonstrates gains in student learning as a result of interventions.

• Leads data analysis sessions,

displaying knowledge of current research, and encouraging innovations based in teaching and learning that result in further gains in student learning.

• Evidence of school-developed protocols for the ethical handling of student data and for norms for professionalism among faculty.

e) Builds external relationships and networks outside of the school for support and improvement as well as to contribute to the future of learning and leading.

Riley, Tasha and Webster, Amanda. “Principals as Literacy Leaders with Indigenous Communities (PALLIC) building relationships: one school’s quest to raise Indigenous learners’ literacy.”

Teaching Education Journal. Vol. 27- 2016 (2).

Published online: 22 Jun 2015, through Taylor and Francis online. http://dx.doi.org/10.1080/1 0476210.2015.1049261. P139-141, 144-147, 150 and 152.

• Active member of professional organizations, and can show evidence of participation in virtual networks and collaboratives to ask questions, share ideas and their impact.

• Presents at conferences and seminars, sharing examples that impact student learning and offering assistance to colleagues such as serving as a mentor or coach for others.

• The school is represented in conferences and with organizations (local, countrywide or international), which have been initiated and supported by the Head of School.

• Member of organizations within the local community.

f) Demonstrates a passion and energy for improving learning that can be seen in actions, decisions and student learning gains.

Reeves, Douglas. “Reeves Leadership Performance Matrix.” The Leadership and Learning Centre. http://usny.nysed.gov/ rttt/teachers-leaders/practicerubrics/Docs/ HoughtonMifflin_PrincipalRubric.pdf. P29.

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• Serves as a model of the “lead learner” for the school by communicating what he/she is learning about learning, resulting in others learning more about learning.

• Leads faculty meetings, community sessions, leadership team meetings and professional development to a greater school focus on improvements in student learning.

• Data is disaggregated and students who were not learning appropriately and sufficiently show learning gains.

• Fosters high performing, productive teams which are committed to and result in, the well-being of students and to improving learning.

• Celebrates successes that advance the mission, vision and priorities and recognizes the individual and collective contributions that team members make. Individuals report their contribution is recognized and celebrated.

• Builds positive relationships with students, staff and parents and seeks feedback regarding the school and improvement that would help learning. All constituents say their feedback matters and can point to examples of it making a difference.

Alignment with International School Accreditation Protocol As the Head of an International School is responsible for all operations in a school, there are numerous links between the accreditation protocol and the AISH Leadership Framework. For the agencies that are partnering with AISH in this endeavor, we aligned AISH’s standards to the agency’s protocol (available in the online version).

• • • •

AdvancED CIS (Council of International Schools) Middle States Association of Schools and Colleges WASC (Western Association of Schools and Colleges)

COVER PHOTOS 1) PARTRICIA MARTINEZ-OROZCO, Director, American Academy Casablanca Morocco 2) BRENT MUTSCH, Head of School Emeritus, most recently American School of Dubai, Dubai UAE

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3) CHRISTOPHER CHARLSON, Director of Education, International School of London Group, London UK 4) VANITA UPPAL, OBE, Director of the British School, New Delhi India

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5 3

5) SHEENA NABHOLZ, Head of School, Lincoln Community School, Accra Ghana

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6) EVELYNE ESTEY, Deputy Head of Lycee Francais de New York, NYC, NY, Estey Consulting LLC 7) JAY TESTON, Director,Qingdao No. 1 International School Shandong Province, China

6 7

8) ELLEN STERN, Head of School Emeritus, most recently American Embassy School, New Delhi India 9) COLIN BOUDREAU, Head of School, Ben Franklin International School, Barcelona Spain

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9 10

10) MADELEINE HEIDE, Director, Academia Cotopaxi American International School, Quito Ecuador

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AISH . . . for heads by heads The Academy for International School Heads (AISH) serves international school heads and deputy heads through focused advocacy, support and professional development.

Our membership consists of 45 different nationalities, in 90 different countries and spread across six continents.

The Leadership Resource for

International School Heads advances AISH’s vision of providing targeted and differentiated professional and personal development opportunities for educational leadership. The Resource provides a self-reflective tool, grounded in research and theory, to guide leadership decisions and actions for impacting students’ learning, and the school’s

Academy for International School Heads Board of Trustees, 2017-18 President: Charles Barder, United Nations School of Hanoi, Vietnam Vice President: Chrissie Sorenson, Bavarian International School, Germany Secretary: Coreen Hester, International School Head, Resource Group 175 Treasurer: Andy Page Smith, American Int’l School of Johannesburg, South Africa Kevin Bartlett, International School Head, The Common Ground Collaborative Forrest Broman, International School Head, The International Educator (TIE) Tim Carr, International School Head Kevin Glass, Atlanta International School GA, United States Thomas Hawkins, American School of Doha, Qatar Robin Heslip, American Community School of Abu Dhabi, UAE Vladimir Kuskovski, International School of Basel, Switzerland Anu Monga, Bangalore International School, India Ian Morris, Colegio Maya, San Salvador, El Salvador Audrey Peverelli, International School Head Tarek Razik, Jakarta Intercultural School, Indonesia Deborah Welch, CEO, Boulder, CO United States

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mission and vision. How the Resource will be implemented will vary according to the distinctive context of the school.

For more information about AISH, visit our website at www.academyish.org or email office@academyish.org.

“In schools of every size in every nation, the evidence is clear: Courageous leadership makes the difference.”

- Douglas Reeves

Professional and personal development opportunities for educational leadership.

for heads by heads

Academy for International School Heads

IF If you can keep your head when all about you Are losing theirs and blaiming it on you, If you can trust yourself when all men doubt you, But make allowance for their doubting too; If you can wait and not be tired by waiting, Or being lied about, don’t deal in lies, Or being hated, don’t give way to hating, And yet don’t look too good, nor talk too wise: If you can dream—and not make dreams your master; If you can think—and not make thoughts your aim; If you can meet with Triumph and Disaster And treat those two imposters just the same; If you can bear to hear the truth you’ve spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop to build ‘em up with worn out tools; . . .

Excerpt from IF by Rudyard Kipling

academ yish.or g