Vision 2030

VISION2030 Shaping Tomorrow’s Leaders Today at ASIJ

The American School in Japan

© The American School in Japan, 2024

Contents 02 // Chapter One What is ASIJ’s purpose, and who do we serve?

13 // Chapter Two How must schools evolve in a world defined by complexity and change, and how are our perceptions of success changing?

27 // Chapter Three How is ASIJ’s Strategic Design Framework built to navigate the changing landscape of education?

45 // Chapter Four How does ASIJ’s future vision for its Chofu campus inspire and deepen opportunities to advance the Strategic Design Framework?

55 // Chapter Five How does ASIJ benchmark against global and local standards to ensure we are meeting the evolving needs of our students and community?

71 // Chapter Six How have we advanced ASIJ’s Strategic Design Framework, and what initiatives are we planning for the next few years?

77 // Chapter Seven What literature or research informs our Strategic Design Framework?

Introduction

At ASIJ, we are accountable to the students we are privileged to serve, both now and in the future.

The American School in Japan (ASIJ) was founded in 1902, which speaks not only to the school’s stability and continuity but also to our capacity to evolve over time. ASIJ’s ability to promote itself as a premiere international school in Tokyo and one of the leading international schools in the world, has been grounded in our willingness to negotiate the turmoil, challenges, and opportunities of each generation for over 120 years.

After nearly three decades of incremental reform in schools, the landscape of education is now evolving at an accelerating pace. A confluence of powerful social, economic, scientific, and technological drivers is compelling schools to interrogate not only what they teach, but also how and why. Schools must either choose to engage these disruptive challenges or remain instead anchored to familiar systems, practices, and pedagogies that are comfortable, yet poorly equipped to meet the challenges of our time. If schools like ASIJ share a common imperative in today’s changing landscape, it is that we must lean in, urgently, otherwise we risk failing a generation of students destined to enter adulthood in an increasingly complex, diverse, and rapidly changing world.

This ebook frames a coherent vision of where ASIJ is going, why, and how we plan to get there, while ensuring we have the perspective and agility to adapt.

It envisions the strategic commitments ASIJ’s faculty, school leaders, Board of Directors, and community must embrace to advance and operationalize our shared vision, which we call our Strategic Design Framework (SDF). Seven questions frame the chapters of this ebook: 1.

What is ASIJ’s purpose, and who do we serve?

2.

How must schools evolve in a world defined by complexity and change, and how are our perceptions of success changing?

3.

How is ASIJ’s Strategic Design Framework built to navigate the changing landscape in education?

4.

How does ASIJ’s future vision for its Chofu campus inspire and deepen opportunities to advance our Strategic Design Framework?

5.

How does ASIJ benchmark against global and local standards to ensure we are meeting the evolving needs of our students and community?

6.

How have we advanced ASIJ’s Strategic Design Framework, and what initiatives are we planning for the next few years?

7.

What literature and research informs our Strategic Design Framework?

ASIJ has refined these questions and our SDF through numerous iterations of a confidential white paper over the last few years. This ebook marks a departure from that practice. By sharing our journey openly in this ebook, we intend to explore the purpose, goals, and strategy behind our work. ASIJ recognizes that as a wellresourced, independent, international school, we have an onus of responsibility to share our efforts and strategies with any school that is similarly holding themselves accountable to their students. In this spirit of collaboration and mutual growth, we hope to learn from other like-minded schools that are also striving to think differently about how they can better serve the needs of the students we are privileged to serve, now and in the future.

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Chapter One

What is ASIJ’s purpose, and who do we serve?

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D

uring the 2017-18 school year, ASIJ embarked on a comprehensive strategic design process to refresh our mission and craft a forwardlooking strategic vision. This initiative, enriched by insights from hundreds of stakeholders—including trustees, students, alumni, parents, and faculty—demonstrated our commitment to inclusivity and collaborative decision-making. In partnership with Greenwich Leadership Partners, known for their expertise in board governance and strategic planning, we renewed our mission, vision, and core values. This collaboration led our Board of Directors to articulate our purpose through the development of Policy #20001, establishing the ASIJ School Profile, among other key policies. These actions codify our dedication to serving ASIJ’s diverse, equitable, and inclusive community, as well as to ensuring we are actively working to meet the evolving needs of our students, both now and in the future.

History and legacy; adaptability and change Originally established as the Tokyo School for Foreign Children in 1902, ASIJ proudly stands as one of the oldest international schools in the world. ASIJ first operated in rented facilities at the Kanda YMCA and primarily catered to children associated with the Episcopal Mission. Possessing a rich history that now stretches over 120 years, we believe our ability to remain relevant has been grounded in our willingness to negotiate the turmoil, challenges, and opportunities of each generation. ASIJ’s enduring legacy of excellence, recognized in Japan, within the global international school community, and by colleges and universities around the world, stem from our commitment to remain forward-facing and willing to adapt to the evolving needs of our students.

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Policy #2000 – School Profile, approved by ASIJ Board of Directors in November 2017.

Mission-driven, Vision-led; Accreditations and Affiliations ASIJ holds accreditation from the Western Association of Schools & Colleges (WASC)2, the premier authority for English-medium schools in Asia, and maintains affiliation with the National Association of Independent Schools (NAIS)3, a leader in defining governance principles for independent, not-for-profit schools. These affiliations underscore our commitment to being ‘Mission-driven, Vision-led,’ aligning with the highest standards of good governance as outlined in The International Trustee Handbook (2019)4. This alignment ensures ASIJ adheres to best practices in understanding our purpose, serving our community, and developing strategies to realize our vision.

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Western Association of Schools and Colleges, or WASC, is the most reputable accreditation commission for schools in western North America and Asia. ASIJ’s accreditation through WASC allows our diploma or transcript to be recognized by schools, colleges, universities, or other authorities around the world.

National Association of Independent Schools (NAIS) provides ASIJ with insights into trends and strategies specifically among US independent schools, enhancing our perspective on trends in US-based schools.

Chojnacki, D. and R.M. Detwiler (2019). International Trustee Handbook – A guide to effective governance for international independent school boards (Second Edition). National Association of Independent Schools.

“Learning is a personal, lifelong process that leads to change, including the ability and willingness to adapt. It is driven by curiosity and motivation, occurring in supportive environments rich in engagement, social interaction and feedback.

Learning is constructed in authentic contexts and results in the development of new understandings and skills for all learners.”

-Definition of Learning, approved in Policy #2100 Vision 2030 | 3

T H E A M E R I C A N S C H O O L I N J A PA N Focusing Direction

HOW

WHAT

We do this by knowing each learner and developing their capacities to learn through six transdisciplinary competencies that they apply in responding to authentic, real-world problems.

ASIJ students change over time as the result of their experiences, learning to act upon the world, often with others, thereby transforming themselves and the world in the process.

A

ME

RICAN S

CH

CREATIVITY

DEEP LEARNING

N

CARE

GLOBAL CITIZENSHIP

R,

P

C

A

A

E

CO

IN

CO

UR AGE,

M

COLLABORATION CRITICAL THINKING

JA PA N

Engage, Learn, Lead

Cultivating Adaptive Cultures

Measuring Success

Professional Standards for Growth & Excellence

Approach is as dynamic and diverse as our students

Ped Pra ag c

L Par ear tn e

ng s ni ship r

l ica og ces ti

ar L e ro i E nv

Designing Deep Learning

Strategic Design Framework

Modeling a Learner’s Mindset RELATIONSHIPS

Moving beyond a one-size-fits-all educational model, we will have a nuanced understanding of our students’ growth and development over time.

PROFESSIONALISM SAFEGUARDING

Professional Excellence

PORTR AIT OF A LEARNER CO M P E T E N C I E S

How will we meet the needs of all learners?

How will we know they’ve learned it?

AC A D E M I C S TA N DA R D S

This approach emphasizes the development of students' metacognitive skills, empowering them to assume agency in monitoring, assessing, and adapting their learning strategies.

By fostering these competencies, students achieve deeper, more durable learning, preparing them to navigate a complex, ever-changing world and contribute meaningfully to society.

ASSESS

DESIGN

See our Strategic Design Framework here

l ica og ces ti

What learning partnerships might strengthen the experience and deepen the learning?

L Par ear tn e

What experiences will activate this learning?

er Le v Di g

What do we want them to learn?

Learning that engages and applies six global competencies— Mindset, Global Citizenship, Communication, Collaboration, Creativity, and Critical Thinking—often through addressing authentic, real-world challenges, both individually and as members of a team.

What are some of the strategies we’ll use to engage all learners?

a it a g i n g l

How might we use technology to amplify, accelerate, and connect learners to learning?

ng s ni ship r

What do we already know about our students?

Designing Deep Learning

n nm in g en ts

VALUES

Commitment to Collaboration & Leadership

Ped Pra ag c

Deep Learning Culture & Practices

a it a g i n g l

n n m in g en ts

Commitment to Know, Value, Care

er Le v Di g

What experiences will activate this learning?

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Make a Difference Collaborate with other highly-engaged learners determined to solve real-world problems

Design, explore and direct your own learning while you discover your passions

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AR T

Contribute meaningfully to your local and global communities

Find your Element

IO

Fosterin g inspire a com d to be m t

L

CH

VALUE

Thrive in a community dedicated to understanding what makes you unique

O

KNOW

Know, Value, Care

MINDSET COMMUNICATION

ers, think e. nc ent nd iffere pe e a d ak

TH

sitive learners nqui a of i es, empowere nd in ity t selv d to de un ir bes m he

O

E

WHY ASIJ’s purpose is to help all students thrive and become accountable leaders and positive difference-makers in an increasingly complex, diverse, and rapidly changing world.

ar L e ro i Env

How will we support learners to take risks and try new ways of thinking, learning, presenting, and reflecting?

Policy Framework and Strategic Design Guided by our Board of Directors, ASIJ has implemented important policies to articulate our purpose and direction. Policy #21005 renews our Mission, Vision, and Core Values, introducing our Definition of Learning, while Policy #22006 presents our N-12 Portrait of a Learner. These policies, integral to our Strategic Design Framework (SDF), lay the groundwork for a strategic plan inspired by the work of the leading authority on school change, Michael Fullan7, whose work is explored further in Chapter 3. Our SDF confirms ASIJ’s commitment to maintaining a focused, coherent, and adaptable strategic plan that is sensitive to the evolving needs of our students and their families.

Diversity, Equity, Inclusion, and Sustainability Recent board policies further clarify ASIJ’s purpose and values. Policy #22108 focuses on Diversity, Equity, and Inclusion, cementing our dedication to recognizing the inherent value of every individual and fostering a culture of belonging. Policy #22159 provides ASIJ’s definition of sustainability and expresses ASIJ’s commitment to teaching students to deeply appreciate and understand their obligations to others, including future generations. These policies reflect ASIJ’s deep commitment to creating an inclusive, sustainable community that aligns with our strategic vision and educational mission.

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Policy #2100 – Mission, Vision, Definition of Learning, approved by ASIJ Board of Directors in February 2020.

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Policy #2200 – Portrait of a Learner, approved by ASIJ Board of Directors in May 2020.

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Fullan, M. & Quinn, J. (2015). Coherence. A joint publication of The Ontario Principals’ Council and Corwin: SAGE Company. Fullan presents research to support a comprehensive model with four interdependent drivers to lead school reform. Fullan’s Coherence Framework is the inspiration for ASIJ’s Strategic Design Framework.

Policy #2210 – Diversity, Equity, and Inclusion, approved by ASIJ Board of Directors in April 2021.

Policy #2215 – Sustainability, approved by ASIJ Board of Directors in April 2022. Policy #2215 borrows from the Brundtland Commission’s 1987 definition of sustainable development, which frames sustainability as “[meeting] the needs of the present without compromising the ability of future generations to meet their own needs” and proposes the twin concepts of intergenerational justice and intergenerational sustainability.

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Rigorous academics, signature programs, and the choice of AP Policy #2000 underlines ASIJ’s dedication to delivering rigorous academic and intellectual experiences not just in our High School, but across all divisions, ensuring a strong academic foundation from the earliest grades. In our High School, this commitment manifests through the selection of Advanced Placement (AP) courses and other advanced courses, offering the ability to critically assess and evolve our programming to meet the changing needs of modern learners.

By allowing students to choose AP courses à la carte, we provide them with the flexibility to tailor their learning journeys, explore their interests, and engage in deep, meaningful studies. This approach not only facilitates self-directed learning and the pursuit of passions but also distinguishes ASIJ in a market largely dominated by schools offering the International Baccalaureate Diploma Programme. It supports the development of signature experiences that extend beyond traditional academics, including advanced research, real-world internships, high-quality advisory experiences, learning partnerships, and service learning opportunities. This holistic and flexible educational strategy across all school divisions reaffirms our commitment to preparing students to succeed and thrive in a rapidly evolving global landscape, marking ASIJ as a forward-thinking, adaptable educational institution committed to fostering intellectual growth from the youngest learners to those on the cusp of graduation.

A college preparatory education Policy #2000 commits ASIJ to offering an American-style college preparatory education, underpinned by a liberal arts curriculum that aligns with the expectations of colleges and universities our students aspire to attend. This commitment includes providing AP and concurrent enrollment courses recognized by higher education institutions worldwide. Notably, while 75% of our students continue their education in North American universities, 25% choose prestigious universities in Europe, Japan, and other regions, showcasing ASIJ’s exceptional support for students applying to top universities globally. In response to the evolving college admissions landscape, ASIJ is proactive in adapting our strategies to support our students effectively. In addition to the outstanding counselors who support our students, we recognize signature experiences, well-integrated into our curriculum, play a crucial role in distinguishing our students, highlighting their unique potentials and capabilities to admissions committees.

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A holistic education, attentive to student identity and well-being In a world increasingly defined by Volatility, Uncertainty, Complexity, and Ambiguity (VUCA), as described by Dr Ulcca Joshi Hansen10, ASIJ recognizes the imperative to prepare students for the challenges and changes they are facing and will face in the future. Policy #2000 commits ASIJ to a holistic education that meets the needs of the whole child, integrating physical, social, and emotional well-being into our programming. This approach, rooted in the tradition of American-style education, advocates for a broad spectrum of co-curricular experiences—from fine arts and athletics to service-related clubs—ensuring students not only achieve academic excellence but also develop character, leadership skills, and integrity. The ASIJ Board of Directors mandates a balanced educational experience that encourages students to explore their passions, engage in their communities, and compete with honor. Reflecting this commitment, ASIJ has significantly invested in support services including counseling, safeguarding, advisory, and co-curricular activities, underlining our dedication to student well-being and the development of wellrounded individuals poised to navigate and contribute to a rapidly evolving world.

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Many students and alumni report that their most indelible memories of ASIJ concerned a patient, caring teacher who took time to know them as individuals, value what was unique or different about them, and care about their wellbeing and success.

Hansen, U.J. (2021). The Future of Smart. York, Pennsylvania: Capucia LLC. Hansen provides a compelling discussion of the values, priorities, and needs that produced existing systems of education before presenting a powerful case for why leading schools like ASIJ need to change in order to better meet the evolving needs of learners.

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ASIJ students learn to respect and appreciate Japan by engaging with our host country’s language and rich cultural heritage.

Leveraging our unique presence in Japan Japan provides ASIJ with a remarkably rich tapestry of culture and history. Reflecting on their time at ASIJ, many alumni credit their deep respect and appreciation for Japanese culture, alongside invaluable cross-cultural competencies, as key outcomes of their ASIJ education—skills that have proven invaluable throughout their lives and professional careers. Policy #2000 underscores this by committing ASIJ to draw upon our distinctive presence in Japan, weaving the language and cultural studies of our host country into the fabric of an ASIJ education. We actively invest in resources and initiatives to honor this commitment, ensuring that the culture and language of Japan are celebrated through our students’ learning experiences.

This includes fostering partnerships that provide our students with meaningful interactions through service learning, and engagements with visiting artists, writers, politicians, and cultural experts. Our Japan-based learning partnerships and comprehensive language program, catering to both native and non-native Japanese speakers, are pivotal in bringing Japan’s culture and language to our learners. The priority to immerse students in their host country’s environment, a cornerstone of ASIJ’s mission, enriches their education and underscores a continuous commitment that has been a hallmark of the school’s legacy.

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Inclusivity: Who do we serve?

ASIJ is ultimately committed to serving families attracted to our mission, values, and the sense of purpose articulated in this chapter. We do not believe that the experiences and programming ASIJ provides will be the right fit for every family. Fortunately, there are other fine international schools in the Tokyo market, and families should choose the school that offers the values and priorities that resonate most powerfully with them.

Per Policy #2000, ASIJ is defined as ‘an independent, co-educational day school’ catering to ‘children of international families,’ including both those on temporary assignments and those who call Tokyo their permanent home. Our community is enriched by students who join us for varying lengths of time— some for their entire N-12 education and others for shorter periods, reflecting the dynamic nature of our international community. Particularly in our ELC, ES, and MS programs, we strive to serve these families effectively, ensuring a smooth transition through a curriculum grounded in Deep Learning. By fostering global competencies—Mindset, Global Citizenship, Communication, Collaboration, Creativity, and Critical Thinking—we prepare students to navigate an increasingly complex world with confidence and adaptability..

The 2019 review of Policy #2400, which revises our Admissions Policy, marked an important shift in our approach to inclusivity. Historically, ASIJ’s admissions were heavily influenced by academic performance or potential, often limiting access for applicants with learning or language differences. The revision broadens our admissions criteria to include ‘mission-aligned’ families, reinforcing our commitment to diversity, equity, and inclusion. This ensures that ASIJ fosters an environment where all students, regardless of background or learning profile, can thrive through tailored support, differentiated instruction, and an inclusive school culture. Policy #2400 affirms our commitment to non-discrimination and the pursuit of an equitable and diverse school community. We recognize diversity in its many forms—including cultural, linguistic, neurodiversity, socio-economic background, and lived experiences—ensuring that ASIJ is a place where all students feel valued, supported, and empowered.

This policy revision underscores ASIJ’s commitment to diversity, equity, inclusion, and Deep Learning, as outlined in Policy #2210. It signals our readiness to allocate resources strategically—enhancing student support services, professional development, and inclusive instructional practices—to ensure that every learner receives the tools and opportunities needed to succeed. Through these changes, ASIJ affirms its dedication to shaping an inclusive, engaged community that reflects the broad spectrum of human experience and thought.

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Policy #2400 – Admissions Policy, approved by ASIJ Board of Directors in March 2020.

Chapter Summary

概

Through our exploration of ASIJ’s purpose, alongside our mission, vision and understanding of whom we serve, this chapter aims to reaffirm our steadfast commitment to delivering a holistic, rigorous, and inclusive education, finely attuned to the evolving needs of our students and the complex global landscape they will inhabit. Anchored in a rich historical legacy and driven by a mission-focused and vision-led philosophy, ASIJ wholeheartedly embraces diversity, equity, and innovation within every facet of our educational programs. By capitalizing on our unique position in Japan, we aim to deepen our community’s cultural and linguistic connections, while our revised admissions policy reflects our intent to embrace a wider array of learners, showcasing our commitment to being a forward-thinking and adaptable institution. As we forge ahead, our unwavering dedication to cultivating well-rounded, intellectually engaged, and globally aware learners stands at the forefront of our mission, ensuring

Our students learn in a community that’s diverse in many different ways.

They learn to recognize the value of learning with and from peers who have different life experiences and backgrounds.

ASIJ not only readies students for today’s challenges but also empowers them to seize tomorrow’s opportunities.

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Chapter Two

How must schools evolve in a world defined by complexity and change, and how are our perceptions of success changing?

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E

ducation is undergoing its most profound transformation in generations, driven by rapid technological disruption, shifting societal expectations, and an increasingly interconnected world. At ASIJ, we recognize that preparing students for an uncertain future demands not just incremental change, but a bold rethinking of how learning happens. This chapter explores the challenges modern learners face, how their needs are evolving, and how schools must redefine success to ensure students are prepared for the world they will inherit as adults.

The term VUCA—Volatility, Uncertainty, Complexity, and Ambiguity—originated at the U.S. Army War College in the late 20th century to describe the post-Cold War world, a landscape where traditional models of strategy and leadership were no longer effective. Today, we borrow VUCA to illuminate the realities in which modern learners are coming of age. From the rapid acceleration of Artificial Intelligence and digital technologies to the unpredictability of global systems and social structures, the conditions shaping education are more fluid than ever before. As Ulcca Hansen argues in The Future of Smart (2021), the industrial-era model of education—built around standardization, predictability, and compliance—was designed for a stable, linear world. However, today’s world is anything but linear, demanding that schools become more adaptive, responsive, and human-centered.

If the world students are growing up in is increasingly volatile, uncertain, complex, and ambiguous, then the way we educate them must evolve accordingly.

Schools can no longer focus solely on content mastery; instead, they must equip students with adaptability, critical thinking, and ethical reasoning—skills that will allow them to thrive in a future that cannot be predicted. At ASIJ, we have identified ten defining challenges that illustrate the conditions shaping modern learning. These challenges, explored in Part 1, serve as both a diagnostic and a call to action, ensuring ASIJ remains accountable for preparing students not just for today’s realities, but for the world they will soon lead.

In Part 2, we examine how these challenges necessitate a rethinking of success.

The skills, attributes, and mindsets once considered essential are being reconsidered in light of accelerating technological change, shifting career landscapes, and growing societal complexity. Each ASIJ division has articulated four provocations—not as definitive answers, but as invitations for debate and reflection—challenging us to think beyond outdated models of success and toward a future-ready vision that values adaptability, purpose, and well-being alongside academic achievement.

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Part 1: Adapting to the Needs of Modern Learners The world today is vastly different from the one previous generations experienced. The conditions shaping modern learning—technological acceleration, shifting societal norms, and global instability—are not isolated trends, but interconnected forces that define the complexity of a VUCA world.

Schools can no longer operate under the assumption that traditional models of education will adequately prepare students for the future. Instead, they must recognize that learning itself must evolve alongside the world it seeks to prepare students for.

At ASIJ, we have identified ten defining challenges through insights from educational thought leaders, faculty, students, parents, and our Board of Directors. These challenges illustrate the realities modern learners must navigate and serve as a foundation for how ASIJ must evolve—informing shifts in curriculum, programs, and teaching practices. While these challenges are presented sequentially, they should not be seen as a fixed ranking. The landscape of learning is dynamic, and the relative urgency of these challenges will continue to shift over time.

While ASIJ teachers frame learning experiences, students often collaborate and direct their own learning through student-led projects.

By identifying these challenges now, we hold ourselves accountable to ensuring ASIJ remains responsive, adaptive, and committed to preparing students not just for the present, but for the future they will lead.

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Challenge 1: Finding Purpose & Belonging Stress, pressure, and evolving social norms are contributing to what many experts see as an escalating mental health crisis, exacerbated by the COVID-19 pandemic’s lasting effects on well-being and social development.

As traditional anchors of identity—community, culture, and shared narratives— shift or erode, many students struggle to find meaning and connection in an increasingly fragmented world. This reflects a deeper ambiguity about personal and collective identity, where students must navigate multiple, sometimes conflicting, influences about who they are and who they should become. In an environment where social and cultural norms are evolving rapidly, students require more than academic skills—they need the self-awareness, adaptability, and agency to define their own purpose. Schools like ASIJ must actively foster identity development and cultural literacy, ensuring students feel known, valued, and cared for so that they are empowered to shape their futures despite the external challenges they will face.

Challenge 2: The Accelerating Pace of Change Technological and societal shifts that once unfolded over decades now happen in months, reshaping industries, economies, and ways of life at an exponential rate. In 2024, 25% of U.S. tech job listings required AI expertise, a figure unthinkable just a few years ago. This relentless acceleration fuels volatility, making it impossible to rely on stable models of education, work, and long-term planning. The faster the world changes, the harder it becomes to anticipate what knowledge and skills will be needed next. As this uncertainty deepens, students must learn to thrive amid rapid disruption, cultivating flexibility, intellectual curiosity, and the ability to adapt before change renders previous models obsolete. Schools can no longer rely on a static curriculum or a fixed understanding of career pathways; instead, they must cultivate learning environments that prioritize agility, creativity, and problem-solving—ensuring students are not just keeping pace but shaping the transformations that will define their future.

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Challenge 3: Information Proliferation & Discernment The sheer volume of information available today is unprecedented, growing at an exponential rate and reshaping how knowledge is created, shared, and consumed. The rise of algorithm-driven content, AI-generated media, and social platforms means that information now moves faster than ever—yet its reliability is increasingly uncertain. In a world where falsehoods spread faster than facts, modern learners must contend with the ambiguity of truth itself.

Misinformation, bias reinforcement, and digital echo chambers make it difficult to distinguish knowledge from manipulation. The ability to think critically, evaluate sources, and question narratives is no longer just an academic skill— it is a survival skill in a world where certainty is elusive. Without these abilities, students risk becoming passive participants in a system where information is weaponized rather than understood. Schools must take an active role in developing students’ intellectual discipline and ethical reasoning, ensuring they are not just consumers of information, but discerning, responsible problem-solvers.

Challenge 4: Embracing Artificial Intelligence (AI) The rapid evolution of Artificial Intelligence is blurring the lines between human and machine intelligence, raising new questions about what it means to learn, create, and even think. Tools like ChatGPT, Midjourney, and other generative AI models are no longer futuristic concepts—they are already transforming how people engage with knowledge, work, and creativity. This shift introduces a layer of complexity that schools cannot ignore: How do we teach students to ethically, responsibly, and critically engage with AI, recognizing both its vast potential and its inherent limitations? Historically, education has emphasized what is taught rather than why and how, but in a world where AI can generate answers in seconds, the true skill is not in knowing but in questioning. Schools that focus narrowly on preventing AI-assisted academic dishonesty will miss the greater imperative: preparing students to navigate a world where AI is an embedded part of everyday life. ASIJ must ensure students develop the ability to critically evaluate AI-generated content, understand its biases, and apply it as an augmentation of human intelligence rather than a substitute for thinking.

AI will continue to evolve—but the real question is whether education will evolve alongside it.

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Challenge 5: The Future of Work The nature of work is undergoing a profound transformation, driven by globalization, automation, AI, and shifting workforce expectations. The pandemic accelerated trends toward asynchronous collaboration, remote work, and digital-first industries, while AI is rapidly reshaping not just how work is done, but who—or what—does it. This shifting landscape fuels deep uncertainty about career pathways, as industries once considered stable evolve beyond recognition and entirely new fields emerge. In this era of complexity, students can no longer rely on a predictable trajectory from education to career. Instead, they must develop adaptability, interdisciplinary thinking, and resilience in the face of an ever-changing professional landscape.

Organizations such as the WEF, OECD, and McKinsey predict that the most valuable skills in the future will be complex problem-solving, creativity, and human-centered leadership—competencies that extend beyond technical expertise and into the uniquely human ability to navigate uncertainty with insight and innovation. Schools must recognize that preparing students for the future of work means preparing them for continuous reinvention, ensuring they develop the curiosity, agility, and mindset needed to succeed in careers that may not yet exist.

Challenge 6: Instability & Inequity Modern learners are coming of age in a world marked by deep instability and widening inequities, where political, economic, and environmental disruptions are reshaping societies at an accelerating pace. Global conflicts, economic volatility, and rising polarization undermine predictability, making stability feel increasingly fragile. In this climate of uncertainty, institutions that once provided a sense of order—governments, international organizations, and even long-standing social norms—are being tested. Economic inequality continues to widen, diminishing the middle class and deepening disparities between the wealthiest and the most vulnerable. Even as advances in technology and medicine improve lives in many parts of the world, access to opportunity remains deeply uneven. Schools like ASIJ have a responsibility to develop globally-minded students who see themselves as accountable leaders—committed to human equity, peace, and sustainable solutions that extend beyond national and economic self-interest.

Preparing students for this reality means fostering critical consciousness, ethical leadership, and a deep commitment to building just and resilient societies in an era where stability can no longer be assumed.

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Challenge 7: A Just & Sustainable World Climate change is no longer a distant threat—it is an unfolding reality reshaping economies, displacing communities, and intensifying global instability. Rising temperatures, extreme weather patterns, sea level rise, and biodiversity loss are not just environmental issues; they are profound social, economic, and geopolitical disruptions. This is the essence of VUCA—where the interdependence of environmental, political, and economic systems means that no challenge exists in isolation. The effects of climate change are inherently uneven, disproportionately burdening the poorest and most vulnerable regions, exacerbating instability, and fueling resource conflicts. Schools like ASIJ must actively embrace sustainability as both a scientific and ethical imperative, ensuring that students understand not only the causes of climate change but also its uneven human consequences. Embedding principles of intergenerational sustainability and justice within education is critical— students must see themselves not as bystanders but as agents of change, capable of shaping a more equitable and resilient future for all.

Challenge 8: New Perspectives on Human Cognition For decades, advances in neuroscience and psychology were incremental, but today, research is rapidly reshaping our understanding of how humans learn, think, and develop across different stages of life. Cognitive science now reveals that learning is not a linear process but a dynamic interplay of memory, emotion, social connection, and adaptability. In a world of increasing complexity, where traditional knowledge is becoming more automated and readily accessible, education must shift away from a model that prioritizes rote learning and static skill sets. Intelligence can no longer be framed as a fixed trait, but as an adaptive capacity that changes in response to experience, environment, and challenge. During her January 2024 visit with ASIJ third graders, Ulcca Hansen encouraged students to move beyond asking “Are you smart?” and instead ask, “How are you smart, and how will you bring that into the world?”—a perspective that underscores the urgency for schools to recognize, nurture, and empower each learner’s unique cognitive potential. As AI reshapes knowledge work and automation takes over routine tasks, the most valuable human abilities will be creativity, emotional intelligence, and the capacity to learn and relearn throughout life.

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Challenge 9: Rethinking Disciplinarity Traditional education has long been structured around discrete disciplines, fragmenting knowledge into subject-based silos that often fail to reflect the interconnected nature of the world. But today’s global challenges—whether climate change, public health crises, or artificial intelligence ethics—demand transdisciplinary thinking, where learners synthesize knowledge across multiple domains to solve complex problems. In this VUCA world, where ambiguity and interdependence define nearly every field, rigid disciplinary boundaries no longer serve students preparing for an uncertain future. Ulcca Hansen observes that most schools still operate within multidisciplinary or interdisciplinary models, which acknowledge connections between subjects but stop short of fully integrating them. True transdisciplinary learning moves beyond this, requiring students to see knowledge as fluid, adaptable, and applicable across multiple contexts. Schools must embrace learning that is dynamic, interconnected, and problem-driven, ensuring that students develop the ability to think across boundaries, connect ideas in novel ways, and tackle real-world challenges with insight and agility.

Challenge 10: Attention, Distraction, & Deep Work Modern learners are growing up in an environment saturated with notifications, algorithm-driven content, and constant digital stimuli, making sustained attention an increasingly rare skill. The ability to focus deeply, engage in complex thinking, and resist distraction is essential for success, yet the very tools that enable instant access to knowledge often undermine cognitive stamina. This reflects a fundamental paradox of the modern world: we are more connected than ever, yet it has never been harder to concentrate. In this VUCA world, where information overload and rapid change are the norm, students must learn to manage their attention with intention, developing the capacity for deep work, critical reflection, and persistence through intellectual challenges. Schools have a responsibility to help students build cognitive endurance, fostering habits that promote concentration, self-regulation, and meaningful engagement with learning. Without these skills, modern learners risk becoming passive consumers rather than active thinkers—reacting to information instead of shaping it.

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The challenges facing modern learners are not isolated—they are interwoven forces shaping a world that is volatile, uncertain, complex, and ambiguous. Together, these ten challenges define the conditions students must navigate, where stability is no longer a given, and adaptability is essential. Schools cannot afford to rely on outdated educational models that were designed for a more predictable past.

Instead, we must acknowledge that the skills, mindsets, and definitions of success that once served students well are no longer sufficient.

If the world is changing, then so too must our understanding of success. The evolving realities of work, knowledge, and personal fulfillment require schools to rethink not just what students learn, but how we define achievement itself. In Part 2, we examine how ASIJ is redefining success across divisions—ensuring that our students are not only prepared for the future, but equipped to shape it with confidence and purpose.

As we reflect on the myriad challenges our current generation of students faces, it becomes increasingly evident that the traditional paradigms of education no longer suffice. The ten challenges outlined in this section paint a picture of the complex landscape our students at ASIJ navigate daily and will increasingly experience in the very near future. These challenges are not isolated issues; they are interconnected facets of a rapidly evolving global society.

12.

Dr Hansen, presentation on the evolution of human cognition and learning in the past decade, Professional Development Exercise for ASIJ Teachers and Faculty, The American School in Japan, Tokyo, Japan, January 1517, 2024. Hansen discussed how advances in neuroscience have led to a more sophisticated understanding of memory formation, storage, and retrieval, and how the hemispheres of the brain work interdependently.

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Part 2: Evolving perceptions of success across ASIJ

At the heart of ASIJ’s Strategic Design Framework is the recognition that we must foster curiosity and a leaner’s mindset in our students in order to empower them to explore and question the world around them.

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If these ten challenges define the conditions of a VUCA world, they also demand that we rethink what it means to be successful. The career paths, life trajectories, and skill sets that once ensured success are no longer guaranteed, and schools can no longer rely on outdated markers of achievement. Instead, we must ask:

What does success look like in a world where knowledge is abundant, work is fluid, and uncertainty is constant?

Since its founding in 1902, ASIJ has witnessed each generation redefining success in response to the opportunities and challenges of their time. For decades, success was understood through a straightforward academic and professional trajectory—strong grades, college acceptance, and a stable career. But in a world where learning is continuous, industries are evolving in unpredictable ways, and resilience is just as important as expertise, this linear model is no longer sufficient.

At ASIJ, we recognize that success must be defined more expansively—one that values academic achievement, adaptability, purpose, and well-being in an era of accelerating change. In response, each ASIJ division has articulated four provocations—not as definitive answers, but as invitations for debate and reflection. These provocations explore how perceptions of success have evolved within different developmental stages, critically examining the attributes, values, and mindsets that have endured, transformed, or will likely continue to shift over the next decade.

By engaging with these provocations, we challenge ourselves to move beyond outdated models of success and toward a more human-centered, future-ready vision—one that ensures ASIJ students are not just prepared for what comes next, but equipped to define success on their own terms.

Provocations: Reflecting on Success Across Divisions As ASIJ continues to evolve, we recognize that success can no longer be defined by a single, static measure. Instead, success must reflect the needs of students at different developmental stages and in a world where adaptability, purpose, and lifelong learning matter as much as academic achievement. The following 16 provocations—developed by ASIJ’s divisions—serve as a catalyst for reflection and discussion. These are not definitive answers, but invitations to debate and reconsider how we are preparing our students to actively shape their own futures.

Our students join a vibrant community where they engage, form meaningful friendships, and grow into passionate, purposeful individuals.

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ELC Provocations 1.

A focus on academic standards and pacing robs children of their opportunity to play and develop their curiosity, creativity and agency.

Metacognition must be nurtured from the earliest years--not when students are ready to explain it, but when they start to experience it.

2.

Inclusive schools evolve to nurture each child’s potential, identity and strengths - they don’t ‘exit’ children.

When assessment is driven by external validation, it serves adults, not the Deep Learning students actually need.

3.

If Deep Learning is constrained by fixed benchmarks, we reduce success to coverage, not understanding.

4.

Even our youngest learners can lead their own learning when we give them permission and the tools.

1.

Multiyear relationships with peers and teachers develop emotional consistency and deep connections necessary to thrive in life.

2.

3.

4.

ES Provocations

Future readiness is built on a foundation of self and social awareness, identity, and sense of belonging - not grade level achievement.

MS Provocations

HS Provocations

1.

A successful Middle School designs for belonging and inclusion, honoring each student’s humanity over their willingness to comply and conform.

1.

When students define success as mastering the rules, teachers feel pressure to keep learning safe—and everyone stays comfortable.

2.

Success in Middle School means building agency and metacognition through coaching and guided choice—not control.

2.

If success doesn’t include the capacity to ethically use AI, we are preparing students for a world that no longer exists.

3.

Success in Middle School isn’t about earning grades or seeking approval—it’s about using learning to contribute to the world and shape the future.

3.

Dismantle performance culture: redefine success through learning that invites risk, reflection, and shared uncertainty.

4.

Scapegoating college admissions perpetuates legacy systems—stalling the change our students actually need.

4.

Success in Middle School means tackling complex, real-world challenges through transdisciplinary thinking—not staying confined 24 | Vision 2030 to subject silos.

Conclusion: A Call to Action The challenges outlined in this chapter define the complexity, uncertainty, and rapid change shaping modern education. Schools must be more than repositories of knowledge—they must be dynamic learning environments that equip students to thrive amid uncertainty, adapt to new realities, and redefine success on their own terms. The provocations presented here are not the end of the conversation; they are the beginning. As ASIJ moves forward, our goal is clear: to ensure that every student is not only prepared for the future but empowered to shape it.

Chapter Summary

概

The ten challenges outlined in this chapter, along with the success provocations developed by ASIJ’s divisions, underscore the rapidly evolving needs of modern learners and the urgent need to rethink how schools define and cultivate success. The world our students will enter is more complex, unpredictable, and interconnected than ever before, demanding that we critically assess whether our current systems, practices, and priorities genuinely prepare them for the future they will navigate.

ASIJ’s commitment to adaptation, innovation, and human-centered learning must be more than an aspiration—it must shape how we design education at every level. Preparing students for a VUCA world requires an approach that fosters resilience, purpose, and a deep sense of belonging, ensuring they develop not just knowledge and skills, but the capacity to lead with confidence and integrity amid uncertainty. Meeting these challenges will require collective action, as our divisional faculties and broader community embrace change with a willingness to reimagine what is possible.

This commitment sets the stage for Chapter 6, where divisions and teams will outline their key initiatives, goals, and transformative actions— demonstrating ASIJ’s dedication to shaping an educational experience that is responsive, future-ready, and deeply intentional.

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Chapter Three

How is ASIJ’s Strategic Design Framework built to navigate the changing landscape of education?

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T

his chapter explores the origins and priorities of our Strategic Design Framework (SDF) and elaborates on why we are confident that this framework equips ASIJ with the direction and adaptability required to navigate the evolving landscape of education described in Chapter 2.

At ASIJ, we believe cross-divisional mentorships often lead to transformative learning opportunities, where older students guide younger ones, enriching their journeys and fostering a community of engaged, empathetic learners.

In partnership with Stephanie Rogen of Greenwich Leadership Partners, the ASIJ Board of Directors initiated a strategic planning process during the 2017-18 school year that crafted our SDF. Board members recognized that our creation of a compelling, future-focused vision of learning needed to precede the development of a new master plan that renovated or replaced existing facilities on our Chofu campus. The result was the SDF, which has since evolved into a dynamic and responsive blueprint for ASIJ’s future.

The SDF’s development was significantly influenced by the work of distinguished educational figures such as Ken Robinson, Carol Dweck, and John Hattie, among many others. These contributions are detailed in Chapter 7 through a comprehensive annotated bibliography that details the extensive research informing our strategic choices.

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In this chapter, we focus on three of the greatest influences on our SDF:

Michael Fullan’s pioneering work on school change and pedagogy Fullan, a leading voice in school reform for over four decades, alongside Joanne Quinn, has profoundly influenced our SDF through their books Coherence (2016) and Deep Learning (2018). Their Coherence Framework, with its four interdependent dimensions, and their competency-based Deep Learning model, are cornerstones of ASIJ’s SDF.

Heifetz, Grashow, and Linsky’s Adaptive Leadership model The Practice of Adaptive Leadership (2009) identifies a common pitfall in organizational change: the reliance on technical solutions for complex, adaptive challenges. In line with the challenges outlined in Chapter 2, our SDF adopts an agile, responsive, and opportunity-based approach, embodying the principles of adaptive leadership as described by Heifetz, Grashow, and Linsky.

Hansen’s vision for a human-centered education In The Future of Smart (2021), Hansen critiques the prevailing western educational paradigm for its inadequacy in addressing the rapidly evolving needs of modern learners. Her human-centered model offers a critical lens through which ASIJ is re-thinking how we can best prepare our students for the volatility, uncertainty, complexity, and ambiguity (VUCA) that characterizes the rapidly changing world around us.

The impact of these authors’ work on the SDF is explored in greater detail in this chapter and our extensive annotated bibliography in Chapter 7 provides additional information.

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Michael Fullan’s pioneering work on school change and pedagogy Fullan and Quinn’s Coherence Framework is based on their extensive research on school reform spanning four decades. The authors contend that many schools mistakenly depend on the wrong drivers for school improvement. Examples of wrong drivers include pursuing technology as a panacea, chasing ‘best practice’ in outdated pedagogical models, and following assessment-driven models that are inflexible and insensitive to the evolving needs of modern learners.

In Coherence (2016), Fullan and Quinn share the research behind the four drivers that most powerfully leverage systemic change in schools. The authors emphasize these drivers are interdependent and that schools must develop a clear understanding of each driver in their unique context. The table below illustrates how ASIJ has adapted these drivers into our own context.

Coherence Framework

Strategic Design Framework

Focusing Direction

Focusing Direction

Cultivating Collaborative Cultures

Cultivating Adaptive Cultures

Deepening Learning

Designing Deep Learning

Securing Accountability

Measuring Success

Drivers

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Dimensions

Focusing Direction Fullan and Quinn stress that effective schools provide a clear, compelling vision for where the school is going and why. The authors contend this involves being purpose-driven, setting meaningful goals, ensuring strategic clarity, and managing the change process effectively. The Focusing Direction dimension of our SDF draws inspiration from Simon Sinek’s “golden circle” concept, as outlined in his influential book, Start With Why (2011)13. At the heart of our vision is ASIJ’s Commitment to Know, Value, and Care for each student14.

Our WHY centers on empowering students to thrive as responsible leaders and proactive contributors in a world that is increasingly complex and rapidly changing. Our HOW is inspired by Fullan and Quinn’s competency-based Deep Learning model. This model emphasizes the importance of enhancing students’ metacognitive abilities and engaging them with real-world, often transdisciplinary challenges that make learning relevant and meaningful. Our WHAT envisions the transformational experiences we hope to design and program for students over time. These experiences will be designed to develop students’ empathy, compassion, and respect for others; encourage learners to actively engage in their communities and assume responsibility for problems they did not create; inspire students to become proactive changemakers; and empower students to explore their interests and develop their passions.

13.

14.

See our Focusing Direction dimension here

Sinek, S. (2011). Start with why. New York City: Portfolio. Sinek argues that many companies and leaders focus on “what” they do, rather than “why” they do it, and that this leads to a lack of inspiration and direction. He suggests that by starting with the “why,” individuals and organizations can better understand their purpose and mission, and ultimately achieve greater success.

At the center of the ASIJ crest is our Commitment to “Know, Value, Care” (KVC). This emerged from surveys and interviews with students, alumni, and parents who explained that their most indelible memories of ASIJ concerned a patient, caring teacher or coach who took time to know them as individuals, value what was unique or different about them, and care about their wellbeing and success. Our Commitment flows into our Mission.

When a student feels known, valued, and cared for in a safe community that emphasizes learning, curiosity, and originality, they are inspired to be “their best selves, empowered to make a difference.” Students and alumni reported that because an ASIJ teacher patiently knew, valued, and cared for them, they were motivated to give their best effort in all endeavors. Giving their best effort created an awareness of their own capacity and potential, which in turn strengthened their integrity and internal drive to achieve. Alumni reported that knowing “their best selves” reinforced their sense of responsibility to others, which resulted in feeling “empowered to make a difference.”

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See our Designing Deep Learning dimension here

Definition of Deep Learning Learning that engages and applies six global competencies— Mindset, Global Citizenship, Communication, Collaboration, Creativity, and Critical Thinking—often through addressing authentic, real-world challenges, both individually and as members of a team.

This approach emphasizes the development of students’ metacognitive skills, empowering them to assume agency in monitoring, assessing, and adapting their learning strategies.

By fostering these competencies, students achieve deeper, more durable learning, preparing them to navigate a complex, everchanging world and contribute meaningfully to society.

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Designing Deep Learning Fullan and Quinn’s collaboration in Deep Learning (2018) introduced the competency-based Deep Learning framework as one of the four dimensions on ASIJ’s SDF15. This model orients ASIJ away from a traditional model of teaching and learning toward a learning-progressive model sensitive to the needs of modern learners. Our journey toward Deep Learning began in the 2017-18 school year when our faculty collectively developed a Definition of Learning16 grounded in constructivist principles. In our effort to shape a nuanced N-12 learner profile that promoted student agency and higher-order cognitive skills, ASIJ became one of the first international schools in the world to join New Pedagogies for Deep Learning (NPDL)17, the global network of schools founded by Fullan and Quinn.

ASIJ’s partnership with NPDL resulted in the development of our N-12 Portrait of a Learner. Explicit teaching of these competencies, in contexts where students engage in the study of authentic, real-world problems, is what ASIJ means when it refers to Deep Learning. We also provide a side-by-side comparison of teaching and learning models in which we stress the phrase “teacher-framed, student-led” and elaborate on what it means for ASIJ.

15.

Definition of Learning – Approved by ASIJ Board of Directors as Policy #2100 in February 2020.

16.

New Pedagogies for Deep Learning – Access to public website is available in the annotated bibliography.

17.

N-12 Portrait of a Learner – Approved by ASIJ Board of Directors as Policy #2200 in May 2020.

Models of Teaching and Learning Traditional Model

Deep Learning

Teacher-directed

Teacher-framed, student-led

Teacher decides what’s important to know; transmits knowledge to students

Teacher engages students through opportunities to explore authentic, real-world issues and challenges

Student receives knowledge; remembers

Student constructs understanding through inquiry, problemsolving, and experimentation

Risk-taking is discouraged as students pursue moment-intime grades; students are conditioned to avoid failure

Risk-taking is incentivized as students are rewarded for developing novel ideas; students embrace failure as learning

Learning is compliance-oriented, driven by grades

Learning prioritizes curiosity and rewards student agency

Learning focuses on product or outcome, not on process

Learning focuses on process, confident that product or outcome will follow

Teacher is a passionate subject area specialist

Teacher combines passion for subject area with deep interest in metacognition and how human beings learn

Learning is siloed in traditional subject areas

Learning embraces transdisciplinary opportunities

Portrait of a Learner competencies are considered soft skills that students practice generally without explicit instruction or guidance

Portrait of a Learner competencies are prioritized through experiences and explicit instruction that allow students to develop skills embedded in each learning progression

Learning is impersonal

Learning connects meaningfully to student interest

Intelligence viewed as the ability to learn and remember

Intelligence viewed as the ability to rethink, iterate, and even unlearn

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Cultivating Adaptive Cultures

ASIJ recruits teachers who understand that the needs of modern learners are evolving and our professional culture must become more adaptive as well.

See our Cultivating Adaptive Cultures dimension here

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Fullan and Quinn emphasize the critical role of nurturing cultures of engagement in schools, where shared goals, commitments, and responsibilities bring stakeholders together, which is why Cultivating Adaptive Cultures appears as one of our SDF dimensions. This principle is infused across ASIJ through the professional standards frameworks created and tailored for various roles. These frameworks, which are custom-built to advance SDF priorities, articulate the professional culture we aspire to at ASIJ. All frameworks are grounded in our Commitment to Know, Value, and Care, our willingness and effectiveness as collaborators, and our responsibility to implement Deep Learning in our work with students. The addition of “adaptive” into this SDF dimension is a response to the accelerated pace of change, as discussed in Chapter 2. In this age of rapid change, maintaining an agile culture that proactively embraces new challenges is essential. This agility necessitates a continuous reevaluation of our norms, values, assumptions, and beliefs to ensure they align with and effectively respond to the changing needs of our students, fostering an environment where both students and educators thrive amidst ongoing transformation.

Teacher

Leadership

Counselor

Student Support

Assistant Teacher

Learning Office

Measuring Success Fullan and Quinn underscore the importance of fostering cultures of accountability in schools, where all stakeholders are united in advancing institutional priorities.

This involves embracing both internal and external measures to demonstrate progress and success effectively. At ASIJ, our approach to measuring success draws inspiration from Todd Rose’s insights18 on individual variability and Adam Grant’s recent work on uncovering and nurturing human potential19. Measuring Success appears as one of the dimensions of our SDF. We are committed to developing innovative methods that accurately capture and celebrate each student’s unique journey and accomplishments. Moving beyond the constraints of a one-size-fitsall educational model, we aim for a nuanced understanding of each student’s growth and development over time. Leveraging new A.I. technologies, we see groundbreaking opportunities to enhance our measurement tools, offering a more personalized and holistic view of success. This approach aligns with our dedication to Knowing, Valuing, and Caring for each student who attends ASIJ, ensuring our efforts to measure success are as diverse and dynamic as our students themselves.

See our Measuring Success dimension here

Conclusion Michael Fullan’s seminal work on educational change and his Coherence Framework have been instrumental in shaping ASIJ’s Strategic Design Framework, providing a robust foundation for systemic transformation towards a more engaging, competency-based model of learning. By integrating Fullan’s insights on our four dimensions – Focusing Direction, Cultivating Adaptive Cultures, Designing Deep Learning, and Measuring Success–ASIJ has reoriented its pedagogical approach to provide students with greater agency by developing the skills they will need to navigate the complexities of the 21st century. This alignment with Fullan’s work supports ASIJ’s commitment to fostering an adaptive and innovative educational environment that prioritizes Deep Learning, student agency, and community engagement, ensuring the school remains at the forefront of educational excellence and innovation.

18.

19.

Rose, T. (2016). The End of Average: Unlocking our potential by embracing what makes us different. New York: HarperCollins Publishers. A 2022 ASIJ summer read, Rose uses stories and science to show that in fact nobody is “average” and identifies how to help each unique individual meet their potential through a more individualized approach to problem-solving and systems.

Grant, A. (2023). Hidden Potential. New York: Penguin Random House LLC. Grant advocates for a shift towards more personalized, strengths-based approaches to education, highlighting the importance of recognizing and nurturing the unique potential of individuals, especially those who are frequently overlooked or marginalized.

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Cultivating an Adaptive Culture at ASIJ

We recognize ASIJ students need to become more adaptable and resilient in order to face challenges with resolves and courage.

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In recent years, schools have been challenged to confront an array of crises, most notably the COVID-19 pandemic, forcing them into a continual state of adaptation and change. Against this backdrop, the principles of Adaptive Leadership, developed at the Harvard University Kennedy School of Government by Ronald Heifetz and Marty Linsky, have found a new and urgent relevance in schools.

Traditionally applied in business and organizational contexts, Adaptive Leadership fosters agility and encourages a proactive, opportunity-based mindset, which is a departure from the rigid, goal-based school improvement plans featured in most schools since the 1990s. The approach complements Michael Fullan’s research on the right drivers of change and empowers schools to navigate the complexities of today’s world with increased resilience and creativity, transforming challenges into catalysts for growth and innovation. As schools worldwide strive to adapt to the rapidly evolving demands of the 21st century, Adaptive Leadership provides a valuable framework for developing a more adjustable and contextsensitive strategy.

Technical vs. Adaptive Challenges In The Practice of Adaptive Leadership (2009)20, Heifetz, Linsky, and their coauthor Alexander Grashow differentiate between technical problems and adaptive challenges. Solutions to technical problems are mostly additive, involving the adoption of approaches based on existing knowledge. The authors define adaptive challenges, on the other hand, as those requiring the transformation of stakeholders’ values, behaviors, roles, and default practices. As we outlined in Chapter 2, the external forces with which schools must grapple are many, and most of these involve adaptive challenges, not technical problems that can be addressed by adopting a new pre-packaged curriculum or program. At ASIJ, we are embracing principles of Adaptive Leadership to cultivate an organizational culture that is more resilient, dynamic, and inclusive to the rapidly changing educational landscape we are experiencing. In our Strategic Design Framework, we call this Cultivating Adaptive Cultures.

20.

Heifetz, R., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Harvard Business School Publishing. The authors provide a guide on leading transformative change, focusing on diagnosing the complex challenges at hand, intervening skillfully, and mobilizing people to tackle complex problems while withstanding the pressures that accompany change.

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Naming Elephants Once a challenge is recognized as adaptive, Heifetz, Grashow, and Linsky (2009) contend that an organization must have the courage to ‘name elephants’. This metaphor concerns the willingness to identify and openly discuss unspoken assumptions; priorities or values that may be outdated; ways of working that are adult-centric; disparate understandings of professional roles or purposes; and unquestioned systemic defaults and cultural norms. Every organization has elephants; healthy schools are willing to engage in candid, reflective dialogues that identify when ‘elephants’ are significant barriers to change. This work fosters cultures of transparency and respectful candor that is often uncomfortable for those invested personally in the organization’s status quo. It also demands that individuals are willing to hold themselves accountable for engaging in the work and collectively owning the change process. In an era marked by rapid change and uncertainty, the ability to name and address our underlying challenges is not just a strategic decision—it’s an imperative for ensuring that ASIJ remains a dynamic, forward-thinking leader in education, focused unapologetically on making sure we are understanding and adapting to the evolving needs of our students.

Collective Ownership, Shared Accountability Embracing Adaptive Leadership at ASIJ has meant cultivating adaptive cultures where change is not only anticipated but embraced as an opportunity for growth and innovation. This approach requires a shift from top-down strategic initiatives to a more collaborative, engaging process where faculty, students, and the wider community–parents, alumni, and our valued learning partnerships–are active participants in shaping ASIJ’s future. By valuing diverse perspectives and fostering a sense of collective ownership, ASIJ is cultivating adaptive cultures capable of navigating the challenges and seizing the opportunities presented by a rapidly evolving educational paradigm. Key aspects of such adaptive cultures include our shared commitment to learning, our willingness to place our students’ evolving needs over our own preferred ways of working, and our willingness to be accountable and hold others accountable.

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Conclusion The integration of Adaptive Leadership principles into ASIJ’s professional culture promises to significantly enhance our understanding of the adaptive challenges we are facing. The approach encourages cultures of innovation and shared accountability, develops leadership capacity across all levels of the school, and strengthens our collective resilience. As we confront the shifting paradigms of education, Adaptive Leadership not only positions ASIJ to navigate these changes effectively but also to emerge as a leader of progressive, impactful education in the 21st century.

Our Strategic Design Framework aims to empower students to thrive as accountable leaders and positive difference-makers, willing to embrace the world’s complexities with joy and purpose.

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Video: “What we learned from Hansen’s visit”

Embracing a human-centered model of education at ASIJ Dr Hansen’s The Future of Smart (2021), her appearances on our virtual parent engagement series ASIJ 2030, and her week-long visits have created considerable reflection within our community. Dr Hansen’s work resonates powerfully with ASIJ’s desire to re-think success through a liberatory lens informed by the evolving needs of modern learners. Her advocacy for a human-centered education model, which prioritizes the holistic development of learners and honors the diversity of each learner’s strengths, interests, and identities, echoes ASIJ’s commitment to fostering an inclusive, empathetic, and adaptable learning environment. Her approach, advocating for a shift away from traditional, narrow perspectives on academic achievement towards a model that embraces the complexity and diversity of human potential, has inspired ASIJ to deepen our commitment to the vision captured by our SDF. ASIJ recognizes our duty extends beyond preparing students academically and we resolve to help them become the compassionate, accountable leaders the world urgently needs.

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Illuminating our WHY At the heart of ASIJ’s Strategic Design Framework lies our WHY: a deeplyrooted purpose to help all ASIJ students thrive and become accountable leaders and positive difference-makers in an increasingly complex, diverse, and rapidly changing world. This purpose resonates unmistakably with the humancentered educational model advocated by Dr Hansen. Her work makes clear that ensuring all students thrive requires that a school recognize, nurture, and cultivate each student’s unique strengths, interests, and potential. Further, in order to thrive in the VUCA world described in Chapter 2 it is imperative that all students have a deep understanding of their own identities, including how their life experiences influence their learning, values, and developing worldviews. Dr Hansen reinforces the importance of resisting traditional educational paradigms.

She champions student-directed learning experiences that foster agency, permit risk-taking and independence, and develop complex metacognitive and pro-social skills that allow students to negotiate their places in the world, even as that world continues to change.

Activating our HOW In his influential book Start With Why (2011), Simon Sinek explains that an organization’s WHY illuminates its purpose, cause, or belief, while its HOW outlines the actions that bring the WHY to life. ASIJ’s HOW involves knowing each learner (KVC) and developing their capacities to learn through six transdisciplinary competencies that they apply to authentic, real-world learning challenges (Deep Learning). This student-centered approach aligns closely with the core of Dr Hansen’s human-centered model, which prioritizes Relationships, Relevance, and Reintegration. Deep Learning moves beyond traditional educational models that focus narrowly on academic achievement. It compels students to forge meaningful connections, discover personal relevance in their learning, integrate their diverse insights into a unified worldview, and apply their learning in real-world contexts.

This methodology complements Dr Hansen’s vision, mirroring the conviction ASIJ shares with the author that our programs and pedagogy must meet the evolving needs of modern learners and prepare them to face the future with empathy, resilience, and accountability.

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Realizing our WHAT Our WHAT—that students will experience a transformative education at ASIJ where they change over time and learn to act upon the world—mirrors the liberatory journey Hansen describes in The Future of Smart. Our WHAT also reflects Brazilian educator Paulo Freire’s vision of education as a dynamic process where learners are not merely passive receptacles of knowledge but active agents of change.

In challenging conventional learning paradigms and embracing the spectrum of human identity and development, ASIJ has embraced a vision of education that is inclusive, equitable, and profoundly humanizing. This vision commits to preparing students not solely for academic success but to cultivating well-rounded individuals who lead with integrity, empathy, and a deep-seated sense of social responsibility. Our WHAT, which is the tangible outcome of WHY and HOW, stands as a testament to our commitment to fostering an educational environment that empowers students to both transform themselves and the world around them, resonating with the perspectives of both Hansen and Freire.

Conclusion The alignment between Hansen’s human-centered model and ASIJ’s Strategic Design Framework is both profound and reaffirming. We share with Hansen a commitment to reimagine the future of education. As ASIJ continues to integrate Hansen’s research into our strategic planning and everyday practices, we act upon our dedication to an educational model that is inclusive, innovative, and responsive to the needs of every learner and the future they will face. In embracing Hansen’s liberatory approach, ASIJ is not just preparing students for the challenges and opportunities of the future; we are actively participating in shaping that future, ensuring our students emerge as leaders capable of envisioning and creating a more equitable, compassionate world.

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概 Chapter Summary Our Strategic Design Framework reimagines the priorities of a 21st-century education and challenges ASIJ to accept its role as a leading international school choosing to lean courageously into change. Grounded in the research and expertise of figures like Michael Fullan and Ulcca Hansen, we have crafted an adaptable strategic vision that embraces and does not shy away from the challenges we know our students will face. Our intent in this chapter is to show how ASIJ is thinking about its own evolution during these dynamic, fast-moving times. Our goal has been to share the most important underpinnings of our SDF and demonstrate unequivocally how much informed, intentional thought supports this vision. We hope readers who are stakeholders of our community–alumni, faculty, parents, and students–will take pride in knowing how committed ASIJ is to serving

One feature of an ASIJ education is the priority we place on learning partnerships.

We want our students frequently interacting with and learning from professional mentors working in different fields.

Hansen, speaking to ASIJ High School students during a January 2024 visit.

our students and community well and to adapting to their evolving needs.

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Chapter Four

How does ASIJ’s future vision for its Chofu campus inspire and deepen opportunities to advance the Strategic Design Framework?

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Envisioning a future of excellence: ASIJ at dusk with Mount Fuji. Offering potential transformative opportunities for generations, heralding a future rich with potential.

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SIJ has maintained a reputation as one of the leading international schools in both Japan and the world for over 120 years. Our work with Ennead Architects signals a leap towards marrying our heritage with our attention to the evolving landscape of education. The vision is not merely a renovation; it’s a bold reimagining of an ASIJ education designed to spark innovation, foster community, and produce a thriving, well-balanced student body. It is driven by our Strategic Design Framework, which equips ASIJ to navigate the confluence of factors now catalyzing a paradigm shift in education.

The Genesis of Transformation The transformative journey of ASIJ’s Chofu campus is rooted in our strategic partnership with Ennead Architects, whom we selected for their experience and success designing transformative spaces that realize schools’ learning aspirations. This collaboration, initiated during the challenges of the COVID-19 pandemic, began with deliberate consideration of ASIJ’s need to align its future facilities with a modern educational vision. Ennead sought to deeply understand the principles of our Strategic Design Framework before developing a plan for a campus that will not only meet the evolving needs of our students but will also inspire creativity and interconnected learning.

We believe Ennead’s inspired work sets a new benchmark for educational environments, marking a significant milestone in ASIJ’s history and paving the way for an era of unprecedented educational excellence and innovation.

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Academic Neighborhoods

Athletic Neighborhoods

Neighborhoods of Innovation Central to our vision is the decision to reimagine our future campus as academic or athletic neighborhoods, a strategic design choice sensitive to our obligation to provide a holistic education. The academic neighborhoods Ennead proposes are poised to become vibrant intellectual hubs, equipped with flexible classrooms and collaborative spaces designed to foster creativity and Deep Learning. Simultaneously, the athletic neighborhood will emphasize physical well-being and teamwork through state-of-the-art facilities. This division not only optimizes our campus for a holistic educational experience but also aligns seamlessly with our commitment to nurturing well-rounded individuals ready to navigate the complexities of the modern world.

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Sustainability and Community at the Core Together with Ennead Architects, we picture a campus with a strong emphasis on sustainability and community, integrating green design principles to envision a campus that respects the environment and fosters connection with the natural world. Ennead has planned extensive green areas and communal learning spaces that encourage outdoor learning and interaction. These areas serve as the heart of campus life, promoting a sense of belonging within the ASIJ community. This thoughtful integration of environmental stewardship and communal values underpins ASIJ’s mission to prepare students as accountable leaders and positive difference-makers who will strive to be their best selves.

Video: Ennead Architects’ vision for A River of Learning

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Phase-by-Phase: Building the Future

Classroom spaces redefine and inspire learning. Natural light and flexible design promote collaboration, innovation, and self-directed learning.

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Our master plan has six phases and is designed to develop modern, purposebuilt facilities over time with minimal disruption to daily operations. In every way possible, Ennead has endeavored to minimize the impact of construction.

Significantly, the initial phases promise to enrich the educational journey of our youngest learners—those students currently in the Early Learning Center or our Elementary School. These students will benefit profoundly when they one day walk the corridors of ASIJ’s new High School and learn in its classrooms. It should be noted that Phase 1 will include the development of state-of-the-art performing, visual, and digital arts facilities, which we anticipate will open new programs, opportunities, and experiences for our students. With Phase 2 and the completion of our new athletic neighborhood, students from all divisions will benefit from facilities that we anticipate few schools in the world will match. Each phase of our master plan will deepen and amplify the vision of our Strategic Design Framework, providing transformative experiences for every ASIJ student—in the classroom, the playing field or court, on the stage, or in the recording studio.

Envisioning Transformational Learning Ennead Architects’ meticulous design of new classrooms, arts, and athletics spaces supports ASIJ’s vision of modern learning. These facilities are imagined as catalysts for Deep Learning and collaboration, outfitted with the latest technology and adaptable spaces to support diverse learning styles and teaching methods. This blend of innovation and flexibility manifests our Strategic Design Framework, setting the stage for a future where ASIJ students are well-prepared for the complexities and opportunities of the modern world. The redevelopment of ASIJ’s campus is poised to profoundly impact our programming and community. We envision enhanced opportunities for transdisciplinary learning and personalized education, supported by cutting-edge technology and flexible classrooms. Moreover, the creation of communal spaces and green areas will fortify our community, fostering collaboration and a shared sense of belonging that is pivotal to our vision of a future-focused education.

Transforming learning: Campus architecture itself becomes a dynamic tool for sustainability education, providing students with the opportunity to study and explore.

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概

Chapter Summary ASIJ’s master plan is a blueprint for modernization—a declaration of our willingness to continue as a leader among schools worldwide. By closely aligning this physical transformation with our Strategic Design Framework, we are not just preparing our students for the future, we are inspiring them to redefine it. This next important chapter in ASIJ’s history is a testament to our legacy and to the promise of a future where our students continue to have a positive impact on the world.

ASIJ’s new athletics neighborhood promises world-class facilities for the next generation of student-athletes at ASIJ.

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Chapter Five

How does ASIJ benchmark against global and local standards to ensure we are meeting the evolving needs of our students and community?

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F Deep in discovery, ASIJ students exemplify our commitment to meeting global educational standards through hands-on, experiential science learning.

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or more than a century, ASIJ has been a premier international school in Japan and has earned a reputation as one of the leading international schools in the world. This acclaim is a testament to ASIJ’s enduring commitment to adapt to meet our students’ evolving needs. As we embark on a master plan to upgrade or replace facilities on our Chofu campus, our commitment to excellence through adaptation is more critical than ever. It is not enough for ASIJ to rest on past achievements or accolades; instead, we are focused on the future, recognizing our responsibility to both present and future generations of ASIJ students.

This chapter explores how ASIJ systematically navigates the complex landscape of international education, identifying key trends, challenges, and opportunities that shape our strategy. ASIJ benchmarks annually against top international schools globally and those located in Japan. Through this work, we align our educational programs with the latest global trends and ensure our financial and operational systems are robust. Our commitment to transparency and continuous improvement underscores our fiduciary duty to ASIJ’s community, reinforcing our mission to nurture empathetic leaders equipped for the dynamic challenges of tomorrow. By steadfastly focusing on both educational excellence and financial sustainability, ASIJ is poised to embrace new opportunities and adapt to an everchanging global environment.

Trusted Organizations and Affiliations ASIJ is committed to excellence through a continuous process of benchmarking against the highest local and global standards. To ensure our educational programs and financial strategies are aligned with industry best practices, we rely on a diverse set of highly-respected resources. These organizations provide ASIJ with the latest trends, data, and insights influencing international schools in Japan and worldwide. Our strategic planning benefits from this wealth of information, guiding our decisions to maintain and enhance our leadership position in local, regional, and global networks.

ISC Research is the leading organization collecting and analyzing data and trends from K-12 English-medium international schools worldwide. ISC identifies global, regional, and local trends and generates a market intelligence report for Japan.

East Asia Regional Council of Schools (EARCOS) connects international schools across Asia. ASIJ’s association with EARCOS allows us to stay abreast of educational trends and benchmark our tuition, salary, and benefits against the sixteen other EARCOS Large Schools Group schools.

Japan Council of International Schools (JCIS) is the premier association for Englishmedium international schools in Japan. ASIJ benchmarks its tuition, salary, and benefits against JCIS schools that participate in annual surveys, which helps us stay abreast of trends in Japan.

Japan Market Expansion Competition (JMEC) is a Tokyo-based nonprofit offering market analyses across industries. ASIJ commissioned JMEC to provide competitive analyses for our ELC (2022) and Chofu campuses (2023), which help us understand our position.

Search Associates, ISS and Schrole are three of the leading recruitment agencies worldwide. Through both agencies, ASIJ is able to gain insights into global recruiting trends.

The OECD, World Economic Forum (WEF), and McKinsey & Company are sources of global educational intelligence, offering insights into evolving school practices and market trends.

The International Baccalaureate Organization is a well-respected authority among international schools. ASIJ monitors IBO developments even while we are not an IBDP school.

The College Board administers Advanced Placement, SAT, and PSAT exams. ASIJ is also able to track college admissions trends reported through the College Board.

The Enrollment Management Association (EMA) provides admissions insights and SSAT administration, supporting ASIJ and other schools in optimizing enrollment their admissions strategies

The Association for the Advancement of International Education (AAIE) promotes best practice across international schools. AAIE provides a global network for benchmarking, connecting heads of school.

The National Association of Independent Schools (NAIS) provides ASIJ with insights into trends and strategies specifically among US independent schools, enhancing our perspective on trends in US-based schools.

The Western Association of Schools & Colleges (WASC) provides ASIJ’s accreditation.

This recognition validates our diploma, signaling to colleges that an ASIJ education adheres to the highest educational standards.

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International Benchmarking: Who does ASIJ benchmark against globally, and why?

ASIJ engages in rigorous benchmarking with leading international schools worldwide and select independent schools in the United States to ensure we are meeting the highest international standards. This strategic comparison serves several critical purposes:

Salary and Benefits To recruit and retain outstanding teachers, ASIJ needs a compensation package that is competitive with those offered by peer institutions globally, not just locally. By closely monitoring the salaries and benefits of these schools, we adjust our package to ensure we remain highly competitive.

Tuition and Fees ASIJ is committed to delivering an outstanding education without becoming elitist and prohibitively expensive. We carefully observe tuition trends among top international schools. This vigilance helps us balance the drive for financial sustainability with the desire to remain accessible and equitable.

Programmatic Excellence ASIJ evaluates our programs, resources, and facilities against other top schools, including those offering the International Baccalaureate Diploma Programme.

This helps us guide our investments in ASIJ’s curricular and co-curricular offerings. This benchmarking informs our strategic decisions, ensuring our programs are informed by the best in global education.

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In recent years ASIJ has participated in benchmarking analysis that involved the exchange of detailed salary and benefits data with the schools below. Conducted under strict confidentiality, financial benchmarking information, which is shared openly with ASIJ’s Board of Directors and Finance Committee, this plays a crucial role in our financial strategy and decision-making process.

International School of Beijing

American School of London

Lycée Français de New York Renaissance College

Buckingham, Brown & Nichols

American School of Paris The Nueva School Harvard-Westlake School

International School of Geneva

International School of Kuala Lumpur

International School of Amsterdam

Western Academy Beijing

Nanjing International School

Seoul Foreign School Shanghai American School Concordia International School (Shanghai)

United Nations International School (Hanoi)

Hangzhou International School Taipei American School

NIST International School

American International School of Guangzhou

International School of Bangkok

Canadian International School of Hong Kong Chinese International School (Hong Kong)

Singapore American School

Hong Kong Academy

UWCSEA (Singapore)

EARCOS Large Schools Group International Schools (not EARCOS LSG) Independent Schools in US and Australia

Jakarta Intercultural School Independent Schools Foundation Academy

International School Manila Hong Kong International School

Cranbrook School Sydney Melbourne Grammar School

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Benchmarking in Japan: Who does ASIJ benchmark against in Japan, and why?

Within Japan, ASIJ engages in a targeted benchmarking process with top Englishmedium international schools, specifically those affiliated with the Japan Council of International Schools (JCIS). This focused benchmarking serves several important purposes:

Teacher Salaries Central to maintaining the high standard of an ASIJ education is our commitment to offering highly competitive salaries. ASIJ aims to provide the highest compensation among premium international schools in Japan. This ensures we can attract and retain the highest caliber teachers.

Benefits and Regulatory Challenges Navigating Japan’s regulatory landscape, especially regarding the national pension and health care system (Shigaku Kyosai), is critical. With other JCIS schools, we explore innovative solutions to finance these obligations and enhance our benefits package, in an effort to fulfill our obligation to serve ASIJ’s faculty well.

Tuition and Fees Strategy By monitoring the fee structures of other JCIS member schools, ASIJ ensures our tuition does not become financially inaccessible and that we continue to provide families with a great value for the exceptional education we provide our students.

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Compensation for Support Staff Recognizing the important role of our support staff in our success, ASIJ benchmarks compensation for these positions against local international school peers to ensure our offers are among the most attractive in Tokyo.

Stipends for Co-curriculars To maintain and enhance our extensive co-curricular programs, competitive stipends for roles such as coaching and club supervision are crucial. Benchmarking with JCIS schools helps us to guarantee our stipends reflect the value we place on these positions.

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n Spring 2024, ASIJ engaged in a benchmarking survey with most of the 31 schools in the Japan Council of International Schools (JCIS) network. This confidential exchange of detailed financial data was critical to our benchmarking efforts within Japan. It equipped our Board of Directors and Finance Committee with the critical insights needed to navigate the delicate balance of recruiting and retaining outstanding educators with competitive compensation, while concurrently crafting a long-range tuition strategy that remains sensitive to market tolerances.

Our goal is to sustain ASIJ’s excellence in teaching without becoming prohibitively expensive, ensuring we continue to welcome a diverse community of families, not only the most affluent.

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Drivers Influencing Demand for an International School Education ASIJ follows trends influencing international schools worldwide. The drivers listed on the right highlight why many families choose an international education for their ASIJ’s welcoming environment, our outstanding students, and the competitive salary we offer are among the reasons why top educators worldwide are drawn to the school.

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children. The sequence of these trends is fluid, largely dependent on the local or national market in which a school operates. This list speaks to global trends, but all items are relevant to our Japan context. This list draws from the trusted sources outlined previously.

English as a Language of Instruction

Parents choose English-medium international schools for immersive language learning, recognizing the pathway it creates to global higher education and career opportunities.

Access to Higher Education

The demand for international schools stems from their globally recognized curricula and superior college counseling, which offer families a gateway to higher education opportunities, locally or globally.

Teacher Quality

Well-regarded international schools recruit expatriate teachers with qualifications, skills, and experience aligned with the school’s curriculum and pedagogical model.

Holistic Priorities & Wellbeing

The holistic educational approach of international schools, which typically prioritizes student wellbeing and co-curricular involvement, resonates with families seeking a well-rounded education.

Class Sizes & Student-teacher Ratios

Smaller class sizes and favorable student-teacher ratios at most international schools are prized for enabling personalized attention and enhanced learning support.

Inclusive Education

Many families are drawn to the inclusive environment of international schools, where diverse learning needs are met with tailored support, fostering a community where every learner has greater opportunity to thrive.

Cross-cultural Fluency

International schools emphasize cross-cultural competencies and global mindedness, which prepares students with the perspectives and skills necessary to succeed in a diverse global landscape.

Quality of Facilities

Top international schools typically boast modern facilities that inspire teaching excellence and support specialized programs, from STEM to the arts and athletics.

STEM, Innovation, & the Future of Work

By offering STEM opportunities, international schools equip students for the future of work, addressing parents’ desires for education that keeps pace with technological advancements.

Community

The strong sense of community and active parent engagement at most international schools make them a preferred choice for expatriate and multicultural families seeking community, sometimes far from their home country.

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Unique Challenges Influencing International Schools in Japan ASIJ closely follows trends unique to international schools based in Japan, including regulatory challenges, enrollment and tuition, and other financial considerations.

The trends below highlight the challenges and opportunities many Japan-based international schools are experiencing. This list also draws from the trusted sources outlined previously.

Currency Exchange Rates

The devalued JPY since early 2022 has made contract offers from Japan-based international schools less competitive internationally, which has negatively affected schools’ recruitment and retention of expatriate teachers. Further, the devalued JPY has increased our operational budget, specifically for items ordered from overseas.

•

Tuition rates are climbing in Japan, reflecting the fact that tuition levels have not kept pace with other international schools outside Japan or independent schools in the United States over the last twenty years.

Rising Tuition Rates & SelfPaying Families

National Health & Pension Compliance

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•

Enrollment trends have shifted over the last 15 years with less turnover of families than schools experienced in the 1990s and early 2000s. As a result, schools report more long-term families and less space for international families posted to Japan for shorter terms.

•

More families seeking an international school are likely to be self-payers. The traditional image of an American expatriate on a company-sponsored, short-term assignment represents a smaller proportion of the overall market. The result is a more price-sensitive consumer.

Compliance with Shigaku Kyosai, Japan’s national pension and health care system for independent schools, has created new pressures on Japan-based international schools to finance the transition and provide supplemental benefits commensurate with those offered at top international schools in the region and globally.

Talented and dedicated teachers serve as coaches and sponsors in our extensive co-curricular programs. Many alumni remember their experiences in sports, drama, or clubs to be among their most indelible ASIJ memories.

Labor Law Changes

Independent schools in Japan are adjusting to labor law reforms that originated in other industries.

These well-intentioned reforms often focus on workplace equity, but can create financial or cultural challenges for not-for-profit schools.

Increased Early Childhood

Many parents can no longer rely on benefits from their employers for early childhood tuition and offerings for early years are increasing in the Tokyo market. This increased competition means families

Competition

are more attuned to comparing program offerings and flexibility.

New International School Openings

Growing interest in international schools has led to more competition, with new schools opening in a variety of locations across Japan.

Boarding Demand Increase

Many schools report inquiries from families seeking a boarding option at a Japan-based international school. These families typically live in the region, but do not work in Japan.

Increasing Competition

Tokyo-based families have an increasing number of international school choices, especially for Elementary-aged students, which offer a broader range of program and curriculum offerings (IBDP, Montessori/Waldorf, IGCSE, STEM, etc.), locations, and price points. ASIJ is aware of at least 22 international schools in Tokyo, 14 of which offer K-12 placement, with new players coming into the market regularly.

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Video: Recruiting Outstanding Educators at ASIJ

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ASIJ’s Strengths & Opportunities ASIJ is keenly attuned to the evolving landscape of international education, particularly within the context of Japan. This awareness enables us to identify and leverage our unique strengths and opportunities, ensuring we continue to meet the high expectations of our community and position the school as a leader among international schools globally. The following list reflects the strengths and opportunities we aim to leverage in order to serve our students to the best of our ability.

Teacher Quality

ASIJ’s commitment to excellence begins with our faculty. Beyond competitive compensation, we attract and retain educators who are not only passionate but also deeply committed to our innovative educational approach, as embodied in our Strategic Design Framework (SDF).

History, Tradition, and Reputation

ASIJ has a rich history and reputation, both locally and internationally, which allows ASIJ to maintain our reputation as a leading international school.

University Admissions

Our longstanding relationships with universities worldwide underscore the recognized value of an ASIJ education, supported by our proactive engagement with college admissions officials each school year.

Test Scores

ASIJ students’ exceptional performance on AP exams and standardized tests like the MAP, SAT, and ACT serves as a testament to our educational quality and reputation.

SDF & Focus on the Future

Years of thoughtful development have culminated in ASIJ’s Strategic Design Framework, a bold and adaptable blueprint for school change that anticipates the future needs of our students and prepares ASIJ to be a leading school in navigating the current paradigm shift in education.

Our master plan envisions state-of-the-art, purpose-built facilities that will place ASIJ at the forefront of global education, inspiring innovative programming and new opportunities for what we can offer ASIJ students.

World-Class Facilities for Learning

•

Arts: New spaces for fine and performing arts will broaden opportunities in dance, filmmaking, music production, podcasting, fashion, design, woodworking, and metalworking.

•

Athletics: Our new athletics complex will enhance our athletics programs, solidifying our status as a school with outstanding sports offerings.

•

Design: While our CAD Center already stands out, the addition of new facilities will allow us to repurpose existing spaces to expand design and STEM opportunities for all students.

Size and Programming

As the largest JCIS school, ASIJ’s diverse, co-educational, non-denominational environment offers an extensive variety of curricular and co-curricular opportunities, attracting a broad spectrum of families.

Flexibility & New Signature Programs

Choosing to continue offering AP courses allows ASIJ unique flexibility and underscores our commitment to providing distinctive, personalized learning experiences that align with our educational ethos. In particular, we are proud of our developing signature programs that promise to differentiate students in the college admissions process.

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Extensive Co-curricular Programs

ASIJ offers a variety of co-curricular programs that enrich student life beyond the classroom. Our comprehensive offerings include athletics, dynamic fine and performing arts opportunities, and an array of clubs and service-related activities.

An Inclusive Environment & Student Support

ASIJ’s journey toward greater inclusivity has resulted in our investment in resources and programs that support all learners. ASIJ prides itself on offering personalized learning support for students with different learning needs, maximizing the potential of each child within our capabilities.

Early Learning Center (ELC)

Our ELC’s proximity to ASIJ families and purpose-built design make it an ideal starting point for students’ educational journeys at ASIJ.

Health & Safety

ASIJ’s effective and swift response to the COVID pandemic exemplifies our dedication to health and safety, and our ability to face crises decisively. Our robust Enterprise Risk Management (ERM) systems enhance safety oversights and assessments.

Safeguarding

ASIJ’s Safeguarding Program sets a global standard for child protection with thorough policies and staff training. This dedication ensures a secure, nurturing environment for every student.

Financial Stability

ASIJ maintains a solid financial foundation with sound fiscal oversight and practices. This stability enables us to navigate challenges and seize opportunities for growth and impact.

Demand from Japanese Families & Regulatory Environment

More Japanese families may be seeking an international school education for their children, according to applications received across many schools. However, the distinction between Article 1 schools and Kakushu Gakko, and the specific regulations affecting eligibility of Japanese families for international schools, present unique challenges.

Enrollment & Admissions

Our enrollment is strong and stable across both campuses, ELC and Chofu. We typically have 300 open seats each year across all grade levels. We typically have over 1,200 applications each year across all grade levels.

Advancement, Endowment, Annual Fund

ASIJ enjoys donor support marked by growth in individual contributions and corporate sponsorships.

We anticipate this support will be critical when we begin a capital campaign.

Technology

Our technological infrastructure is state-of-the-art and progressive, incorporating the latest advancements that support students and staff.

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概 Chapter Summary ASIJ’s comprehensive and strategic approach to benchmarking is more than a process—it’s a commitment to excellence and relevance in a rapidly changing world. Through rigorous comparison with top international and independent schools globally and within Japan, ASIJ not only meets but anticipates the evolving needs of our students and our community. By drawing upon a wide spectrum of highly-respected sources for the latest trends and insights, we ensure our educational programs and financial strategies are not only aligned with but often exceed best practices. This dedication to continuous improvement and strategic foresight positions

ASIJ attracts educators who bring creativity and passion to their teaching, who are eager to work in a deeply student-centered school where we Know, Value, and Care for each on of our students.

ASIJ as a leader among international schools, ready to embrace the opportunities and navigate the challenges of the future.

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Chapter Six

How have we advanced ASIJ’s Strategic Design Framework, and what initiatives are we planning for the next few years?

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nsights from Chapters 2 and 3 highlighted the evolving needs of modern learners and the forces driving our Strategic Design Framework (SDF) forward.

We are inspired by the notion that we are shaping ASIJ’s future, which will in turn shape us. This chapter is a testament to our adaptive capabilities and our collective imagination, pushing us beyond the conventional to explore, experiment, and codesign a future state that reflects the deepest values and aspirations of our SDF.

At ASIJ, we are changing in order to better meet the needs of modern learners. We believe that every child can be a changemaker, willing to lead and assume responsibility for challenges they did not create.

This chapter contains infographics crafted by division leaders that showcase our strategic work over the last few years (2017-25) and dashboards that reflect our current and future initiatives over the next few years. These infographics are dynamic and are intended to be updated periodically to accurately reflect our strategic evolution and achievements. They demonstrate our commitment to resilience, our capacity to handle uncertainty with a proactive stance, and our unwavering dedication to creating equitable and just futures for our students.

Our “Where We’ve Been” infographics celebrate the substantial groundwork laid in recent years and showcase the journey ASIJ has undertaken. These visuals not only document our adaptability and learning but also chart our strategic path forward. Our strategic dashboards forecast our priorities and plans for the coming year and are designed to be iterative and participatory. These documents invite ongoing dialogue and collaboration from our entire school community, allowing for updates and revisions throughout the academic year.

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Early Learning Center Where We’ve Been

Strategy Dashboard

Middle School Where We’ve Been

Strategy Dashboard

Learning Office Where We’ve Been

Strategy Dashboard

Student Support Where We’ve Been

Strategy Dashboard

Co-Curriculars Where We’ve Been

Strategy Dashboard

Advancement Where We’ve Been

Strategy Dashboard

Admissions Where We’ve Been

Strategy Dashboard

Elementary School Where We’ve Been

Strategy Dashboard

High School Where We’ve Been

Strategy Dashboard

Partnerships Where We’ve Been

Strategy Dashboard

Technology Where We’ve Been

Strategy Dashboard

Safeguarding Where We’ve Been

Strategy Dashboard

Marketing & Communications Where We’ve Been

Strategy Dashboard

Board of Directors Where We’ve Been

Strategy Dashboard

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概 Chapter Summary

ASIJ’s ability to promote itself as a premiere international school is grounded in our willingness to negotiate the turmoil, challenges, and opportunities of each generation for over 120 years.

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Chapter 6 charts ASIJ’s journey from 2017, offering both reflection and foresight. Our “Where We’ve Been” infographics celebrate important initiatives across divisions and teams over time, illustrating our shared commitment to ASIJ’s SDF and willingness to adapt to the needs of our students. These efforts are foundational to our future work. Our strategy dashboards are dynamic, live documents that capture our future-focused strategic planning, embodying an adaptive approach informed by earlier chapters. Both sets of infographics, which are accessible via links provided, are co-constructed by our faculty and school leaders and capture how we are planning to meet the evolving needs of our students over the next few years.

Deep Learning Stories Creativity: Student Designers Crafting Creativity for Clients.

Watch here

Collaboration: How would Fourth Graders Design a Classroom?

Watch here

Communication: Kyogen: Respecting Tradition

Watch here

Global Citizenship: Second Grade Waste Warriors

Watch here

Mindset: Finding Courage and Belonging Through Music

Watch here

Critical Thinking: ELC Kindergarteners Tackle hands-on Critical Thinking

Watch here

Sophomore Theo ‘26 and Sixth grader Ruilin ‘30 explore the strides and boundaries of designing for their elementary student clients. Theo’s Product Design class and Ruilin’s Design Technology class pushed them to find both the imagination and simplicity required to make clients happy, while also providing effective and high quality products.

Caution: construction zone ahead! Fourth grade started out with a student-led project to co-design a learning space that will set them up for success for the rest of the year — not only in their physical space, but in their collaborations, relationships with each other and their own learning needs.

Ray ‘24 explores how his experience with Kyogen has shown him the importance of verbal and physical communication. The Ōkura Style of the art form has been taught at ASIJ for 46 years. Ray shares the impact of this on his own understanding of respect, and highlights the value of working with Masters steeped in these centuries old traditions.

Our second grade students became true Waste Warriors as they explored pollution, recycling, and environmental stewardship. Through a visit to the Chofu Clean Center, an investigation into everyday drink containers in the Design Lab, and a hands-on trash clean-up, these young changemakers took action for a cleaner, greener world. Watch their inspiring work!

Middle School choir students Myiesha ‘28 and Sena ‘29 share what it looks like in Ms Callender’s class to push past mental blocks in order to find the grit it takes to share your voice with the world. They help us understand that with the right safe-space and peer-support, choir is so much more that just singing. It becomes an opportunity to find courage, belonging, and personal resilience in order to thrive in middle school and beyond.

Each new year, students take part in the traditional practice of pounding o-mochi, discovering the cultural significance of this Japanese treat. But the learning doesn’t stop there—by counting and writing about the mochi they eat, students build both numeracy and literacy skills in a fun and engaging way.

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Chapter Seven

What literature or research informs our Strategic Design Framework?

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Framed by ten guiding questions, this annotated bibliography presents the extensive research that has informed important aspects of ASIJ’s Strategic Design Framework (SDF).

1.

What seminal texts have had the most profound influence on ASIJ’s Strategic Design Framework?

2.

How are schools like ASIJ beginning to rethink their purpose and how to meet the needs of modern learners?

3.

How are developments in Artificial Intelligence influencing the priorities and programs of schools like ASIJ?

4.

What new research on literacy and mathematics education is being investigated by schools like ASIJ?

5.

What new research on human cognition and learning influences ASIJ’s philosophy and approach to student support?

6.

Why are schools like ASIJ drawn to a human-centered model of education?

7.

What research and literature informs ASIJ’s decision to adopt Deep Learning?

8.

How is the landscape of college admissions changing?

9.

What research on change leadership has informed ASIJ’s approach to strategic planning?

10. What sources inform ASIJ’s thinking about school governance?

Each citation includes a brief annotation that succinctly explains the value or importance of the resource, often with explicit reference to the SDF.

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1. What seminal texts have had the most profound influence on ASIJ’s Strategic Design Framework?

Hansen’s The Future of Smart provides a critical evaluation of a traditional model of education and emphasizes the need for a new approach. On ASIJ’s Summer 2024 reading list, Hansen argues that the current education system is poorly suited to the complexities of today’s world, including the challenges and opportunities posed by Artificial Intelligence. Hansen believes that Hansen, U.J. (2021). The future of smart: How our the traditional system’s fixation with a education system needs to change to help all young people thrive. Capucia, LLC. narrow interpretation of intelligence, standardized testing, and a one-sizefits-all approach has created a flattened and dehumanized idea of human capability.

To address these issues, Hansen advocates for a model that values the diversity of cognitive abilities and backgrounds students bring to their learning experiences. She suggests that a Human-Centered/Liberatory (HCL) model is the way forward, which promotes emotional intelligence, creativity, problem-solving skills, and neurodiversity.

Hansen believes that this approach is crucial to fostering a resilient and adaptive society. She underlines the importance of personalized learning pathways and suggests that truly liberatory approaches to education embrace the idea that each learner arrives at a different outcome and finds different ways to contribute to the world. This aligns with ASIJ’s SDF, which urges an educational paradigm that is inclusive, adaptable, and forward-looking. By adopting a human-centered model of education that values diversity and recognizes the potential of each student, ASIJ is committed to preparing learners for a rapidly evolving global landscape.

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The featured book on ASIJ’s Summer 2021 reading list, Fullan, Quinn, and McEachen advocate for an educational revolution that highlights essential global competencies, preparing students to significantly impact their surroundings. They challenge the status quo of education by promoting critical thinking, collaboration, creativity, and communication—key skills for navigating the intricacies of a Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. A global community. This evolution from Joint publication Corwin, SAGE Publishing Company, conventional teaching to a dynamic, Ontario Principals Council. learner-focused approach is defined by their six global competencies model: character, citizenship, collaboration, communication, creativity, and critical thinking. They assert the immediate need for action: “To thrive, not merely survive, students must become active participants in their education” (p. 89), calling on educators to cultivate settings where learners are encouraged to direct their educational paths. This strategy mirrors ASIJ’s SDF, focusing on crafting learning opportunities that equip students for the future and forge thoughtful global citizens eager to contribute positively to the world. Fullan and colleagues insist that this Deep Learning framework positions students to address complex global issues effectively, mirroring ASIJ’s dedication to developing individuals ready to make meaningful impacts in an interconnected, swiftly evolving global scene. Their blueprint emphasizes the importance of valuing diverse perspectives, fostering student agency, and realizing every student’s unique talents and potential to influence the future.

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Fullan and Quinn outline a strategic vision for reimagining education through a unified and integrated approach to reform. They argue for the adoption of the Coherence Framework, a model designed to achieve profound and lasting change by prioritizing essential elements such as fostering collaborative cultures, building accountability through empowerment, Fullan, M., & Quinn, J. (2015). Coherence: The right and emphasizing the mutual growth of drivers in action for schools, districts, and systems.

A joint publication of The Ontario Principals’ Council teachers and students. This framework and Corwin: SAGE Company. advocates moving beyond isolated efforts to achieve systemic synergy, ensuring all aspects of the educational landscape align towards common goals. This framework inspires ASIJ’s SDF, underscoring the critical need for strategic clarity and coherence to fulfill our aspirations. Fullan and Quinn’s focus on cultivating collaborative environments and Deep Learning experiences aligns with ASIJ’s endeavors to nurture a culture of innovation, creativity, and collective responsibility. Their insights into effective leadership when navigating change reinforce the significance of concerted educational practices, where every member of the community contributes to a continual process of enhancement and learning. This guidance on achieving systemic coherence through shared vision and purpose mirrors ASIJ’s commitment to delivering comprehensive, learning-progressive education, highlighting the book’s pivotal influence on shaping an education system that anticipates and adapts to the needs of the future.

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Robinson champions a vital shift in educational priorities, emphasizing the essential role of creativity and innovation in student learning. He critiques the prevailing status quo in education, which tends to prioritize standardized assessments and uniformity, arguing that such an approach suppresses the creative capacities of students, hindering their ability to engage in Robinson, K. (2017). Out of our minds: Learning to be divergent thinking and address complex creative. Capstone. challenges. This perspective resonates deeply with ASIJ’s SDF, which places a high value on nurturing students’ abilities to think creatively, solve problems innovatively, and approach tasks with critical insight. Robinson advocates for an educational paradigm that positions creativity at the core of academic and personal success, reflecting ASIJ’s commitment to equip students for a future where inventive and analytical skills are paramount. He encourages educators to transform their pedagogy to unlock students’ creative potential, preparing them to meet the demands of the contemporary world with unique ideas and inventive solutions. In the context of a swiftly changing global environment, where conventional abilities are quickly outpaced, Robinson’s focus on fostering a creatively driven education aligns with ASIJ’s mission to cultivate a learning atmosphere that empowers students to pursue their interests and transcend traditional academic limits. His urgent call for educational systems to embrace creative learning reaffirms ASIJ’s dedication to an educational model that celebrates the individual.

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2. How are schools like ASIJ beginning to rethink their purpose and how to meet the needs of modern learners?

On ASIJ’s Summer 2022 reading list, Harari explores the pressing challenges and transformations shaping our world, from technology and politics to identity and education. His insights encourage ASIJ to foster a curriculum that not only addresses the immediate academic needs but also equips students with the critical thinking and adaptability required to navigate and influence an Harari, Y.N. (2019). 21 Lessons for the 21st Century. increasingly interconnected and rapidly Vintage. changing global society. This approach ensures students are not only prepared for the future but are also capable of contributing positively to it, reflecting ASIJ’s commitment to developing informed, engaged, and accountable leaders and positive difference-makers.

On ASIJ’s Summer 2023 reading list, Borba illuminates the crucial characteristics—resilience, empathy, and self-control—that distinguish students who flourish from those who merely strive in our complex, rapidly-evolving world. She argues that these traits are more predictive of future success than traditional academic achievements, urging a shift in educational focus toward Borba, M. (2022). Thrivers: The surprising reasons fostering these skills. Borba’s research why some kids struggle and others shine.

Penguin Books. supports ASIJ’s holistic approach to education, where attention to student well-being and character development is foundational. Beyond supporting students as they gain admission into selective colleges, we see our purpose as helping them thrive in the future.

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Dweck’s seminal work on growth mindset underscores the importance of embracing challenges, persisting through setbacks, and seeing effort as essential to mastering new skills. This perspective aligns seamlessly with ASIJ’s SDF, particularly in the value of fostering metacognitive reflection among students. It encourages learners to reflect on their thinking and Dweck, C.S. (2016). Mindset: Changing the way you understand that their abilities are not think to fulfill your potential. Ballantine Books. fixed but can be developed through practice and perseverance. We believe Dweck’s concept of a growth mindset, which permeates our constructivist, competency-based Portrait of a Learner framework, is a cornerstone of ASIJ’s SDF.

What other publications do we recommend?

Brown, B. (2019). Braving the wilderness: The quest for true belonging and the courage to stand alone. Random House Trade Paperbacks. Brown’s insights support ASIJ’s emphasis on authenticity and community, encouraging students to embrace their individuality while fostering a sense of belonging.

Christensen, C.M., Horn, M.B., & Johnson, C.W. (2017). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill Education. Christensen and colleagues apply the theory of disruptive innovation to education, proposing that technology will personalize and revolutionize learning.

Claxton, G. (2017). What’s the point of school?: Rediscovering the heart of education.

Oneworld Publications. Claxton’s advocacy for cultivating learning agility and critical thinking in students speaks directly to the evolving needs of modern learners.

Damour, L. (2024). The emotional lives of teenagers: Raising connected, capable, and compassionate adolescents. Allen & Unwin. Damour’s insights into the emotional dynamics of adolescence provide a roadmap for nurturing connected, capable, and compassionate individuals.

Dintersmith, T. (2018). What school could be: Insights and inspiration from teachers across America. Princeton University Press. Dintersmith’s vision for educational transformation aligns with ASIJ’s efforts to engage and prepare students for their futures through Deep Learning.

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Ford, D. R. (2023). Teaching the actuality of revolution: Aesthetics, unlearning, and the sensations of struggle. SUNY Press. Ford challenges conventional educational paradigms by exploring how learning should involve not just knowledge acquisition but also the unlearning of oppressive structures, positioning education as a space for transformation and social change.

Goodall, J., Abrams, D. C., & Hudson, G. (2022). The book of hope: A survival guide for trying times. Penguin. On ASIJ’s Summer 2023 reading list, Goodall’s book shares a message of hope and resilience that inspires ASIJ’s commitment to nurturing global responsibility, accountability, and optimism among ASIJ’s students.

Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Allen Lane, an imprint of Penguin Books. On ASIJ’s Summer 2024 reading list, Haidt’s powerful exploration of the rising mental health challenges among youth underscores the importance of proactive and compassionate support systems in schools.

Kolbert, E. (2022). Under a white sky: The nature of the future. VINTAGE. On ASIJ’s Summer 2023 reading list, Kolbert’s exploration of technological solutions to environmental problems enriches ASIJ’s sustainability education, highlighting the ethical dilemmas of human intervention in nature.

Lukianoff, G., & Haidt, J. (2019). The coddling of the American mind: How good intentions and bad ideas are setting up a generation for failure. Penguin Books. Lukianoff and Haidt critique the effects of overprotection and echo chambers in education, advocating for resilience and exposure to diverse viewpoints.

Mack, O., Khare, A., Kramer, A., & Burgartz, T. (2016). Managing in a VUCA World.

Springer. This collection provides insights into navigating complexity and uncertainty, paralleling ASIJ’s focus on preparing students to think critically and adapt in a rapidly changing world.

O’Connor, C., & Weatherall, J.O. (2022). The misinformation age: How false beliefs spread. Yale University Press. This work’s exploration of misinformation dynamics aligns with ASIJ’s commitment to teaching students how to evaluate information, discern, and think critically about its impact.

Raworth, K. (2022). Doughnut economics: Seven ways to think like a 21st-century economist.

Penguin.

Raworth’s sustainable economic model offers a compelling framework, which emphasizes economic justice and environmental sustainability.

Richardson, W. (2023). One foot in the future. Big Questions Institute. https:// bigquestions.institute/onefootebook/. Richardson urges schools to anticipate and prepare for future shifts by integrating future thinking and regenerative design into education.

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Ripley, A. (2018). The smartest kids in the world. Simon & Schuster. Ripley’s investigative journey into the education systems of countries with high-performing students provides actionable insights for ASIJ, highlighting the importance of rigorous learning, teacher quality, and student agency.

Sachs, J.D. (2015). The age of sustainable development. Columbia University Press. Sachs’ comprehensive overview supports ASIJ’s integration of the UN Sustainable Development Goals into our curriculum, addressing not only environmental issues but also societal inequity.

Schwab, K. (2017). The fourth industrial revolution. Portfolio Penguin. Schwab’s examination of emerging technologies’ societal and economic impacts aligns with ASIJ’s focus on preparing students with the skills to thrive in a rapidly evolving technological landscape.

Stixrud, W. R., & Johnson, N. (2019). The self-driven child: The science and sense of giving your kids more control over their lives. Penguin Books. On ASIJ’s Summer 2024 reading list, the authors emphasis on autonomy and purpose aligns with ASIJ’s focus on empowering students to take charge of their learning and well-being.

Susskind, R.E., & Susskind, D. (2022). The future of the professions: How technology will transform the work of human experts. Oxford University Press. The Susskinds’ insights into the digital transformation of professions guide ASIJ in adapting its curriculum to prepare students for future professional competencies and demands.

Thunberg, G. (2021). No one is too small to make a difference. Penguin. Thunberg’s speeches inspire ASIJ to empower students to advocate for the planet, reflecting the school’s commitment to environmental education.

Wagner, T. (2024). Rethinking learning: Preparing students for a world of constant change. Basic Books. Wagner challenges traditional notions of schooling, emphasizing the need for student agency, adaptability, and curiosity-driven learning to equip young people for an unpredictable world—reinforcing ASIJ’s shift toward deep, meaningful engagement over standardized outcomes.

Wagner, T., & Dintersmith, T. (2016). Most likely to succeed: Preparing our kids for the innovation era. Simon & Schuster. The authors challenge traditional educational models, urging schools to adapt teaching methods for a rapidly changing world.

Westover, T. (2022). Educated. Penguin Books. Westover’s compelling narrative highlights the transformative power of education as a journey of self-discovery and resonates with ASIJ’s commitment to empowering students to take ownership of their educational journeys.

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Wagner, T. (2024). Rethinking learning: Preparing students for a world of constant change. Basic Books. Wagner challenges traditional notions of schooling, emphasizing the need for student agency, adaptability, and curiosity-driven learning to equip young people for an unpredictable world—reinforcing ASIJ’s shift toward deep, meaningful engagement over standardized outcomes.

Zhao, Y. (2018). Reach for Greatness: Personalizable Education for All Children.

Corwin. Zhao’s advocacy for personalized education aligns with ASIJ’s desire to shift from standardization to a learning environment that celebrates individuality and cultivates unique strengths.

What are we listening to?

Stewart, A., Raz, G., & Zomorodi, M. (Hosts).

(2012-Present). TED Radio Hour NPR

Listen here Dubner, S. J. (Host). (2009-Present).

Freakonomics Freakonomics Radio

Listen here Edelman, C. R., & Lush, E. (Hosts).

(2016-present). Global GoalsCast.

How To Academy

Listen here Abdelfatah, R., & Arablouei, R. (Hosts).

(2019-present). Throughline.

NPR

Listen here

This podcast series explores ideas, inventions, and new ways to think and create, featuring episodes based on TED Talks that cover a range of subjects from education to technology, aligning with ASIJ’s emphasis on innovation and creativity.

This podcast delves into topics related to economics, social sciences, public policy, and education, offering unique perspectives that complement ASIJ’s focus on critical thinking and problem-solving.

This podcast series highlights inspiring stories and efforts to advance the UN Sustainable Development Goals, featuring interviews with leaders and activists in fields such as climate change and gender equality.

This podcast delves into historical events to shed light on current global issues such as political instability and economic inequality, offering insights into the complexities of our modern, interconnected world.

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What are we watching?

Robinson, K. (2006, Feb). Do schools kill creativity? TED Conferences.

Watch here

Gore, A., Bulus, G. K., Firman, N., Loría, X., & Guinee, T. (2020, Oct). Climate change is our reality. Here’s how we’re taking action.

TED Countdown.

Watch here

Liu, E. (2019, Apr). How to revive your belief in democracy. TED Conferences.

Watch here

Ali, W. (2022, Jan). 3 lessons on hope in challenging times. TED Membership.

Watch here

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Robinson’s compelling case for valuing diverse intelligences and fostering an environment where children can express their creativity aligns with the need for schools to adapt to the evolving needs of modern learners. This talk challenges educators to consider how schools can nurture rather than inhibit creativity.

Al Gore and other environmental activists address climate change, describing grassroots initiatives taken around the world. The talk emphasizes the importance of collective action in combating climate change and the role education can play in fostering agency and accountability.

Liu underscores the importance of active participation in democracy and the power of individuals to effect change.

His message supports ASIJ’s mission to develop informed, accountable citizens who are engaged and ready to contribute positively to democratic processes and global solutions.

Ali shares potent insights on maintaining hope during adversity, emphasizing resilience, community, and action as pillars for navigating challenges. His talk echoes ASIJ’s emphasis on fostering resilience, optimism, and perseverance when we are facing obstacles or other challenges.

3. How are developments in Artificial Intelligence influencing the priorities and programs of schools like ASIJ?

U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. Washington, DC.

Lee, K.-F., & Chen, Q. (2021). AI 2041: Ten visions for our future. Currency.

This government publication underscores the importance of human oversight in the ethical and impactful use of A.I. in teaching and learning, aligning with ASIJ’s commitment to balance technology integration with human-centric education.

This informs ASIJ’s strategy for adopting A.I. tools responsibly, ensuring they complement the school’s educational objectives and prepare students for a technologically advanced future where ethical considerations are paramount.

On ASIJ’s Summer 2023 reading list, KaiFu Lee, the former president of Google China, and science fiction novelist Chen Qiufan offer imaginative and insightful explorations of AI’s potential impact over the next two decades, including education. This narrative drives critical reflection among ASIJ educators on how AI will shape teaching and learning, encouraging proactive engagement with emerging technologies to design future-ready educational programs that address AI integration’s ethical, social, and practical aspects.

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Mollick, E. (2024). Co-intelligence: Living and working with AI. [Book] One useful thing https://www.oneusefulthing.org/ [Newsletter] More useful things. https://www.moreusefulthings.com/ [Website].

On ASIJ’s Summer 2024 reading list, Mollick studies innovation and Artificial Intelligence. He shares his researchbased insights on the implications of AI in an email newsletter to subscribers.

Many of his articles directly address the challenges, opportunities, and changes that AI brings to educational settings.

Further, it is important to note Mollick’s strategies and ideas are not just theoretical but are backed by empirical data, which can be more effectively applied in educational contexts.

What other publications do we recommend?

Benjamin, R. (2019). Race after technology: Abolitionist tools for the new Jim Code.

Polity Press. On ASIJ’s Summer 2022 reading list, Benjamin’s book examines how emerging technologies embed and perpetuate racial biases, urging educators and policymakers to critically assess technological systems and develop equitable, anti-racist approaches to innovation.

Brynjolfsson, E., & McAfee, A. (2014). The Second Machine Age: Work, progress, and prosperity in a time of brilliant technologies. W.W. Norton & Company. This work underscores the need for creativity and empathy in a tech-driven future, resonating with ASIJ’s focus on preparing students with future-ready skills.

Fengchun, M. & Holmes, W. (2023). Guidance for Generative AI in education and research.

UNESCO. The guidance aims to support institutions implementing immediate actions and developing long-term policies to foster a human-centered vision of new AI technologies.

Future Today Institute. (2024). 2024 tech trends report. This annual report identifies emerging trends in technology, including those relevant to education. School leaders can use these insights to anticipate and prepare for future changes in educational technology, as well as understanding the technological landscape our students will enter as adults, allowing them to prepare students better for future careers and societal challenges.

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Hudson, E. Learning on purpose. https://erichudson.substack.com/ [Newsletter]. Educational consultant Eric Hudson publishes this email newsletter summarizing his work and research into usable, helpful insights for schools. His writing on A.I. and schools has been useful to ASIJ teachers as we work to keep humans in the loop and to teach children discernment.

Kassorla, M. (2025, March 21). Why we don’t use AI detectors. THE MULTIMODAL AI PROJECT. [Newsletter] https://michellekassorla.substack.com/p/why-we-dont-use-aidetectors In this article, Michelle Kassorla discusses the challenges and limitations of using AI detection tools in educational settings, highlighting concerns about their reliability and potential biases. The Multimodal AI Project newsletter publishes practical articles about AI pedagogy in the classroom.

Klopfer, E., Reich, J., Abelson, H., & Breazeal, C. (2024). Generative AI and K-12 education: An MIT perspective. In An MIT Exploration of Generative AI. https://doi.org/10.21428/e4baedd9.81164b06 The authors explore the transformative potential and challenges of integrating Generative A.I. into K-12 education, providing insights that align with ASIJ’s commitment to Leveraging Digital.

Ritchie, H. (2024, November 18). What’s the impact of artificial intelligence on energy demand? Sustainability by Numbers. https://www.sustainabilitybynumbers.com/p/ai-energydemand This article examines the current and projected energy consumption of data centers and artificial intelligence, highlighting that, despite the rapid growth of AI technologies, their energy demand remains a small fraction of global electricity use. Hannah Ritchie’s newsletter is an exemplary model of the use of data science, mathematics, and critical thinking to answer pressing questions about sustainability and the future of technology.

Rosenzweig, J. (2025). The Important Work. https://theimportantwork.substack.com/ This newsletter by Jane Rosenzweig focuses on teaching writing in the age of AI, providing a platform for writing instructors at all levels to share reflections and ideas about the challenges and opportunities presented by generative AI in the classroom.

Newton, C. (2024, December 19). 15 predictions for 2025. Platformer. https://www. platformer.news/2025-tech-predictions-ai-google-threads-bluesky In the Platformer newsletter, journalist Casey Newton offers insightful forecasts on technological and social media trends, providing educators with valuable perspectives on the evolving digital landscape that may impact teaching and learning environments.

O’Gieblyn, M. (2022). God, human, animal, machine: Technology, metaphor, and the search for meaning. Anchor Books. O’Gieblyn delves into the philosophical and existential questions raised by the advancement of technology, particularly artificial intelligence, and how these developments challenge our understanding of consciousness, identity, and the essence of life itself.

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Organization for Economic Co-operation and Development. Artificial Intelligence. https://www.oecd.org/digital/artificial-intelligence/. [Website].

The OECD contends that Artificial intelligence will transform every aspect of human life. The website curates articles and videos that explore how A.I. influences how human beings live while also exploring the tradeoffs for governments and citizens alike.

Roose, K. (2022). Futureproof: 9 rules for humans in the age of automation. Random House, an imprint and division of Penguin Random House LLC. Roose, a technology columnist for The New York Times, shares insights and strategies for individuals and organizations to succeed in this new landscape. The book emphasizes the importance of retaining human qualities and values in the face of technological advancements rather than trying to outcompete machines by being more like them.

Shelton, K., & Lanier, D. (2024). The promises and perils of AI in education: Ethics and equity have entered the chat. Lanier Learning. This book explores the ethical and equity implications of artificial intelligence in education, offering critical insights into how AI can both enhance and challenge teaching and learning.

Williams, R. (2025, March 21). OpenAI has released its first research into how using ChatGPT affects people’s emotional well-being. MIT Technology Review. https://www. technologyreview.com/2025/03/21/1113635/ This article examines early research on how using ChatGPT impacts emotional well-being, providing critical insights into the potential psychological effects of AI-assisted learning and the responsibilities educators have in guiding students’ interactions with these tools.

World Digital School Project (2023). From continuity of instruction to continuity of innovation. WDSP. The WDSP, a project supported by the US State Department, publishes annual playbooks that give helpful advice to schools. The August 2023 paper outlines the history and purpose of the project and guides schools on mitigating risks from cybersecurity and handling the challenges of A.I. in education.

World Economic Forum. Artificial Intelligence. https://www.weforum.org/topics/artificialintelligence-and-robotics/. [Website]. The WEF curates valuable resources on this website, allowing readers to explore A.I.’s far-reaching influence in educational and work contexts.

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What are we listening to?

Roose, K. & Newton, C. (Hosts).

(2022-present). Hard Fork. New York Times.

Listen here

Klein, E. (Host). (2021-present). The Ezra Klein Show. New York Times.

Listen here

Safi, M. (Host). (2024-present).

Black Box. The Guardian.

Listen here

Vogt, P. (Host) (2023–present).

Search Engine [Audio podcast].

Studio Ochenta.

Listen here

This podcast series provides timely discussions on A.I.’s role in society, including education, making it a valuable resource for ASIJ to stay informed on the latest developments and their implications.

In addition to interviews with politicians and authors, Klein’s podcast frequently discusses Artificial Intelligence covering more than just technical aspects but also ethical, social, and political implications of A.I.

This podcast series explores the ethical issues surrounding the use of algorithms and Artificial Intelligence systems, which are increasingly pervasive in the digital world.

This podcast series investigates complex, curious, and often overlooked questions about the world, modeling critical thinking, inquiry-based learning, and media literacy—skills that are essential for fostering curiosity and analytical thinking.

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What are we watching?

Khan, S. (2023, April). How AI could save (not destroy) education. TED.

Watch here

SXSW. (2024, March 11). Amy Webb Launches 2024 Emerging Tech Trend Report at SXSW 2024. YouTube.

Watch here

Wolfram, S. (2023, October). How to think computationally about AI, the universe and everything. TED.

Watch here

Bell, G. (2020, Oct). 6 big ethical questions about the future of AI. TED Salon: Dell Technologies.

Watch here

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Khan contends in the TED Talk that A.I. could spark the most significant positive transformation education has ever experienced. He argues that students and educators will soon be able to use personalized A.I. tools effectively, including the potential of personal A.I. tutors for every student, while teachers will be able to have an A.I. teaching assistant. Khan demonstrates features for his educational chatbot, which is called Khanmigo.

Webb, CEO of the Future Today Institute and professor at NYU Stern School of Business, delivers a data-driven analysis of emerging tech trends, focusing on cutting-edge developments in Artificial Intelligence, robotics, the metaverse, and bioengineering. Her comprehensive overview offers critical insights that echo ASIJ’s conviction to leverage digital innovations responsibly and creatively.

Drawing on his decades-long mission to formulate the world in computational terms, Wolfram delivers a profound vision of computation and its role in the future of A.I. WIth mesmerizing visuals depicting the underlying structure of the universe, he provides a sweeping survey of his life’s work, offering a new perspective on the applications — and consequences — of A.I. powered by computational language.

Bell delves into the ethical landscape of A.I.’s future, posing six critical questions that challenge us to think deeply about the integration of A.I. in society. Her insightful analysis resonates with ASIJ’s commitment to fostering ethical digital citizens, emphasizing the importance of preparing students to navigate and influence the ethical considerations of emerging technologies thoughtfully and responsibly.

4. What new research on literacy and mathematics education is being investigated by schools like ASIJ? What books have had the greatest influence on our thinking about this question?

Boaler, J., (2022). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching.

Jossey-Bass.

Stanford research and math educator Jo Boaler offers insights and practices to help all children learn, and see themselves as capable, in mathematics.

She challenges the pervasive belief that math ability is innate and fixed and offers concrete approaches to move math beyond rote learning to make math learning deeper, more lasting, and more enjoyable so that each child unlocks their math potential and sees themselves as a mathematician.

The authors examine claims concerning the science of reading. They emphasize the complexity of reading instruction and scrutinize the limits of explicit systematic phonics instruction, balancing it against research that supports a multifaceted approach to reading that includes phonics as one component among many.

They call for a nuanced understanding Tierney, R.J., & Pearson, P.D. (2024). Fact-Checking the Science of Reading: Opening up the conversation.

Literacy Research Commons. https://literacyresearchcommons.org/

of reading education that respects the varied needs of learners and uses a broad spectrum of strategies.

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Burkins, J. M., & Yates, K. (2022). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom. Hawker Brownlow Education.

Burkins and Yates offer a practical framework for integrating the science of reading with balanced literacy practices. They outline six key shifts aimed at revising common instructional strategies through the lens of scientific research and classroom application. This resource is designed to enhance educators’ understanding and implementation of quality literacy instruction by blending the research and concrete, evidencebased pedagogical practices.

What other publications do we recommend?

Boaler, J. (2015, January 15). Fluency without fear: Research evidence on the best way to learn math facts. youcubed. https://www.youcubed.org/evidence/fluency-without-fear/ Boaler’s article dismantles the myth that speed and memorization are key to math fluency, arguing for understanding and flexibility in learning math facts. It supports nurturing a love for math through engagement, inquiry, and constructivist approaches in alignment with Deep Learning at ASIJ. Bowers, J. S., & Bowers, P. N. (2017). Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System. Educational Psychologist, 52(2), 124-141. http:// dx.doi.org/10.1080/00461520.2017.1288571 The authors challenge the conventional phonics-based approach to literacy education, advocating instead for a comprehensive understanding of the English spelling system’s logic. They argue that effective literacy instruction should encompass not just phonics but also the intricate relationships between morphology, etymology, and phonology that underpin English spelling.

Calkins, L. (2019). No one gets to own the term Science of Reading. Teachers College Reading and Writing Project, Columbia University. https://advancingliteracy.tc.columbia. edu/ Calkins argues for a balanced and inclusive approach to reading education, critiquing the monopolization of the term “Science of Reading.” Her perspective encourages a

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multifaceted literacy strategy. Though Caulkins has been criticized recently, a valuable perspective in ongoing discussions about “best practices” around literacy learning.

Daro, P., & Asturias, H. (2019). Branching out: Designing high school math pathways for equity. Just Equations. Accessed November 15, 2024, https://justequations.org/ resource/branching-out-designing-high-school-math-pathways-for-equity.

Phil Daro and Harold Asturias recommend shifting from traditional, segmented courses like Algebra, Geometry, and Algebra 2 to more integrated sequences. This approach allows for more cohesive learning and supports varied student pathways, accommodating diverse career aspirations and better aligning with international practices that emphasize integrated coursework through at least the ninth grade.

Fisher, D., Frey, N., & Akhavan, N. L. (2019a). This is balanced literacy. Corwin. The authors present a framework for balanced literacy that integrates skill instruction with meaningful reading and writing experiences, advocating for a comprehensive literacy education.

Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding, engagement, and building knowledge, grades K-8. Stenhouse Publishers, Pembroke Publishers. Harvey and Goudvis provide practical strategies for enhancing comprehension across subjects, emphasizing critical thinking and knowledge-building.

Hegland, S. S. (2021, December 7). Beneath the Surface of Words. Learning About Spelling. Retrieved from https://learningaboutspelling.com/2021/12/07/beneath-thesurface-of-words/ Hegland embarks on a detailed exploration of the English spelling system and dissects the complex interplay of history, phonology, and morphology that shapes English orthography, aiming to demystify its perceived irregularities. She argues for an educational approach that transcends rote memorization, advocating for a methodology that encourages learners to question and understand the foundational principles behind word formation.

Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley. Kilpatrick offers detailed guidance on diagnosing and addressing reading difficulties, underscoring the importance of evidence-based interventions in reading education.

Liben, D., & Liben, M. (2019). Know Better, Do Better: Teaching the Foundations So Every Child Can Read. Learning Sciences International. This book bridges research and practice, offering educators clear, evidence-based strategies for teaching foundational reading skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The authors debunk common literacy misconceptions and provide practical guidance for implementing systematic, explicit instruction to support all learners.

Liljedahl, P. (2019). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Corwin. Liljedahl introduces 14 teaching practices aimed at fostering active learning and deep understanding of mathematics through student-centered instructional practices.

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Meyer, D. (2023, July 12). Real-World vs. Real Work. https://danmeyer.substack.com/p/ real-work-v-real-world Meyer discusses the gap between theoretical math education and real-world applications, advocating for problem-solving approaches that prepare students for practical challenges. This perspective encourages educators to design curricula that engage students with meaningful, real-life scenarios.

National Research Council (2001). Adding it up: Helping children learn mathematics. The National Academies Press. https://doi.org/10.17226/9822 A foundational book on learning mathematics, of particular importance at ASIJ is the chapter focused on the 5 strands of mathematical proficiency that mathematical fluency, the focus of much tutoring, are adaptive reasoning, strategic competence, conceptual understanding, and productive disposition.

Robb, L. (2016). Teaching Reading Across the Content Areas, Grades K–8: Methods and Strategies for Engaging, Explicit Instruction. Scholastic Teaching Resources. Robb provides practical strategies for integrating explicit reading instruction across subjects, emphasizing comprehension, vocabulary, and critical thinking skills in grades K–8. The book includes lesson plans, assessments, and classroom techniques to help educators create literacy-rich environments that support student learning in all disciplines.

Scarborough, H.S. (2023). The reading rope: Key ideas behind the metaphor.The Reading League. https://www.thereadingleague.org/wp-content/uploads/2023/11/ TRLC-Educators-and-Specialists-The-Reading-Rope-Key-Ideas-Behind-the-Metaphor.pdf Scarborough’s metaphor of the reading rope provides a powerful metaphor for the complexity of reading development, highlighting the intertwined skills necessary for literacy development in students.

Wexler, N. (2024). Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Jossey-Bass. Wexler argues that effective literacy instruction must integrate the science of reading with the science of learning. She offers practical strategies rooted in cognitive science to strengthen comprehension, writing, and curriculum design for greater equity and impact.

WordWorks Kingston. (n.d.). Structured Word Inquiry. https://www.wordworkskingston. com/WordWorks/Structured_Word_Inquiry.html This page from the WordWorks Kingston website offers an in-depth look at the principles and practices of Structured Word Inquiry (SWI).

This approach emphasizes the investigation of word structures, etymology, and morphology to enhance literacy teaching and learning.

Zager, T. (2017a). Becoming the math teacher you wish you’d had: Ideas and strategies from vibrant classrooms. Stenhouse Publishers. Zager offers inspiration and practical advice for teaching math with enthusiasm and depth, advocating for a student-centered, inquirybased approach where each student develops both mathematical proficiency and belief in themselves as competent mathematicians.

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What are we listening to?

Hanford, E.(Host). (2022, Oct–Nov).

Sold a story. APM Reports. American Public Media. 1

Listen here

Lambert, S. (Host). (2019-present).

Science of Reading. Amplify Education.

Listen here

Levitt, S. (Host). (2019, October 3).

Freakonomics Radio, 391.

America’s Math Curriculum Doesn’t Add Up. Freakonomics Radio.

Listen here

Hamilton, B. (2021, March). A Conversation with Dr. Jo Boaler: Stanford Professor.

The Hamilton Review.

Listen here

This podcast series renewed debates about the “Science of Reading.” Hanford investigates the contentious debate over reading instruction, providing a platform for critical analysis, while shedding light on the impact of entrenched educational philosophies on student literacy outcomes. She offers listeners a comprehensive investigation of challenges and opportunities related to adopting evidence-based reading instruction.

Lambert interviews experts on what the research says and how literacy is best taught in schools. Through engaging discussions, this podcast series sheds light on evidence-based practices in reading instruction, aiming to bridge the gap between research findings and classroom application, making it an essential resource for educators striving to enhance their literacy teaching methods in alignment with the latest scientific insights.

Levitt interviews Jo Boaler to interrogate the traditional “layer cake” approach to mathematics education following the Algebra, Geometry, Algebra II sequence. This episode examines conventional approaches to math education, exploring innovative methods that may change how students understand and engage with math. Boaler discusses the need for a curriculum that embraces real-world applications and fosters a growth mindset.

Hamilton interviews Boaler about the nuances of teaching and learning mathematics. Boaler challenges the prevalent belief that speed in learning and processing math equates to better understanding, advocating instead for depth over velocity. Highlighting her extensive experience and contributions, this interview offers insights for parents and educators alike, emphasizing the transformative power of thoughtful math instruction.

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What are we watching?

Seidenberg, M. S. (2023a, Dec 4). Where does the “Science of Reading” go from here?

Presentation at the Yale Child Study Center.

Watch here

Bedley, S. (2017). Discernment in the Era of Fake News. TED Conferences.

Watch here

Meyer, D. (2010). Math class needs a makeover. TED Talk.

Watch here

SERP Media. (2014). Phil Daro- Against “Answer-Getting.”

Watch here

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A well-researched and thoughtful examination of the science behind reading instruction and the gaps between what the research says and how educators (mis)interpret and (mis) implement the research.

Bedley tells the story of how he moved beyond checklists to establish the reliability of sources to identify “fake news” in order to help his students become “discerners of information rather than unconscious consumers.”

Meyer gives examples of how “paint-by-numbers’’ math learning keeps kids from developing the most important mathematical thinking skills, such as their ability to formulate problems and think deeply about math.

Daro, one of the primary authors of CCSS for Math, discusses math education around the world and reflects on the importance of students learning to reason mathematically, not merely “get the answers” quickly.

5. What new research on human cognition and learning influences ASIJ’s philosophy and approach to student support?

What books have had the greatest influence on our thinking about this question?

Rose, Todd. (2016). The End of Average: How We Succeed in a World That Values Sameness. New York: HarperOne.

Chardin, M., & Novak, K. (2021). Equity by design: Delivering on the power and promise of UDL. Corwin.

Todd Rose challenges the myth of the “average” person, arguing that standardization in education and work overlooks individual strengths. Drawing on cognitive science and case studies, he promotes personalized approaches that honor human variability, advocating for systems designed around uniqueness rather than conformity to statistical norms.

On ASIJ’s Summer 2023 reading list, Equity by Design contends teacher collaboration has the power to drive transformative change in schools. They further argue that by combining social justice and UDL, a vision for how to create equitable learning environments emerges where each student is known, valued, and cared for and where they develop the knowledge, skills, and dispositions needed to be changemakers both within and beyond school.

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Jung, L. A. (2023). Seen, heard, and valued: Universal Design and beyond. Corwin Press.

Jung emphasizes the core principle of UDL: to effectively educate all, educators must focus on the individual needs of each student. She highlights how UDL facilitates success by promoting engagement, providing accessible instruction, and offering diverse methods for students to show their learning. Jung champions the importance of recognizing and addressing the unique learning journey each student takes.

What other publications do we recommend?

Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and high school students. ASCD. This book explores the unique developmental needs of adolescents and offers brain-based strategies to engage, motivate, and support students during this critical stage of growth.

Boaler, J. (2022). Limitless mind: Learn, lead, and live without barriers. HarperOne, an imprint of HarperCollinsPublishers. Boaler advocates for a growth mindset and challenges the notion of fixed intelligence, supporting ASIJ’s efforts to cultivate an environment where students view challenges as opportunities for growth and discovery.

Carl, K. (2024). How learning happens seminal works in educational psychology and what they mean in practice. ROUTLEDGE. The authors translate pivotal educational psychology research into actionable strategies, offering ASIJ valuable insights into evidencebased teaching and learning enhancements.

Cohen, G.L. (2023). Belonging: The science of creating connection and bridging divides.

W.W. Norton & Company. Cohen’s research offers evidence-based strategies for fostering inclusive educational environments, supporting ASIJ’s goal of ensuring all students feel valued and connected.

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Doyle, T., & Zakrajsek, T. (2019). The new science of learning: How to learn in harmony with your brain. Stylus. This book presents research on optimizing learning processes through an understanding of brain science, advocating for educational strategies that align with natural learning rhythms, beneficial for ASIJ’s focus on student-centered, researchinformed teaching practices.

Flemming, S. (2021). Know thyself: The science of self-awareness. Basic Books. Fleming shows how metacognition is the most powerful tool we have to understand our own mind and also helps us better understand those around us.

Hall, T.E., Meyer, A., & Rose, D. H. (2012). Universal Design for learning in the classroom: Practical applications. London. This book offers practical applications of UDL principles in the classroom, focusing on effectively implementing UDL strategies across various subjects and grade levels.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

This book connects neuroscience with culturally responsive pedagogy, offering educators practical strategies to build trust, deepen student engagement, and promote independent learning through an equity-focused lens.

Hari, J. (2023a). Stolen focus: Why you can’t pay attention. Bloomsbury Publishing. Hari’s investigation into the crisis of attention in modern society sheds light on the need for educational environments that foster deep focus and engagement.

Hmelo-Silver, C. E. (2024). Collaborative learning and problem-based instruction: Theory, research, and practice. Springer. This book explores problem-based learning and collaborative knowledge construction, reinforcing ASIJ’s emphasis on student-driven inquiry and real-world application of knowledge.

Howard-Jones, P. A. (2023). Educational neuroscience: The science of how we learn.

Routledge. Howard-Jones synthesizes research on cognitive development, supporting ASIJ’s commitment to developmentally appropriate teaching practices that align with how students learn best.

Immordino-Yang, M. H. (2023). Emotions, learning, and the human brain: How our education system must change to help students thrive. W.W. Norton. Drawing on neuroscience, Immordino-Yang demonstrates that emotions are central to cognition, reinforcing the need for schools to cultivate deeply personal, relational learning experiences— an approach foundational to ASIJ’s vision of learning.

Leighton, J. P. (2024). Assessment for learning: Rethinking student evaluation in the age of data. MIT Press. Leighton advocates for data-informed assessment practices, aligning with ASIJ’s use of formative assessment and analytics to support student learning and growth.

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Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing, an imprint of Cast, Inc. Meyer, Rose, and Gordon provide a comprehensive overview of UDL principles backed by research and practice from the field.

Novak, K., & Couros, G. (2022). UDL NOW!: A teacher’s guide to applying Universal Design for Learning. CAST Professional Publishing. Novak’s guide addresses the critical aspects of UDL within modern educational systems, including equity and multi-tiered support. It’s a practical resource for ASIJ educators looking to deepen student engagement through inclusive, differentiated instructional strategies.

Paul, A.M. (2022). The extended mind: The power of thinking outside the brain. Mariner Books. On ASIJ’s Summer 2024 reading list, The Extended Mind illuminates the concept of “the extended mind,” advocating for the utilization of tools, environments, and collaboration to enhance cognitive processes.

Ralabate, P. (2016). Your UDL lesson planner: The step-by-step guide for teaching all learners. Brookes Publishing. Ralabate presents a hands-on approach to lesson planning with UDL, providing educators with concrete steps to design lessons that meet the needs of all learners.

Rose, T. (2023). Collective illusions conformity, complicity, and the science of why we make bad decisions. Hachette Go. Rose explores how our brains work and lead us to misunderstand those around us, how this can lead to poor decision-making, and how our wiring and social norms are a barrier to individuals meeting their unique potential.

Slee, R. (2011). The irregular school: Exclusion, schooling, and inclusive education.

Routledge. Slee critiques the exclusionary practices in education that arise from adherence to a medical model of disability, promoting instead an inclusive educational framework that recognizes all students’ right to belong.

Sousa, D.A., & Tomlinson, C.A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree. This book explores the intersection of neuroscience and differentiated instruction, supporting ASIJ’s dedication to meeting the diverse needs of learners through tailored educational approaches.

Sweller, J., Ayres, P., & Kalyuga, S. (2024). Cognitive load theory in practice: Managing learning for deeper understanding. Routledge. Sweller and colleagues provide insights into reducing cognitive overload, informing ASIJ’s instructional design strategies that prioritize clarity, efficiency, and deep comprehension.

Willingham, D.T. (2021). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. JosseyBass. Willingham combines cognitive science with practical classroom strategies to enhance learning, suggesting that understanding how students think and learn can transform educational practices.

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What are we listening to?

EdSurge. Young, J. (Host). (2011-Present) The edsurge podcast - edsurge guides.

Self-published.

Listen here

Ted. (2014-Present). TED talks education on Apple Podcasts.

Apple Podcasts.

Listen here

Gonzalez, J. (Host). (2014-Present).

The Cult of Pedagogy. Self-published.

Listen here

Center on the Developing Child. (Host).

(2020, January 23). Executive function: Skills for life and learning [audio podcast episode].

In The Brain Architects. Harvard University.

Listen here

Young explores the future of education with discussions on innovative teaching methods, classroom technologies, and groundbreaking research. He offers insights on future trends, including episodes related to cognitive science and supporting diverse learners.

This podcast series navigates the future of education, including the intricacies of knowledge acquisition. Experts share transformative insights on where education is headed, illuminating the evolving methodologies and cognitive processes critical for learning and meeting the diverse needs of students.

Gonzalez studies a variety of educational topics in her podcast, including how to create inclusive learning environments. Her insights align with ASIJ’s dedication to a holistic, human-centered approach to education, offering practical guidance for fostering dynamic classrooms that meet diverse student needs.

This episode explores how executive function skills—like working memory, flexible thinking, and self-control—develop in children and why they are essential for learning and life. Experts discuss practical ways adults can support these skills through relationships, environments, and experiences, especially for children facing adversity or learning challenges.

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What are we watching?

Grandin, T. (2010, Feb.). The world needs all kinds of minds. TED Conferences.

Watch here

Moore, S. (2020, February 20). Bringing support to the students just let them eat cake! YouTube.

Watch here

YouTube. (2024, February 10). A strengthbased approach to learner variability and neurodiversity. YouTube.

Watch here

YouTube. (2024b, February 15). A crash course in UDL (inclusive learning) with Katie Novak. YouTube.

Watch here

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Temple Grandin emphasizes the value of neurodiverse minds in society, sharing her unique “thinking in pictures” cognitive style.

Her insights align with ASIJ’s commitment to honoring diverse ways of learning and knowing. Grandin’s advocacy for cognitive diversity reinforces our mission to foster inclusive environments that support the varied abilities of all learners.

Moore advocates for schools to move beyond the traditional medical model of disability. This shift toward embracing a broader understanding of student needs underscores ASIJ’s commitment to fostering an educational environment where every student’s abilities are recognized and nurtured. Moore’s insights offer a perspective on the importance of adapting educational practices to ensure inclusivity and support for every learner.

Pape studies concepts such as learner variability, whole child, and UDL. Her presentation aligns with ASIJ’s vision for student support by promoting a strength-based perspective towards neurodiversity and individual learning strengths. Pape’s insights into embracing the full spectrum of student capabilities underscore ASIJ’s dedication to an inclusive and adaptable learning environment.

Novak provides an overview of UDL principles, showcasing how they can revolutionize teaching strategies to ensure inclusivity and engagement for all students. Novak’s expertise in UDL offers practical insights into creating a flexible and supportive learning environment, which aligns well with ASIJ’s commitment to meet the diverse needs of every learner.

6. Why are schools like ASIJ drawn to a humancentered model of education?

What books have had the greatest influence on our thinking about this question?

Rose, T. (2017a). The end of average: Unlocking our potential by embracing what makes us different.

HarperOne, an imprint of HarperCollinsPublishers.

Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that’s transforming education. Penguin Books.

On ASIJ’s Summer 2022 reading list, The End of Average challenges the notion of designing systems based on average metrics, advocating for an approach that recognizes individual diversity in talents and learning. Through compelling examples like the Air Force cockpit design, Rose illustrates how systems tailored to the “average” often fit no one, making a strong case for personalization. This concept extends beyond physical dimensions to cognitive abilities, emphasizing recognizing the “jagged” nature of talent and learning. Rose’s critique aligns with ASIJ’s focus on Measuring Success by nurturing individual strengths.

Robinson’s passionate argument for education that celebrates creativity and individuality over standardization directly supports ASIJ’s holistic approach to learning.

Through engaging narratives and practical insights, this book encourages educational environments that recognize and cultivate each student’s unique strengths and passions.

Robinson’s vision for transforming schools into vibrant, learner-centered communities aligns with ASIJ’s dedication to preparing students academically and as innovative and empathetic thinkers ready to face the world’s challenges.

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On ASIJ’s Summer 2022 reading list, Hammond’s book

Hammond, Z. (2015). Culturally responsive teaching and the brain. CORWIN.

bridges neuroscience with culturally responsive pedagogy to outline an educational approach that is as inclusive as it is effective. Her book provides ASIJ with a research-based framework for understanding how culturally and linguistically diverse students learn, advocating for teaching practices responsive to students’ backgrounds and experiences.

This methodology enhances student engagement and achievement and fosters a learning environment where every student feels valued and understood, reinforcing ASIJ’s drive towards greater equity, inclusion, and personalization.

What other publications do we recommend?

Bandura, A. (2012). Self-efficacy the exercise of control. Freeman. Bandura explores the concept of self-efficacy and its profound impact on individuals’ ability to achieve goals and overcome challenges. This work reinforces ASIJ’s focus on fostering student confidence and resilience, highlighting the importance of believing in one’s capabilities as a cornerstone of educational success.

Cain, S. (2013). Quiet: The power of introverts in a world that can’t stop talking. Random House. Cain’s exploration of the strengths of introverts provides a crucial perspective that enriches ASIJ’s SDF by highlighting the need for diverse learning environments that accommodate all students, including those who are more reflective and less outspoken.

Duckworth, A. (2018). Grit: The power of passion and perseverance. Collins. Duckworth’s insights into the role of grit and perseverance in success complement ASIJ’s focus on developing resilient and motivated learners, echoing the value of persistence and passion in educational outcomes.

Eisner, E.W. (2011). The arts and the creation of mind. Yale Univ. Press. Eisner advocates for the integral role of the arts in education, arguing that artistic experiences foster critical thinking, empathy, and creativity. His work supports the human-centered educational model at ASIJ by illustrating how the arts contribute to the whole child’s development, nurturing intellectual, emotional, and aesthetic growth.

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Grant, A. (2023). Hidden potential: The science of achieving greater things. Viking. Grant advocates for a shift towards more personalized, strengths-based approaches to education, highlighting the importance of recognizing and nurturing a student’s unique potential, especially those who are overlooked or marginalized.

Grant, A. (2016). Originals: How nonconformists move the world. Penguin Random House LLC. Grant’s book explores how individuals champion new ideas and drive creativity aligns with ASIJ’s encouragement of innovative thinking and the courage to challenge conventional wisdom.

Kendi, I.X. (2023). How to be an antiracist. Vintage. Kendi’s exploration of anti-racism practices offers ASIJ valuable perspectives on fostering an inclusive school culture that actively works against racial biases and promotes equity and justice within the community.

Mattingly, V., Grice, S., & Goldstein, A. (2022). Inclusalytics: How diversity, equity, and inclusion leaders use data to drive their work. Mattingly Solutions. This book’s focus on using data to inform DEI efforts complements ASIJ’s strategies for creating a more inclusive environment, emphasizing accountability and continuous improvement.

Pink, D.H. (2018). Drive: The surprising truth about what motivates us. Canongate Books. Pink’s insights into motivation and the changing nature of work inform ASIJ’s efforts to cultivate intrinsic motivation and adaptability among students for future careers.

Project Zero. Harvard University. Retrieved April 3, 2024, from https://pz.harvard. edu/. Project Zero’s research supports ASIJ’s educational strategies by providing insights into learning processes and effective classroom practices, enriching the school’s approach to fostering deep and meaningful learning.

Ritchhart, R. (2021). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Langara College. Ritchhart’s framework for cultivating a culture of thinking aligns with ASIJ’s efforts to create a learning environment where critical thinking and inquiry are central, supporting the school’s human-centered educational model.

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Robinson, K., & Aronica, L. (2010). The element: How finding your passion changes everything. Penguin Books. This book explores how personal passion and creativity are crucial to learning and success. Robinson’s insights align with the push for educational systems to cultivate creativity and individual strengths, catering to modern learners’ diverse interests and evolving needs.

Talusan, L. (2023). The identity-conscious educator: Building habits and skills for a more inclusive school. Hawker Brownlow Education. On ASIJ’s Summer 2024 reading list, Talusan’s book equips educators with strategies to become more aware of their identities and the identities of their students, supporting ASIJ’s commitment to inclusivity within its educational practices.

Tanu, D. (2020). Growing up in transit: The politics of belonging at an international school. Berghahn Books. Tanu’s exploration of third-culture kids’ experiences in international schools provides ASIJ with insights into fostering a sense of belonging and identity among its diverse student body.

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What are we listening to?

Vedantam, S. (Host). (2015-present).

Hidden Brain. NPR

Listen here

Brown, B. (Host). (2020-present).

Unlocking Us. VoxMedia

Listen here

Anderson, J. (host). (2015-Present).

Harvard EdCast. Harvard Graduate School of Education

Listen here Spencer, J. (Host). (2016-Present).

The Creative Classroom. John Spencer

Listen here

This podcast series explores unconscious patterns that dictate human behavior, shedding light on psychological, cognitive, and social processes. Episodes often examine the complexities of learning and decision-making in our modern world.

This podcast series explores the human experience, highlighting the crucial role of empathy, belonging, and vulnerability in education, underscoring the importance of fostering inclusive and human-centered learning environments.

This podcast series explores educational discourse, offering listeners insights into cutting-edge research, transformative education reform, and innovative best practices that support attention to human-centered environments.

This podcast series explores methods for nurturing creativity and innovation in human-centered settings, focusing on project-based learning, design thinking, and student choice — approaches fundamental to human-centered learning environments.

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What are we watching?

Hansen, U. J. (2022, Sep). ASIJ 2030 | The Future of Smart with Dr Hansen.

YouTube.

Watch here

Borba, M. (2023, November 10). Dr. Michele Borba in discussion with ASIJ about her book, Thrivers. YouTube.

Watch here

Adichie, C. N. (2009, July).

The danger of a single story. TEDGlobal 2009. TED Conferences.

Watch here

Grant, A. (2016, February).

The surprising habits of original thinkers.

TED2016.

Watch here

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Dr Hansen joins ASIJ 2030 in a conversation moderated by Clive Watkins to discuss the transformative potential of adopting a human-centered educational approach. Drawing on her extensive research into pioneering schools, Dr Hansen’s presentation advocates for a reimagined education system that prioritizes the development of each child’s unique human potential, aiming to foster a more equitable, just, and humane society. This recording is available only to families currently enrolled at ASIJ.

Borba joins ASIJ 2030 in a conversation moderated by Marc Vermeire to discuss her book Thrivers and the seven character traits essential for success. Highlighting not grades or test scores, but confidence, empathy, self-control, integrity, curiosity, perseverance, and optimism, Borba offers strategies for developing these traits from preschool through high school.

This conversation aligns with ASIJ’s commitment to holistic education. This recording is available only to families currently enrolled at ASIJ.

Adichie explores the power and peril of reducing individuals or cultures to a single narrative. She illustrates how such simplification can foster stereotypes and prevent genuine understanding across diverse groups. She urges listeners to seek out and appreciate the complex, multifaceted stories of people and places around them. This talk illuminates the profound importance of nurturing diverse, inclusive learning environments where learners exercise empathy and engage with others openly.

Grant explores the characteristics that distinguish original thinkers, highlighting the importance of embracing failure and questioning the status quo. Grant’s talk underscores the value of fostering a school culture that encourages innovation, critical questioning, and the freedom to fail, aligning with ASIJ’s emphasis on developing forward-thinking and adaptable learners. Grant’s perspective on originality provides an important foundation for ASIJ’s efforts to challenge our perceptions of success.

7. What research and literature informs ASIJ’s decision to adopt Deep Learning?

What books have had the greatest influence on our thinking about this question?

Mehta and Fine explore the intricacies of fostering learning environments conducive to deep learning. They argue that such learning is characterized by high levels of engagement, creativity, and community awareness. This perspective is deeply aligned with ASIJ’s educational approach, which emphasizes the creation of spaces where students are empowered to pursue their interests, apply their learning, engage in work that holds real-world significance, and develop a strong sense of personal agency.

Mehta, J., & Fine, S. M. (2020). In search of deeper learning: The quest to remake the American high school. Harvard University Press.

Freire critiques a traditional “banking” model of education and emphasizes the power of education to transform societies. His advocacy for a participatory approach embraces collaborative inquiry and reflective practice. This approach seeks to reduce barriers between teachers and students, fostering an educational environment where learning catalyzes personal growth and social justice. Freire’s work is an important inspiration to Michael Fullan’s conception of Deep Learning.

Freire, P., & Ramos, M. B. (2023). Pedagogy of the oppressed. MTM.

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Hattie and Yates delve into the mechanics of learning, offering a thorough analysis that aligns closely with ASIJ’s Definition of Learning and our Portrait of a Learner. They highlight the significance of metacognitive strategies in deepening and extending learning. Their work underscores the importance of evidence-based teaching practices and the need for teachers to adapt methods to more intentionally personalize each student’s unique learning journey.

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. Routledge, Taylor & Francis Group.

What other publications do we recommend?

Berger, R., Rugen, L., & Woodfin, L. (2014). Leaders of their own learning: Transforming schools through student-engaged assessment. Jossey-Bass Publishers. This book presents student-engaged assessment as a strategy for fostering independence and critical thinking, aligning with ASIJ’s focus on empowering students to take ownership of their learning in the Deep Learning context.

Bergmann, J. (2023). The mastery learning handbook: A competency-based approach to student achievement. ASCD. Bergmann provides educators with practical strategies to implement mastery learning, emphasizing student-centered approaches to achieve competency in various subject.

Colby, R. L. (2017). Competency-based education: A new architecture for K–12 schooling.

Harvard Education Press. Colby introduces a model for restructuring K–12 education around competency-based principles, providing tools and resources for educators to redesign traditional school structures.

Kaye, C.B. (2010). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Free Spirit Pub. Berger Kaye outlines practical strategies for integrating service learning into education, supporting ASIJ’s mission to provide meaningful learning experiences that extend beyond the classroom and foster global citizenship.

Brown, T. (2019). Change by design: How design thinking transforms organizations and inspires innovation. HarperCollins. Brown explores design thinking as a method for solving complex problems and fostering innovation and provides a framework that aligns with ASIJ’s SDF, particularly in its emphasis on creative problem-solving and adaptability.

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Burns, N. (2023). Inspiring deep learning with metacognition: A guide for secondary teaching. SAGE Publications. Burns advocates for embedding metacognitive strategies in teaching, a practice that fosters self-awareness and deeper learning among students.

Dewey, J. (2024). Experience and education. Nation Press. Dewey’s seminal work emphasizes experiential learning and critiques traditional education models, advocating for education that prepares students for democratic participation. This aligns with ASIJ’s focus on real-world learning experiences that foster critical thinking and personal growth.

Drummy, M., & Fullan, M. (2020). Dive into deep learning: Tools for engagement. Corwin.

This comprehensive guide offers actionable strategies for creating deeply engaging, inquirybased learning environments, perfectly aligning with ASIJ’s commitment to nurturing a culture of meaningful education.

Grant, A. (2023b). Think again: The power of knowing what you don’t know. W.H. Allen.

Grant’s emphasis on rethinking and being open to changing one’s mind resonates with ASIJ’s focus on critical thinking and adaptability.

Hattie, J., Masters, D., & Birch, K. (2016). Visible learning into action: International case studies of impact. Routledge is an imprint of the Taylor & Francis Group, an Informa business. The authors provide evidence-based educational practices and a collection of case studies that align to ASIJ’s efforts to implement Deep Learning.

Lemov, D., Lewis, H., Williams, D., & Frazier, D. (2023). Reconnect: Building school culture for meaning, purpose, and belonging. Jossey-Bass. Lemov et al. discuss the significance of cultivating a school culture anchored in meaning, purpose, and belonging, principles that are essential to ASIJ’s mission.

Mourant, J. (2024). Competency-based education ignited: A transformational leadership guide to implementing competency-based education in K–12 schools. Solution Tree. Mourant offers school and district leaders a roadmap for transitioning to competency-based education, detailing actionable stages and plans for creating student-centered learning environments.

Marschall, C., & Crawford, E. O. (2022). Worldwise learning: A teacher’s guide to shaping a just, sustainable future. Corwin. Aligning with ASIJ’s global citizenship goals, this guide provides educators with strategies to integrate sustainability and social justice themes into the curriculum, fostering a more equitable and sustainable future.

Perkins, D.N. (2014). Future wise: Educating our children for a changing world. Jossey-Bass, a Wiley brand. Perkins advocates for education that prepares students for the complexities of the future, stressing the importance of “lifeworthy” learning—knowledge and skills relevant to the lives students will lead.

Pink, D.H. (2012). A whole new mind why right-brainers will rule the future. Riverhead Books. Pink’s exploration of the increasing value of right-brain qualities such as creativity, empathy, and big-picture thinking in the new global economy dovetails with ASIJ’s emphasis on fostering diverse cognitive skills in students.

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Reigeluth, C., & Karnopp, J. (2020). Vision and action: Reinventing schools through personalized competency-based education. Harvard Education Press. Reigeluth and Karmopp provide a roadmap for transitioning from traditional, one-size-fits-all schooling to personalized, competency-based models that better prepare students for a rapidly changing world.

Ritchhart, R., Church, M., Morrison, K., & Perkins, D. (2011). Making thinking visible how to promote engagement, understanding, and independence for all learners. Jossey-Bass.

This book’s focus on visible thinking routines aligns with ASIJ’s commitment to Deep Learning by encouraging students to actively engage with their thought processes, enhancing understanding and critical thinking skills.

Stern, J.H., Ferraro, K.F., Duncan, K., & Aleo, T. (2021). Learning that transfers: Designing curriculum for a changing world. Corwin. Stern et al. highlight the necessity of designing curriculum that fosters transferable skills and knowledge, preparing students for a rapidly evolving world. This principle is central to ASIJ’s curriculum development, which aims to equip students with adaptable and enduring competencies for lifelong success.

Vygotsky, L.S. (1978). Mind in society: The development of Higher Psychological Processes.

Harvard University Press. This book outlines Vygotsky’s theories on the social roots of individual cognition and the crucial role of cultural and interpersonal interaction in learning.

Wheatley, M.J. (2023). Who do we choose to be?: Facing reality, claiming leadership, restoring sanity. Berrett-Koehler Publishers, Inc. Wheatley challenges leaders to confront the complexities of the current era with integrity and compassion, advocating for a leadership model that prioritizes humanity and ethical engagement.

Wormeli, R. (2018). Fair isn’t always equal: Assessment and grading in the differentiated classroom. Hawker Brownlow. Advocating for equitable assessment strategies, Wormeli informs ASIJ’s efforts to tailor assessments to reflect deep learning, ensuring all students are assessed in meaningful, supportive ways.

Zhao, Y. (2018). Reach for greatness: Personalizable education for all children. Corwin, a SAGE Publishing Company. Zhao advocates for personalized education systems that recognize and develop individual student strengths, challenging the one-size-fits-all approach.

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What are we listening to?

Sung, K., & Gobir, N. (Hosts).

(2016-present). MindShift. KQED

Listen here

Vander Ark, T., & Getting Smart Team (Hosts). (2011-present). Getting Smart.

Getting Smart

Listen here Campus Compact. (Host). (2016-present).

The Compact Nation Podcast.

Campus Compact

Listen here

Utecht, J. & Friedman, T. (Hosts).

(2006-present). Shifting Our Schools.

Shifting Schools

Listen here

This podcast series delves into the forefront of educational innovation, emphasizing Deep Learning, project-based learning, and effective strategies for equipping students with essential skills for thriving in the 21st century.

This podcast series investigates transformative educational trends and innovative teaching methods, providing insight into how schools might reshape learning environments and rethink pedagogy in ways that resonate with Deep Learning.

This podcast series explores service learning and community engagement in education, aligning with ASIJ’s dedication to cultivating globally-minded, accountable students keen to explore learning partnerships and to apply learning in the real world.

This podcast series provides teachers with the tools, ideas, and inspiration for shifting from a traditional pedagogical model to a more learning-progressive model that emphasizes the application of 21st-century skills and Deep Learning.

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What are we watching?

Cahen-Salvador, C. (2020, May). A global movement to solve global problems.

TED Conferences.

Watch here

Dziko, T.M. (2021, Nov). How schools can nurture every student’s genius.

TEDxSeattle.

Watch here

Zhang, L. (2017, Dec). Why schools should teach entrepreneurship.

TED@Westpac.

Watch here

Shahidi, Y. (2023, April). Let curiosity lead.

TED2023.

Watch here

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Cahen-Salvador outlines an inspiring vision for tackling the world’s most daunting challenges through global collaboration and grassroots activism. She emphasizes the power of collective action and shared responsibility in creating sustainable solutions, highlighting the urgent need for a unified approach that will address issues related to climate change and human rights.

Dziko explores innovative strategies for schools to identify and foster the unique talents of every student, emphasizing the importance of creating an engaging and supportive educational environment. It aligns with ASIJ’s dedication to personalize learning and our belief that all students possess unique potential that, when nurtured, can lead to remarkable learning and the discovery of one’s passions.

Zhang argues that entrepreneurship should be more intentionally taught in schools. She contends that doing so allows students to develop critical thinking, problem-solving, and resilience skills.

ASIJ’s N-12 Portrait of a Learner, and specifically our Mindset and Creativity progressions, highlight the critical importance of innovation and adaptability to our students.

Shahidi explores the transformative power of curiosity and empathy. Her discussion resonates deeply with ASIJ’s attention to cultivating student agency. She advocates for an education that encourages learners to remain endlessly inquisitive and compassionate. Shahidi’s message emphasizes the critical role of curiosity in driving meaningful change across diverse communities.

8. How is the landscape of college admissions changing?

What books have had the greatest influence on our thinking about this question?

Selingo’s insights into the college admissions process offer ASIJ students a clear understanding of what admissions officers are looking for and the complex interplay between institutional needs and student diversity. His exploration encourages ASIJ to continue fostering an environment where students are empowered to present their true selves in college applications, emphasizing the value of authenticity over strategic maneuvering in the admissions process.

Selingo, J.J. (2022). Who gets in and why: A year inside college admissions. Scribner.

A refreshing take on the college admissions frenzy, Bruni challenges the notion that prestigious institutions are the only path to success. His book aligns with ASIJ’s emphasis on helping students find the right-fit college that genuinely meets the student’s needs and aspirations. Bruni’s insights are valuable to students and their families, encouraging them to approach the college admissions process with confidence and open minds, focusing on personal growth and long-term fulfillment.

Bruni, F. (2016). Where you go is not who you’ll be: An antidote to the College Admissions Mania. Grand Central Publishing.

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Sabky offers a compassionate guide for students navigating the stressful terrain of college admissions. Drawing from her experience as a Dartmouth College admissions director, Sabky provides actionable advice for standing out in the application process while maintaining well-being. Her insights align with ASIJ’s approach to supporting students through their college admissions journeys, emphasizing authenticity and mental health alongside academic excellence.

Sabky, R.M. (2021). Valedictorians at the gate: Standing out, getting in, and staying sane while applying to college. Henry Holt and Company.

What other publications do we recommend?

Abrams, A. (2023). Shortchanged: How advanced placement cheats students. Johns Hopkins University Press. Abrams critically evaluates the Advanced Placement program, asserting that its focus on testing detracts from its original educational goals.

Antonoff, S.R. (2022). College match: A blueprint for choosing the best school for you.

EDUconsultingMedia. Antonoff’s guide emphasizes a personalized approach to college selection, aligning with ASIJ’s dedication to supporting students in making informed choices that reflect their unique aspirations.

Archibald, R.B., & Feldman, D.H. (2017). The road ahead for America’s colleges and universities. Oxford University Press. Archibald and Feldman examine the future of higher education in America, addressing challenges such as demographic shifts, technological advancements, and institutions’ financial sustainability.

Barnard, B., & Clark, R. (2023). The truth about college admission: A family guide to getting in and staying together. Johns Hopkins University Press. Clark and Barnard’s demystification of the college admissions process aligns with ASIJ’s efforts to prepare families for navigating postsecondary pathways with clarity and confidence.

Cohen, G. L. (2022). Belonging: the science of creating connection and bridging divides.

First Edition. New York, W.W. Norton & Company. Discover the secret to flourishing in an age of division: belonging. In a world filled with discord and loneliness, finding harmony and happiness can be difficult. But what if the key to unlocking our potential lies in this deceptively simple concept? Belonging is the feeling of being a part of a group that values, respects, and cares for us—a feeling that we can all cultivate in even the smallest corners of social life.

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Deresiewicz, W. (2015). Excellent Sheep: The miseducation of the American elite and the way to a meaningful life. Free Press. Deresiewicz critiques the education system, emphasizing our need to rethink our priorities to ensure we are valuing critical thinking and creativity over conformity. This book inspires ASIJ’s drive toward agency, personalization, and inquiry, as opposed to offering learning that is compliance-oriented Esaki-Smith, A. (2024). Make College Your Superpower. Rowman & Littlefield. EsakiSmith challenges the conventional wisdom that college prestige is the key to success, instead advocating for a student-centered approach to higher education. Using data, personal narratives, and practical advice, she encourages students to make informed college decisions based on their interests, skills, and career aspirations rather than rankings.

Fischman, W., & Gardner, H. (2022). The real world of college: What higher education is and what it can be. The MIT Press. Fischman and Gardner’s exploration of innovative educational institutions offers insights that resonate with ASIJ’s mission to equip students for success in life beyond college.

Furda, E., & Steinberg, J. (2021). The college conversation: A practical companion for parents to guide their children along the path to higher education. Penguin Books, an imprint of Penguin Random House. This guide’s emphasis on meaningful conversations around college planning supports ASIJ’s holistic approach to student development and college preparedness.

Horn, M.B., & Moesta, B. (2019). Choosing college: How to make better learning decisions throughout your life. Jossey-Bass. Horn and Moesta’s framework for making informed college decisions underscores the importance of self-discovery and alignment with personal goals, mirroring ASIJ’s student-centered advising philosophy.

Lieber, R. (2021). The price you pay for college. Harper. Lieber’s guide to navigating the economic complexities of college planning provides ASIJ families with critical insights into making informed educational investments.

Princeton Review. (2024). Paying for College, 2024 Edition: Everything You Need to Maximize Financial Aid and Afford College. This resource is invaluable for ASIJ families navigating the financial aspects of college planning, providing up-to-date information on financial aid and affordability.

Tanabe, G., & Tanabe, K. (2023). The ultimate scholarship book 2024: Billions of dollars in scholarships, grants and prizes. SuperCollege. The Tanabes’ comprehensive guide to scholarships is a vital tool for ASIJ students, aligning with the school’s efforts to support students in securing financial aid and scholarships and making higher education more accessible.

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What are we listening to?

Coffin, L. (Host). (2021-present).

The Admissions Beat.

Dartmouth College.

Listen here Selingo, J., & Horn, M. (Hosts).

(2018-present). Future U. Future U Podcast.

Listen here

Lederman, D. (Host). (2020-present). The Key with Inside Higher Ed. Inside Higher Ed.

Listen here

Abraham, L. (Host). (2012-present).

Admission Straight Talk. Accepted

Listen here

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This podcast, hosted by Dartmouth’s VP and Dean of Admissions, offers in-depth insights into the Ivy League admissions process, providing valuable guidance from experts and a behind-thescenes look at selective admissions.

This podcast series examines the landscape of higher education, focusing on innovation and the future of college admissions, providing insights for schools like ASIJ monitoring trends and preparing students for their educational futures.

This podcast series navigates the intricacies of higher education, including the college admissions and the changing landscape of higher education. Episodes offer valuable insights supporting students with college admissions.

This podcast series provides interviews with admissions officers, successful applicants, and admissions experts, offering a comprehensive look at college admissions, from application strategies to understanding what admissions officials seek.

What are we watching?

Selingo, J. (2021, Nov). ASIJ 2030: College Admissions and the Future-Ready Student with Jeff Selingo. YouTube.

Watch here

Selingo, J. (2024, Jan). ASIJ 2030: The Changing Landscape of College Admissions with Jeff Selingo. YouTube. ASIJTV.

Watch here

Orphan, C. M. (2022, April).

What makes a “good college” — and why it matters. TEDxMileHigh.

Watch here

Coleman, L. (2009, February).

A call to reinvent liberal arts education.

TED Conferences.

Watch here

In this ASIJ 2030 event, moderated by Clive Watkins, Jeff Selingo shares his valuable strategies for students to become futureready, focusing on the skills, experiences, and attributes that will benefit them in the college admissions process. Drawing from his extensive research, Selingo offers actionable insights for ASIJ students navigating the college admissions process. This recording is available only to families currently enrolled at ASIJ.

Moderated by Christy Carrillo, this ASIJ 2030 event features Jeff Selingo’s post-pandemic return to the series. Selingo delves into the complexities of college admissions, outlining the critical shifts in the admissions landscape, providing essential insights for students and parents. Selingo is invited to share his views on SCOTUS decisions and other changes to the college admissions landscape. This recording is also available only to families currently enrolled at ASIJ.

Orphan challenges the notion of “good colleges” being those that are highly selective and expensive. She advocates for a shift in perspective towards valuing regional public universities that offer accessible education to a broader student base. Orphan’s discussion urges a reevaluation of what constitutes prestige in higher education, emphasizing the need for institutions to create opportunities rather than restrict them, calling for a more inclusive approach to evaluating colleges.

Coleman delivers a passionate call for a radical rethinking of liberal arts education, advocating for a curriculum that combines breadth of knowledge with practical, real-world applications.

While Coleman’s interests are primarily with higher education, we think her message about breadth vs. specialization is important for ASIJ students to consider as they evaluate what they’re looking for, what they need to know about colleges, and what will bring them happiness.

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9. What research on change leadership has informed ASIJ’s approach to strategic planning?

What books have had the greatest influence on our thinking about this question?

An updated edition of their seminal work on adaptive leadership, Heifetz, Linsky, and Grashow provide a compendium of strategies for leadership in the face of complex, evolving challenges. This edition enriches the adaptive leadership framework presented in the authors’ earlier work with case studies and actionable advice. The principles and tools associated with adaptive leadership provide ASIJ a valuable toolkit for navigating complex organizational change.

Heifetz, R.A., Linsky, M., & Grashow, A. (2021).

The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World.

Updated Edition. Harvard Business Review Press.

Fullan discusses the importance of adaptability and culturebased accountability in leadership, advocating for a flexible, opportunity-based approach to strategic planning.

Fullan’s advocacy for a leadership style that is responsive to opportunities rather than constrained by rigid plans reinforces ASIJ’s strategies for embracing educational innovations and preparing students to excel in an unpredictable environment.

Fullan, M. (2019). Nuance: Why some leaders succeed and others fail. Corwin.

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As she was retiring as NAIS president in 2023, Donna Orem wrote this powerful series on adaptive leadership. Describing our modern context as a polycrisis, Orem distinguishes between technical challenges, which are solvable with existing knowledge and processes, and adaptive ones that require deep cultural renewal. She elaborates on the behaviors that define adaptive leaders—highlighting their role fostering cultures that thrive amidst change.

Orem, D. (2023). Adaptive Leadership Series.

National Association of Independent Schools (NAIS). https://www.nais.org/learn/independent-ideas/ april-2023/adaptive-leadership-part-1-technical-oradaptive-challenge/

What other books do we recommend?

Brown, B. (2023). Dare to lead: Brave work, tough conversations, whole hearts. Bookshare.

Brown’s work on leadership emphasizes vulnerability, courage, and empathy as strengths. Her principles can inspire ASIJ’s leadership and community to embrace change with openness, fostering an environment where innovation and growth are nurtured.

Collins, J. (2001). Good to Great. New York, NY: HarperBusiness. Collins explores what differentiates great companies from good ones and how they can sustain long-term success.

Insights from this book could inform ASIJ’s approach to achieving excellence through continuous improvement and strategic leadership.

Elrod, S. L., Kezar, A., González, Á. de J., & Holcombe, E. (2024). Change Leadership Toolkit 2.0: A Guide for Advancing Systemic Change in Higher Education. Pullias Center for Higher Education. This toolkit offers strategies for implementing systemic change in educational institutions, focusing on collaborative leadership and evidence-based practices. ​ Fullan, M. (2001). Leading in a culture of change. Jossey-Bass. Fullan discusses the challenges of leading in times of change, offering strategies for fostering a culture that embraces innovation and learning. His perspectives on change management could complement ASIJ’s efforts to cultivate a forward-thinking educational environment.

Fullan, M. (2016). The six secrets of change: What the best leaders do to help their organizations survive and thrive. Jossey-Bass. Fullan’s insights into the dynamics of organizational change offer valuable strategies for sustaining improvement and innovation in schools. His focus on purpose, respect, and intelligence in change processes reflects ASIJ’s commitment to research-informed strategic planning that engages the whole school community.

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Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school. Routledge. Hargreaves and Fullan’s “professional capital” concept emphasizes the importance of investing in teacher expertise, collaboration, and decision-making, aligning with ASIJ’s focus on professional development and collaborative teaching practices for educational innovation.

Highsmith, J. (2013). Adaptive Leadership: Accelerating Enterprise Agility. Addison-Wesley Professional. Highsmith explores strategies for enhancing organizational agility through adaptive leadership, focusing on responding effectively to rapid changes in the business environment.

Kegan, R., & Lahey, L.L. (2016). An everyone culture: Becoming a deliberately developmental organization. Harvard Business Review Press. Kegan and Lahey present a model for organizational culture that emphasizes personal development as a continuous process intertwined with the organization’s success. This concept could offer ASIJ valuable strategies for fostering a culture where ongoing learning and adaptation are part of the school’s DNA. Kerr, J. (2013, 2020). Legacy: 15 lessons in leadership. London, UK: Constable & Robinson Ltd. Kerr’s lessons from the New Zealand All Blacks highlight the significance of team culture and leadership in achieving excellence. ASIJ draws on these principles to enhance its governance model, focusing on teamwork, respect, and learning from failure, reflecting the school’s continuous improvement and excellence ethos.

Kotter, J.P. (2012). Leading Change. Boston, MA: Harvard Business Review Press. Kotter’s Eight-Stage Process for Creating Major Change offers a roadmap for transformative leadership that ASIJ incorporates into its strategic planning processes. This methodology emphasizes empowering employees and navigating inertia, critical components of ASIJ’s approach to fostering an innovative and adaptive educational environment.

Rosling, H., Rosling, O., & Rosling Rönnlund, A. (2018). Factfulness: Ten reasons we’re wrong about the world—and why things are better than you think. Flatiron Books. On ASIJ’s Summer 2023 reading list, Rosling uses global data to challenge widespread misconceptions, illustrating how cognitive biases distort our understanding of progress and reinforcing the importance of evidence-based thinking in education and decision-making.

Safir, S. & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation. SAGE Publishing. This book’s critique of overreliance on standardized test scores and advocacy for a humanizing approach to data informs ASIJ’s educational strategies, promoting equity and learning that values each student’s unique potential and contributions.

Sinek, S. (2019). The infinite game. Portfolio. Sinek’s concept of playing the “infinite game” in business and life provides a helpful metaphor for ASIJ’s educational philosophy, emphasizing long-term thinking, adaptability, and the continuous pursuit of improvement and growth in learning.

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Sinek, S. (2011). Start with why. Portfolio. Sinek’s concept of starting with “why” underscores the importance of purpose in leadership, which influences ASIJ’s commitment – Know, Value, Care – embodies ASIJ’s core purpose, differentiating the school and guiding its strategic decisions, reflecting a straightforward, purpose-driven approach to education.

Tushman, M.L. (2016). Lead and disrupt: How to solve the innovator’s dilemma. Stanford Business Books. This book addresses how organizations can lead in their current markets and disrupt new ones by mastering ambidexterity—balancing exploitation and exploration. Its principles can guide ASIJ in balancing traditional educational excellence with the need to innovate and adapt to future learning paradigms.

What are we listening to?

Brown, B. (Host). (2020-present).

Dare to Lead. Spotify.

Listen here

Grant, A. (Host). (2018-present).

WorkLife with Adam Grant. TED.

Listen here

Morse, S. (Host). (2008-present).

Harvard Business Review IdeaCast.

Harvard Business Review.

Listen here

Raz, G. (Host). (2019-present).

Wisdom from the Top. NPR.

Listen here

This podcast series delves into courageous leadership, blending Brown’s research with practical advice to inspire leaders to lead with vulnerability and resilience. Episodes often focus on how to foster an environment of openness, empathy, and innovation in their organization or school.

This podcast series explores the science of work and leadership in contemporary times. Through interviews with a variety of leaders who have unconventional approaches, Grant uncovers insights into creativity, leadership, and motivation. Conversations often resonate with Grant’s book Think Again.

This podcast series brings together experts in leadership, offering insights into change leadership, strategic planning, and the skills necessary to lead complex organizations through change in a rapidly evolving era. This podcast series often shares research from the HBR articles on leadership.

This podcast offers a deep dive into the minds of top leaders, sharing their strategies and stories of navigating complex challenges and spearheading change, making it a valuable resource for those interested in understanding the nuances of leadership and innovation

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What are we watching?

Brown, B. (2010, June).

The power of vulnerability. TEDxHouston.

Watch here

Heffernan, M. (2012, Aug).

Dare to disagree. YouTube.

Watch here

Fullan, M. (2022). Michael Fullan: Leading Through Change in 2022. YouTube.

Watch here

Heifetz, R. (2021, Dec).

Adaptive Leadership. YouTube.

Watch here

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Brown explores the importance of vulnerability, empathy, and connection, asserting that embracing our vulnerabilities is crucial to forming meaningful relationships. This discussion underpins ASIJ’s commitment to creating an inclusive, supportive educational environment where every student feels valued and connected.

Heffernan argues that many leaders avoid conflict and seek false harmony. She claims constructive disagreement often drives progress. Hefferman reveals how a willingness to embrace diverse perspectives and allow room for dissent can lead to breakthroughs on teams and foster a culture of open dialogue, creativity, and critical thinking.

Fullan shares his expertise on leading through change and discusses the strategies for achieving meaningful change in schools, focusing on the moral purpose of ensuring all children learn. Fullan’s approach to school leadership emphasizes the importance of embracing Deep Learning initiatives that are essential to meeting modern learners’ evolving needs.

Heifetz, the Director of the Center for Leadership at Harvard University, explains the principles behind adaptive leadership.

Heifetz distinguishes between technical and adaptive challenges, formal and informal authority, and strategies for embracing change. His insights are invaluable for schools navigating complex change processes.

10. What sources inform ASIJ’s thinking about school governance?

What publications have had the greatest influence on our thinking about this question?

Chojnacki, D., & Detwiler, R.M. (2019). International trustee handbook (2nd ed.). National Association of Independent Schools.

BoardSource (2005). The source: Twelve principles of governance that power exceptional boards. https:// boardsource.org/product/source-twelve-principlesgovernance-power-exceptional-boards/.

This handbook is essential for international schools like ASIJ, offering guidance on navigating global governance best practice. Chojnacki and Detwiler emphasize aligning governance with strategic goals to effectively support the school’s mission and vision. It highlights the board’s role in maintaining governance excellence, which is crucial for ASIJ’s commitment to educational leadership and accountability. It provides the Board of Directors - Head authority matrix that clarifies roles and responsibilities. The handbook aids ASIJ in integrating global governance perspectives, enhancing its ability to implement its SDF effectively.

This publication sheds light on school governance. Through its exploration of NAIS governance principles, The Source is a blueprint for boards to transcend conventional oversight and actively propel the organization forward. This publication underscores the symbiotic relationship between effective governance and the strategic advancement of the school’s mission and vision. It emphasizes a governance model that balances oversight with dynamic support for the organization’s leadership and aligns seamlessly with ASIJ’s dedication to upholding the highest standards.

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Rogen, S., & Owen, T. (2019, June). The adaptive school board: Governance and leading in a new era.

Greenwich Leadership Partners. https://www.greenwichleadershippartners.com/ governance-white-paper.

Rogen and Owen address the evolving landscape of school governance amidst rapid societal and technological changes.

This white paper argues for a paradigm shift from traditional governance models to adaptive boards that are agile, forwardthinking, and equipped to navigate complex challenges.

Emphasizing the importance of continuous learning, strategic thinking, and a culture of inquiry, Rogen and Owen present a compelling vision for boards that are not just stewards of resources but also catalysts for educational innovation and excellence, which is precisely what ASIJ needs.

What other books do we recommend?

Axelrod, N.R. (2020). Board leadership and development. BoardSource. Focuses on developing board leadership and engagement strategies. This work supports ASIJ’s drive for a proactive and learning-oriented board culture, aligning with strategic objectives outlined in its governance framework.

Bryk, A.S., & Schneider, B. (2002). Trust in schools: A core resource for improvement.

Russell Sage Foundation. Bryk and Schneider explore the critical role of trust in educational improvement, presenting trust-building as essential to effective governance. This research supports ASIJ’s focus on cultivating strong relationships within its community, highlighting how trust between stakeholders can underpin successful governance and school improvement efforts.

Campbell, D., Fullan, M., & Kavanaugh, B. (2024). The Governance Core 2.0: School Boards, Superintendents, and Schools Working Together. Corwin Press. Building upon Fullan’s foundational work Coherence, this book emphasizes a shared moral imperative and a unified governance mindset to enhance the effectiveness of school boards and superintendents providing strategies for aligning governance culture with educational leadership, ensuring cohesive operations that support student success.

Carlson, M., & Donohoe, M. (2010). The executive director’s guide to thriving as a nonprofit leader. Jossey-Bass. The authors highlight collaborative dynamics between nonprofit leaders and boards, providing insights into ASIJ’s strategic collaboration and leadership practices that support the school’s governance and strategic objectives.

Chait, R.P., Ryan, W.P., & Taylor, B.E. (2005). Governance as leadership: Reframing the work of nonprofit boards. John Wiley & Sons. The authors introduce a governance model designed to enhance board engagement, which has been crucial for ASIJ’s aspirations towards strategic innovation and effectiveness. Chait’s vision of governance as leadership has been an underlying priority for ASIJ’s Board of Directors between 2017 and the present as the school has partnered with them to create the SDF.

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DeKuyper, H., & Taylor, K. (2023). The committee handbook. National Association of Independent Schools. Explores influential committee roles in governance, guiding ASIJ towards aligning its governance structure with strategic priorities, directly supporting the school’s strategic objectives and design.

Eadie, D. (2009). Extraordinary board leadership: The keys to high impact governing. Jones & Bartlett Learning. Eadie outlines the principles of high-impact board leadership, providing strategies for boards to enhance their effectiveness and influence.

Fullan, M., & Campbell, F. (2019). The governance core: School boards, superintendents, and schools working together. Corwin Press. This book underscores the significance of a shared moral imperative and unified governance approach among educational leaders, reflecting ASIJ’s dedication to cohesive and effective school governance.

Hotchkiss, D. (2016). Governance and ministry: Rethinking board leadership. An Alban Institute Book, Rowman & Littlefield. Hotchkiss offers strategies for aligning governance with educational missions, assisting ASIJ in refining governance practices to support strategic objectives and enhance academic excellence.

Midanek, D.H. (2018). The governance revolution what every board member needs to know, now! Walter de Gruyter. Midanek offers a comprehensive guide to modern governance challenges and opportunities, emphasizing the need for boards to adapt to changing environments and stakeholders’ expectations.

Orem, D., & Wilson, D.P. (2017). Trustee handbook (10th ed.). National Association of Independent Schools. Acts as a guide on board roles and responsibilities, offering a foundation for strategic and engaged leadership crucial to achieving ASIJ’s mission and strategic plan goals.

Trower, C.A. (2013). The practitioner’s guide to governance as leadership: Building high-performing nonprofit boards. Jossey-Bass. Trower advocates for a shift in nonprofit management from oversight to strategic leadership, a concept vital for ASIJ as it seeks to elevate board performance.

Waghid, Y. (2023). Pedagogy out of bounds: Untamed variations of democratic education.

Springer. Waghid explores democratic education principles, advocating for participatory decision-making and stakeholder engagement, which align with ASIJ’s commitment to inclusive governance practices.

Wallestad, A. (2021). The four principles of purpose-driven board leadership. Stanford Social Innovation Review. Retrieved from https://doi.org/10.48558/S4ZJ-Q994. Wallestad outlines four fundamental principles for transformative board leadership to align nonprofit governance with organizational mission and social impact. These principles emphasize purpose, respect for the ecosystem, equity, and empowered decision-making.

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