As we look back on another incredible year, I am filled with pride in all that our community has accomplished, as well as how it has grown in the areas of academic excellence, arts performances, athletic triumphs, service projects, and the opening of inspiring new spaces.
This has been a year of growth and celebration. Beyond the achievements, what stands out most is how we’ve deepened our commitment to The ICS Way. We’ve embraced opportunities to grow and improve by remaining focused on nurturing and enhancing a school culture that reflects who we are, and who we want to continue to be in the future: caring for ourselves, others, and this place.
It’s our community—diverse, supportive, engaged, and united—that truly makes ICS Addis special.
Together, we’ve identified growth and improvement priorities, as well as strengthened our programs and the culture of our school.
I want to thank each of you personally for contributing to this journey.
Looking forward,
Earl Chamberlin Head of School
BOARD OF GOVERNORS MESSAGE
Dear ICS Community,
Together we commemorated numerous important milestones this year, the most seminal of which was the 60th anniversary of ICS, which we celebrated with immense pride, history, and inclusion. From the march around campus by students, parents, and staff, representing over seventy countries, to the captivating performances of students, to the ribbon cutting of the new housing and pool facility and the community picnic, it was a day that will live in all our hearts for the years to come.
Furthermore, ICS became a full IB continuum school this year, which we achieved with many years of persistent effort and diligent planning by the leadership of our school. Congratulations to everyone involved; this milepost is yet another crucial step on our journey to achieve our vision of ICS being our best with Africa and our world.
As with learning, education is a lifelong mission, and as your Board, we will continue to work tirelessly to ensure ICS provides the best pedagogy, learning environment, and community possible. Despite the changes we have experienced this past year and the uncertainties we will continue to face in the future, we remain resilient, steadfast and agile in our commitment to our strategic goals of highly effective and progressive learning, global citizenship, wellbeing, and innovation.
Thank you,
ICS Addis Board of Governors
WE NURTURE THE TALENTS, CHARACTER AND INTELLECT OF ALL LEARNERS, CHALLENGING THEM TO BE A POSITIVE INFLUENCE AND EMPOWERING THEM TO EXCEL IN THEIR WORLD.
OUR MISSION OUR VISION
TO BE OUR BEST WITH AFRICA AND OUR WORLD.
THE ICS WAY
Take Care Of Myself Take Care Of Others
Take Care Of This Place
STRATEGIC PLAN
01 03 02
INTERNATIONAL SCHOOL COMMUNITY
Focus on Global Citizenship
Ensure that all ICS Community members, acquire, develop and apply the knowledge, understandings, skills and dispositions necessary to be Global Citizens and fulfill our vision of being our best with Africa and our world.
Embracing Innovation
Focus on Community Wellness
Attend to the wellness of the ICS Community and all of our stakeholders including students, parents, employees, alumni and partners.
We want our educational experience to spark experimentation and fearless risk-taking. This will kindle a spirit of creativity and adaptability that will encourage our students to try new ways of doing things and make innovative and impactful contributions in their future endeavors. We want to invest more in understanding and adopting new ideas and technological advances. This will position ICS as a center of excellence that is at the frontier of knowledge, good practice, and awareness about new ideas and trends that could enhance the effectiveness and relevance of the ICS educational experience. We want to be faster at turning good ideas into practice by embracing continuous experimentation, learning, and improvement. This will foster a culture of experimentation, allow our student experience to evolve faster and more responsively to evidence, learning, and innovation, and enhance student and teacher outcomes.
Focus on Highly Effective & Learning Progressive
Enhance the learning experiences and opportunities in line with the ICS Definition of Learning and ensure clear understanding of the instructional philosophies and practices among all community members.
WHOLE SCHOOL | STUDENT PROFILE
Total Number of Students
WHOLE SCHOOL | STAFF PROFILE
Faculty Nationalities
American – 55
Ethiopian – 32
British – 15
Canadian – 14
Support Staff Nationalities
Ethiopian – 247
American – 3
Canadian – 1
Zealander – 5
– 4
– 3
– 3
– 2
– 2
Others (1 each): Belgian, Danish, Filipino, Kenyan, Mexican, Polish, Portuguese, Romanian, Slovenian, South African, Spanish, Swedish
Faculty with Advanced Degrees
2.5 106 04
Average Retention Years for overseas hire faculty
Master’s (MA) Doctorate (PhD)
STRATEGIC COMMITTEE UPDATE: WELLBEING
Wellbeing at ICS Addis: A Strategic Approach to Taking Care of Ourselves
“ICS will focus on actions that improve community wellbeing.”
Wellbeing is the ability “ to navigate life’s challenges while feeling good on the inside, being well on the outside, and doing good for others (AISA Wellbeing for All, 2023).”
Goals
The overarching goal of the Wellbeing Strategic Committee is to cultivate a community where wellbeing is a shared responsibility. This vision encompasses several key objectives, including sustaining current wellbeing initiatives, developing new actions to support staff and students, and ensuring the long-term sustainability of these efforts. The committee aims to promote community satisfaction with their lives, positive emotional states, and a sense of meaning, purpose, and belonging. These goals are aligned with the understanding that faculty wellbeing is intrinsically linked to student wellbeing and learning outcomes.
Achievements
The Wellbeing Strategic Committee has made significant strides in achieving its goals. A cornerstone of their efforts has been the implementation of Faculty Wellbeing Workshops. These workshops, offered during orientation and throughout the year, provide staff with opportunities to engage in various activities in order to “connect, learn, notice, and move” through teacher-led activities such as learning about Ethiopian herbs, playing sports, engaging in mindfulness, or practicing music and dance. Feedback from staff has been overwhelmingly positive, with many expressing increased connection with colleagues and appreciation for the focus on wellbeing. Beyond the workshops, the committee has supported the establishment of Wellness Groups, with 20 groups meeting regularly for activities ranging from sports to book clubs. In response to findings from a wellbeing consultant’s visit, the school has taken action to address specific challenges. These include: Addressing security communication concerns through monthly updates. Implementing a weekly ‘pulse’ check-in for staff to assess wellbeing. Clarifying school-wide work recovery values and creating a Wellbeing Value Statement.
The Wellbeing Value Statement articulates the school’s commitment to a shared responsibility for wellbeing, emphasizing belonging, workload management, a positive and inclusive culture, and the importance of work recovery. The statement will be included in the schools professional handbook and officially launched at the start of the 2025-2026 school year.
While the focus of the committee has been on faculty wellbeing, it is also important to note that efforts to improve student wellbeing are also ongoing. Led by the counselors for each section, students take an anonymous Attitudes and Behavior assessment that helps our counselors see the overall wellbeing needs of our student population to help develop our advisory program. Like the teachers, there is also a ‘pulse’ check that gives ongoing feedback of the impact of these programs. This valuable data is essential in understanding and responding to the needs of our community. Additionally, the school has updated procedures regarding safeguarding. Training is now embedded and ongoing, and we have implemented a new tracking system called CPOMs that allows us to attend to and document reports more efficiently. Other initiatives not directly attributable to the committee include the provision of a massage therapist and a doctor’s clinic, further demonstrating the school’s commitment to the holistic wellbeing of its staff.
Next Steps
• The Wellbeing Strategic Committee is focused on ensuring the continued success and expansion of wellbeing initiatives. Key next steps include:
• Leadership handover to sustain the committee’s work.
• Continued focus on wellbeing during orientation and throughout the year.
• Increased community engagement and service projects, and the development of an outdoor gym.
• These plans demonstrate a commitment to evolving and adapting wellbeing strategies to meet the needs of the ICS Addis community.
Conclusion
The Wellbeing Strategic Committee has played a vital role in prioritizing and promoting wellbeing at ICS Addis. Through a combination of workshops, wellness groups, policy development, and proactive responses to feedback, the school is cultivating a supportive and thriving environment. By focusing on the wellbeing of both faculty and students, ICS Addis is investing in a future where all members of the community can flourish.
STRATEGIC COMMITTEE UPDATE: BELONGING
Belonging at ICS Addis: A Look at How We Take Care of Others
“ICS will offer a safer, more inclusive, and more encouraging student learning experience and community environment.”
The Belonging Committee has emphasized the importance of understanding the following definitions:
Diversity: Acknowledging the variety of differences within our community.
Equity: Recognizing that each person has different circumstances and allocating resources and opportunities to reach an equal outcome.
Inclusion: The act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to participate fully.
Belonging: The feeling of being safe, seen, and accepted within the community.
Goals
At the forefront of the school’s objectives has been the commitment to cultivate a community where every member feels safe, seen, and accepted. This ambition is rooted in the understanding that diversity is a fact, equity is a choice, inclusion is an action, and belonging is the outcome. To achieve this overarching goal, the school identified key areas of focus, such as:
• Establish a common language and approach for responding to biased comments.
• Ensure all community members feel comfortable using the “Speak Up” protocol.
• Promote a deeper connection to the school’s mission, vision, and core values.
This initiative recognized the need for a unified, proactive strategy to counteract various forms of prejudice and promote a more inclusive atmosphere.
Achievements
• The Belonging Committee made significant strides in several areas:
• Launch of the Belonging Committee: The formation of the committee itself marks a dedicated effort to address belonging within the school.
• Training and Implementation of “Speak Up”: The committee successfully introduced the “Speak Up” protocol, providing the community with tools to interrupt, question, educate, and echo in response to bias.
• Support for Unique Awareness Month: The committee actively supported and participated in Unique Awareness Month, promoting awareness and initiatives for individuals with disabilities and neurodiversity.
• Board Policy and Anti-Discrimination Statement: The Board of Governors formalized its commitment to these values by creating and supporting policy and an anti-discrimination statement.
Next Steps
• Looking ahead, the Belonging Committee has identified key areas for continued focus:
• Local Staff Training for “Speak Up”: Expand training on the “Speak Up” protocol to ensure consistent implementation across all staff.
• Belonging Committee Training: Further training for the committee to deepen understanding and effectiveness, including continued training with experts like Homa Tavangar.
• Review of Connected Initiatives: Evaluate and align existing school initiatives with the goals of diversity, equity, inclusion, and belonging.
• The Belonging Committee remains committed to fostering a school environment where every member feels valued and respected.
Conclusion
The 2024-25 school year has seen ICS Addis take meaningful strides towards creating a more inclusive and welcoming environment. By establishing clear goals, implementing proactive strategies like the “Speak Up” protocol, and committing to ongoing development, the school is working to ensure that every member of its community feels a true sense of belonging.
STRATEGIC COMMITTEE UPDATE: GLOBAL CITIZENSHIP
Global Citizenship and Sustainability at ICS Addis: Cultivating Changemakers to Who Take Care of This Place
“ICS will offer enhanced curricular and extracurricular learning experiences that help students better understand local and global issues and develop their responsibility towards society.”
At ICS, global citizens are committed to understanding themselves, each other, Africa, and their world. They are responsible for engaging with local and global communities and learning from their perspectives. Global citizens choose to act individually and collaboratively with empathy, self-awareness, and integrity. Global Citizens reflect on the impact of their thoughts and actions to inform their daily habits, behaviors, and values on a small and large scale. We will be a community that nurtures change seekers dedicated to learning from each other and acting together to make a just, peaceful, and sustainable world.
Goals
The ICS Global Citizenship Strategic Committee is dedicated to helping students develop an awareness of global issues and empower them to take action. At its core, the committee aims to integrate principles of global citizenship into all aspects of the school’s environment and prepare students to become responsible global citizens capable of contributing meaningfully to both local and international communities. In line with the IB and school’s mission, the committee promotes an educational approach that encourages inquiry, reflection, and action for a more just and sustainable world. To achieve this aim, the committee is working to implement a holistic approach to sustainability, embedding it into the school’s culture, operations, and education. This “Whole School Sustainability (WSS) Framework” encompasses three key components: organizational culture (shared vision, collaboration, effective communication), physical place (resource efficiency, healthy systems, engaging design), and educational program (student leadership, local environmental connections, curriculum integration).
Achievements
This year, ICS made substantial progress in embedding global citizenship into the student learning experience. One of the standout achievements was the NGO/Community Engagement Fair, a collaborative effort involving students, faculty, and local community organizations. The fair provided students the opportunity to engage directly with local organizations addressing global causes, demonstrating their ability to connect classroom learning with real-world applications. Many of these organizations inspire student PYP Exhibition projects. Additionally, initiatives like the Middle School’s plastic recycling project have seen increasing student participation, laying the groundwork for a school-wide sustainability movement. Our own initiatives led us to develop a partnership with Kubik, an Ethiopian-based climate tech company tackling the intersection of critical issues such as waste, affordability and climate change. The program is raising awareness about plastic waste and teaching students about the power of community-driven environmental change.
The High School’s environmental science students contributed to the year’s achievements with hands-on projects like the river biotic index, which examined local water health, and the school’s paper recycling relaunch. These efforts have fostered a deeper connection between the students and their local ecosystem resulting in service groups expanding their efforts to design, implement, and maintain sustainable and regenerative agricultural systems on campus. Meanwhile, the Visual Arts department showcased a “Trashion Show,” where students creatively repurposed waste materials into art, further emphasizing sustainability in everyday life.
This is a snapshot of the learning opportunities that have taken place and are planned for the coming years.
Next Steps
Looking ahead, the committee is focusing on expanding and strengthening its sustainability initiatives. One of the primary goals for the upcoming school year is to create a more integrated, whole-school, multi-level approach to environmental sustainability. Plans include hosting a visioning workshop with board involvement to align the school community on shared sustainability goals. Additionally, the committee will conduct a community survey to assess areas for growth, such as curriculum integration, student leadership, and environmental projects. Staffing considerations will also be a key part of the plan, ensuring the continued success and evolution of these important initiatives.
Conclusion
In the coming year, the ICS community will continue its commitment sustainability, community engagement, and global citizenship. By fostering these values, the school aims to develop not only knowledgeable and caring students but also responsible global citizens who will go on to impact the world in positive, meaningful ways.
Whole School Educational Vision
A Vision for Highly Effective Progressive Learning
“ICS will be one of a small group of international schools that offers students a full IB experience as the foundation for high-quality learning and gain growing recognition within the international schooling community as a hub for teacher development and professional excellence.”
Overview
As ICS completes the 2024–2025 academic year and looks ahead, it does so with a renewed commitment to excellence in teaching and learning, grounded in a vision that unites high academic expectation with student-centered innovation. The school’s approach to “highly effective progressive learning” reflects an educational philosophy that blends high standards and measurable student achievement with student voice and choice, addressing the evolving needs of a dynamic, global learner community. This vision draws on the frameworks of the International Baccalaureate (IB) and the Council of International Schools (CIS), aligning ICS with robust global standards while nurturing a unique identity as a hub for innovation, educational growth, and student agency.
Goals
As an IB Diploma Programme school since 1982, and a Primary Years Programme school since 2017, ICS has aspired to join a select group of international schools that offer the full continuum of IB programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). This ambition was borne not only out of a desire to enhance our educational offerings but a commitment to building an aligned, coherent learning culture that reinforces our mission, vision, and values through the standards and practices of the IB.
Alongside these structural goals is a deeper pedagogical commitment: to embed practices that are both highly effective— meaning they are research-informed, data-driven, and impact-oriented—and progressive, in that they foster student voice, creativity, inclusion, and future readiness. As technology reshapes the educational landscape, ICS is also embracing its
role as a responsible innovator, seeking to harness the potential of digital tools in combination with instructional delivery, including artificial intelligence, to enhance student learning experiences. As part of the commitment, the school is focused on positioning itself as a center of excellence in teacher development—an institution known not only for what students achieve, but also for how educators grow.
Achievements
Over the 2024-2025 school year, ICS has taken important strides toward these objectives. The school is now authorized to deliver both the Middle Years Programme and the Career-related Programme, making ICS one of a narrow list of schools that offer a four-programme IB continuum. Additionally, the school is authorized to offer a Business and Technology Education Council (BTEC) career-focused qualification as an additional graduation pathway. ICS is piloting the new CIS Accreditation Framework, allowing our teachers and leaders to help shape a system that will be launched world wide beginning next year. These steps have allowed ICS to align our most impactful institutional practices with the highest standards of international benchmarking.
Professional learning has been a clear area of focus. The school has launched a new Professional Growth and Reflection model that emphasizes collective efficacy, emphasizing teacher development as a continuous, collaborative process. Internal training this year has prioritized effective instructional design, assessment strategies, data-informed decision making, and the development of co-teaching and co-planning routines. Instructional coaching has been deployed in the elementary section, while leadership coaching has supported the continued development of school administrators.
ICS has also advanced its innovation agenda by formalizing its use of artificial intelligence. Our published AI policy now guides implementation, and selected staff are piloting tools such as Gemini and NotebookLM to support instructional planning and in some instances, direct student use. Other digital tools, such as Learning Analytics, are being rolled out to inform teaching with timely and relevant learning data. These steps are complemented by participation in the Association of International School in Africa (AISA) Innovative Schools Programme, hosting Professional Learning institutes, and leading international workshops. Additionally, through mentorship and training, we support Bese Saka, an initiative through AISA that provides pathways for growth for host-nation educators across Africa looking to advance their careers.
As a school that values reflection, we have also codified a process for the ongoing review of our curriculum. We have completed a review for Language Acquisition (including Amharic), English language learning, and Mathematics and have begun a comprehensive evaluation of Student Support Services and Physical and Health Education. Our teachers have generated reports with recommendations grounded in current, research-based practices that will inform the development of teaching and learning, with an emphasis on living our mission and vision.
Next Steps
Looking ahead, ICS will continue to build on these achievements through a strategic lens. CIS Accreditation remains a top priority for next year to measure our progress and build on the achievements made so far to integrate our strategic priorities into a more cohesive learning experience for our students. We continue to lay the groundwork to host conferences and workshops that benefit our community as well as our local and international partners. Budgeting processes will be refined to support strategic committees that drive innovation and curriculum development. The school will continue hosting professional learning events, both internally and across the region, in order to share its evolving practices and learn from others.
By aligning systems thinking with shared values and a strong professional learning culture, ICS is creating a sustainable foundation for continuous improvement. The vision for highly effective progressive learning is not a destination, but a dynamic journey—one that will keep ICS at the forefront of international education for years to come.
ELEMENTARY SCHOOL
Students
Faculty
After School Activities
Program Offering
ES GOALS
Hub Innovations
Harnessing the power of collaboration and curiosity in an innovation-friendly environment to take hub learning from Good to Great
Related achievements:
• Grade 4 Innovation Hub piloted new strategies for student agency, hub structures, and collaboration, and demonstrated them through blogging and professional sharing
• EAL teachers leaned into coaching for team and student success
• Grade 5 team explored new scaffolding strategies for an even more successful PYPx
• Peer observations and learning walks supported teachers to co-create new hub strategies
Next steps:
• Grow the model!
• Use our successes this year to drive new strategies for next year and onward.
• Share our successes with the global hub teaching community
Communities of Belonging
Every classroom at ICS Elementary will feel safe, joyful, and engaging
Related achievements:
• Year 3 of Responsive Classroom approach to social emotional and academic learning
• Morning Meeting, Quiet Time, and Effective Teacher Language support students to learn
• Started monitoring student wellbeing with Pulse weekly check-in
• ES Students learned “Speak Up” to respond and advocate for themselves
• Grade 5 co-designed and painted a Belonging mural with a famous artist
• Ethiopian Studies was reinstated as a specialist class with a new teaching team, and Amharic became a full special!
• Morning Miles is a continued success, with four students joining the 100 Miler club!
Next steps:
• Reemphasize formal Responsive Classroom training for ES Staff in 2025-26
• Continue to build on our social emotional learning model, transition care, and intercultural understanding as we respond to global challenges in our local context
Explore Outdoor Learning
Put our R&D experiences to use in our local Ethiopian context - 13 months of sunshine!
Related achievements:
• Early Years outdoor classroom now boasts a garden and a chicken house
• Exhibition students started a rooftop garden
• Grade 4 action includes plans for more rooftop gardening
• Coming soon: Student-designed Forest Playground incorporates existing campus trees in a beautiful, ecological play space
• A cross-sectional Earth Day focused on water conservation
Next steps:
• Integrate more outdoor learning opportunities into PYP Units of Inquiry
• Establish an Afterschool Activity for garden care and maintenance
• Make more connections to local gardeners to expand outdoor learning opportunities
MIDDLE SCHOOL
Students
After School Activities
Program Offering Faculty
MS GOALS
IB MYP Authorization: Building a Continuum School
Become authorized as an IB Middle Years Programme (MYP) school
Related achievements:
• Became IB MYP authorized with 11 Commendations, resulting in ICS Addis becoming an IB continuum school
• Continue to develop an IB identity in the middle school with all stakeholders: students, parents, and faculty
• All staff have engaged in professional development workshops on MYP philosophy and curriculum framework on campus, and/or either face-to-face or online official MYP workshops.
• Begun mapping the existing curriculum to the MYP subject group objectives.
• Engaged the school community through Parent Education Sessions about the MYP.
Next steps:
ICS Addis is currently participating in the MYP Enhancements BETA pilot, which focuses on refining the unit planning process as part of the next evolution of the IB Middle Years Programme. The next step is to implement these enhancements across all MYP planning successfully. This transition will not only deepen the coherence and quality of our MYP practices but also contribute to improved teaching and learning outcomes across the Middle School.
Community
Engagement
Through Service Learning
Further developing our Middle School community and identity
Related achievements:
• Putting in place infrastructure to support the program such as
• Education of students and teachers of authentic and ethical community engagement
• Plastic recycling machinery and workshop
• Middle School Green Team
• Pre NGO Fair
• Strengthening partnerships with NGOs
• Brookhills urban farm becoming a flagship project
• American School of Doha and the Internatioanl School of Abijaan have reached out to learn from us
Next steps:
• Implement a stand alone community engagement weekly block in the schedule for MS students
• Onboadring of new staff and further development of community engagement in the middle school
• Aligning this with Global Citizenship goals
Strengthening Middle School Identity and Culture
Implementing Community Engagement (Service Learning)
Related achievements:
• Developed a middle school House System to build a community based on mutual respect through sports, play, and talent shows and other fun events lead by House Council consisting of students from all three MS grade levels
• Implemented the Speak Up Protocol to address concern communication and behavior
• Developed consistent approaches in how we address, document and and communicate student behavior. In addition this system is also being used to more consistently document student success.
Next steps:
• Continue to build and enhance the House System
• Build a schedule of events that is shared with the community with the aim to create more home/school connections and invite parents in to participate in activities
• Further develop Grow Time
• Goal setting and reflection
• Managing sefl-directed study time
• Community Engagement (Service)
• Extending our performing arts offerings
HIGH SCHOOL
Students
Faculty
HS GOALS
Pathways Programming
Create additional personalized learning pathways for students that match their talents, interests, and profiles.
Recognizing that a significant number of ICS Addis High School students who initially choose the IB Diploma Programme in Grade 11 do not complete it, the High School team sought to better understand student aspirations and tailor programs in Grades 11 and 12 to more effectively meet their needs. Through student surveys, a significant interest in enhanced business and STEM offerings was identified. Consequently, the High School team collaborated with students, the IBO, and vocational program providers to develop and gain authorization for its own IB Career-related Programme (CP), set to launch in August 2025.
Related achievements:
• Secured approval to implement the two-year Pearson BTEC Business and Entrepreneurship program, commencing in August 2024.
• Achieved both candidate and authorized status to offer the IB Career-related Programme (CP) during the 2024-25 school year.
• Expanded the Grade 11-12 pathway options from three (ICS Diploma, DP, and Inception) to five (ICS Diploma, DP, CP, BTEC, and ASU).
• Enhanced the Grade 11 internship week to provide students with valuable, supervised experiences exploring potential career paths.
Next steps:
• Partner with Arizona State University (ASU) to offer a diverse selection of ICS-supervised IT and sciences courses for university credit, starting in August 2025.
• Increase understanding of and enrollment in the expanded range of Grade 11-12 pathways.
• Cultivate more partnerships to broaden the spectrum of internship opportunities available to Grade 11-12 students.
• Share compelling stories of student achievements and experiences within these various programs.
Community Engagement
Enhance and improve community engagement opportunities for students through the IB curriculum and the after-school Turn-Up Tuesday program.
The IBO requires authorized schools to further develop a particular aspect of its program through a Program Development Plan (PDP). Through our PDP, we aim to equip students with essential skills and a strong sense of social responsibility by providing meaningful experiential learning that connects classroom knowledge to real-world issues and fosters genuine community partnerships. By strengthening our community engagement framework, we strive to empower students to be positive influences and embody our school’s commitment to being their best with Africa and the world.
Related achievements:
• Our student-driven “Turn-Up Tuesday” community engagement programs, guided by faculty advisors, increased from 14 to 19, demonstrating growing student leadership in service.
• Facilitated two dedicated community engagement days for Grades 9-10 and six curriculum-linked trips that provided meaningful community interaction and learning experiences.
• The outdoor learning garden doubled in size and capacity, offering increased opportunities for hands-on learning and connection with our natural environment.
• Staff perceptions regarding the effectiveness of our community engagement programs (both curricular and extracurricular) showed positive growth, with more faculty rating implementation at the “Developing” or “Accomplished” levels compared to the previous year’s “Beginning” or “Developing” ratings.
• ICS students received awards for their outstanding community engagement projects at the AISA-GISS 2025 event, highlighting the impact and quality of their service work.
Next steps:
• Continue to utilize the AISA self-assessment tool annually to systematically measure the ongoing progress and impact of our community engagement initiatives.
• Finalize the IB Programme Development Plan for Community Engagement and submit it to the IBO for their valuable feedback and guidance.
• Further develop and embed meaningful community engagement opportunities within the IB curriculum across various subject areas and grade levels.
• Train and coach staff and students to enhance their reflection on and documentation of Community Engagement experiences.
• Continue to share impactful Community Engagement stories through ICS Addis communication channels.
Supporting Student Success (SSS) Meetings
Improve identification and monitoring of High School students requiring support to improve wellbeing and student achievement
Weekly High School Supporting Student Success (SSS) meetings provided a dedicated forum for grade-level leaders, learning support teachers, counselors, and principals to proactively identify students needing support in academic, behavioral, social-emotional, and attendance areas. Informed by routine consultation of attendance records, log entries, individualized learning plans, internal and external assessment data, and social-emotional check-ins, the SSS team co-created and monitored support plans, adapting them as needed throughout the year. Student Focus Team meetings were convened as needed to discuss individual student cases and provide feedback on the effectiveness of these plans. Based on the identified needs, relevant SSS team members facilitated follow-up with students, parents, and staff, and when appropriate, referred students for further specialist evaluations to enhance support strategies. Through these coordinated interventions, the overarching aim was to empower all ICS Eagles to achieve their full potential.
Related achievements:
• Established a vital platform for staff to consistently advocate for students’ overall well-being and needs.
• Enabled the timely identification and resolution of concerns impacting student achievement and well-being.
• Ensured that students received appropriate attention, with short- and long-term support plans implemented, managed, and regularly reviewed.
Next steps:
• Improve staff understanding and application of the various data points gathered in key student achievement areas.
• Streamline the process from initial identification of a student’s needs and the start of short-term support to referral for more in-depth evaluation when required.
• Increase focus on identifying and providing targeted enrichment and support to help high-achieving students reach their full potential.
Class of 2025 University Acceptances
• CANADA
• University of Alberta
• University of Calgary
• Carleton University
• Concordia University
• Lakehead University
• McGill University
• McMaster University
• Queen’s University
• University of Toronto
• American College of Norway
• QATAR
• Georgetown University Qatar
•
SWITZERLAND
• Lucerne University of Applied Sciences and Arts
•
THE NETHERLANDS
• University of Groningen
• Utrecht University
• Webster Leiden Campus
• Leiden University
• The Hague University of Applied Sciences
• UK
• Loughborough University
• Queen’s University Belfast
• The University of Edinburgh
• University of Bath
• University of Bristol
• University of Glasgow
• University of Manchester
• UNITED ARAB EMIRATES
• American University in Dubai
• USA
• Agnes Scott College
• American University
• Augustana University
• Baylor University
• Boston University
• Brandeis University
• Bridgewater State University
• California Lutheran University
• Case Western Reserve University
• Chapman University
• Denison University
• DePauw University
• Emory University
• Fordham University
• Furman University
• George Mason University
• George Washington University
• Georgia State University
• Goucher College
• Houston Christian University
• James Madison University
• Long Island University
• Loyola University Maryland
• Mercer University
• Michigan State University
• New York University
• Northeastern University
• Pennsylvania State University-Main Campus
• Quinnipiac University
• Rollins College
• Rutgers University
• Southern Methodist University
• Southwestern University
• St. Mary’s College of Maryland
• Syracuse University
• Texas A & M University-College Station
• Texas Christian University
• The Catholic University of America
• The University of Tampa
• The University of Texas at Arlington
• The University of Texas at Austin
• The University of Texas at Dallas
• Towson University
• Tufts University
• Tulane University of Louisiana
• University of Arizona
• University of California-Berkeley
• University of California-Los Angeles
• University of Colorado Boulder
• University of Connecticut
• University of Dayton
• University of Illinois Chicago
• University of Maryland-Baltimore County
• University of Maryland-College Park
• University of Miami
• University of Michigan-Ann Arbor
• University of Oregon
• University of Pennsylvania
• University of Pittsburgh-Pittsburgh Campus
• University of Richmond
• University of San Diego
• University of Virginia-Main Campus
• University of Washington-Seattle Campus
• Villanova University
• Virginia Commonwealth University
• Virginia Polytechnic Institute and State University
• William & Mary
• Beloit College
• Claremont McKenna College
• Connecticut College
• Drexel University
• Duke University
• Georgia Institute of Technology-Main Campus
• Grinnell College
• Hult International Business School
• Kenyon College
• Lafayette College
• Lake Forest College
• Loyola Marymount University
• Pepperdine University
• San Diego State University
• San Jose State University
• Temple University
• University of California-Davis
• University of California-San Diego
• University of California-Santa Barbara
• University of California-Santa Cruz
• University of Illinois Urbana-Champaign
• University of Massachusetts-Amherst
• University of Nevada-Las Vegas
• University of San Francisco
ATHLETICS & ACTIVITIES
After School Activities
Average seasonal participation
Individuals traveled on school trips
512 259 2 92% 13 14
ISSEA events hosted
ISSEA events attended Overseas trips
Building Pride and Belonging Through Activities
Strengthen the sense of pride, identity and belonging amongst all students involved in the activities program.
When students feel a strong sense of pride, identity, and belonging in school, their overall well-being, engagement, and academic success are positively impacted. Sports and activities foster these connections by building teamwork, resilience, and shared purpose. Being part of a team allows students to feel seen, supported, and valued—both on and off the field.
Related achievements:
• Celebrated team and individual achievements at assemblies, in newsletters, and on social media.
• Emphasized the development of leadership, communication, and collaboration skills through participation.
• Promoted inclusive opportunities for students of all abilities and backgrounds to engage in activities.
• Strengthened the ICS identity through high-quality hosting of ISSEA and local events
• Purchase branded sports uniforms and shirts for athletes and staff.
Next steps:
• Develop a “ONE TEAM” campaign to unify all activities under a shared identity and celebrate collective spirit.
• Create more regular opportunities for student voice and leadership within teams and clubs.
• Continue to expand inclusive programming, ensuring all students feel welcomed and valued.
• Enhance visual branding and social media of teams and events to reinforce school pride and recognition. Focusing more on middle School.
Developing Student Leadership On and Off the Field
Strengthen leadership programs and student role models—on and off the court.
Leadership is a key outcome of student involvement in activities. By developing leadership pathways, we empower students to take initiative, support their peers, and model values such as responsibility, teamwork, and resilience. These experiences help build confidence and prepare students for success beyond ICS.
Related achievements:
• Increased student pride and ownership as a result of representing ICS in teams and programs.
• Growth in High School students volunteering to support ASAs and younger teams, laying the groundwork for peer-led initiatives.
• Informal development of leadership through mentoring roles and student-led contributions during events and practices.
Next steps:
• Launch the “Eagles Leadership” Program with clearly defined roles, responsibilities, and expectations for student leaders.
• Create an Eagles Council to give students more voice and ownership in shaping the ICS activities experience.
• Provide training and mentorship opportunities for student leaders to develop their leadership toolkit.
• Recognize and celebrate student leadership contributions
• Integrate leadership reflections or goal setting as part of the student activities experience.
• Link this opportunity to the CAS program
Strengthening Community Through Inclusive Engagement
Enhance community engagement and strengthen connections within and beyond ICS.
A vibrant activities program doesn’t just benefit students—it brings the wider community together. By opening our facilities, inviting participation, and fostering inclusive events, we create shared experiences that build trust, pride, and belonging among students, families, staff, and our local partners.
Related achievements:
• Introduced Family Time on Sundays and Community Pool Time, encouraging broader use of school facilities.
• Improved communication with families and the wider community about activities events and student achievements.
• Connected senior and younger students through the Eagles Leadership Program, promoting mentorship and inclusion.
• Hosted local sports events and invited community teams to compete, strengthening partnerships beyond ICS.
• Welcomed spectators at events, encouraging positive and supportive community engagement.
Next steps:
• Build a volunteer and supporter network to engage parents and community members in events and teams.
• Formalize partnerships with local schools and clubs for shared events, training, and friendly competitions.
• Enhance visibility through a community events calendar, signage, and social media storytelling.
• Develop student-led “Community Ambassadors” within the Eagles Leadership Program to support outreach and inclusivity.
• Hold “face to face” information and feedback sessions for parents focusing on the activities program
ALUMNI
Forward-Looking Goals
• Foster enduring relationships that lead to advocacy and philanthropic support for ICS Addis.
• Create meaningful opportunities for alumni to engage with the school’s success (e.g., career panels, mentorship).
• Celebrate and strengthen the alumni community by hosting more reunions in diverse global locations
Year in Review
The ICS Addis Alumni Program experienced strong growth in 2024–2025, with expanded engagement through platforms like Graduway, Instagram, Facebook, and WhatsApp, and the launch of a new e-newsletter. The Alumni Council (8 alumni across different generations) held its inaugural meeting in February 2025, setting goals to boost communication, involvement, and global events. The opening of the 2000 time capsule and campus tours for 19 alumni from eight countries—Ethiopia, the U.S., Canada, Sweden, Tibet, Turkey, the Netherlands, and Belgium—sparked meaningful cross-generational connections. Alumni were excited to see campus developments, including the new pool. Strategic partnerships were formed with alumni programs in Southeast Asia and African international schools, while new initiatives such as the ICS Addis Alumni Gift and a business directory were launched to strengthen community ties. Three reunions were held, including a major celebration at the school’s 60th anniversary. In addition, ICS Foundation members who are also alumni met with us to show their support, stay informed, and offer assistance with alumni initiatives.
2,649
142
Alumni network size on official platform New alumni registered this year
40%
464 30%
Alumni willing to help Registered users Percentage of new users
08 04 06 15 16 02
Alumni Council members
Reunions hosted 3 in Addis, 1 in Washington, D.C (First meeting held in February 2025)
Alumni attended the Time Capsule Opening
Meetings held with ICS Foundation members
Families joined alumni campus tours
Student volunteers supporting Alumni Program
PTO
International Breakfasts
A delightful way to start the day families shared traditional dishes from around the world, creating a warm and welcoming atmosphere while celebrating our cultural diversity.
Monthly Community Markets
A lively gathering where parents showcased homemade goods, crafts, and treats fostering connection, creativity, and support for small local initiatives.
Grade-Level Meetups
Casual yet meaningful gatherings that brought parents together by grade, encouraging friendships, discussions, and stronger bonds within each cohort.
Cultural Training Day
A powerful day of learning and reflection, where parents and staff explored the richness of our multicultural community and deepened their understanding of cultural awareness.
Movie Night
A fun, family-friendly evening under the stars filled with laughter, popcorn, and shared memories—bringing our community together in the spirit of joy and relaxation.
Staff and Teacher Appreciation Day
A heartfelt celebration honoring the dedication of our amazing teachers and staff. Thoughtful gifts, delicious food, and warm gestures expressed the community’s deep gratitude for their hard work and care throughout the year.
KEY EVENTS AND MILESTONES
ICS Celebrates 60th Anniversary
The International Community School of Addis Ababa (ICS Addis) celebrated its 60th anniversary in 2025 with a series of events that honored its rich history and vibrant community.
In February 2025, over 2,000 attendees gathered on campus for the main anniversary event. The celebration featured performances by dozens of student groups, showcasing the diverse talents within the school. An international flag parade highlighted the global nature of the ICS community, representing more than 80 nationalities. The event also included an alumni reunion and a community picnic, fostering connections among current and former members of the ICS family.
MYP Authorization a Milestone in School’s World-Class Offerings
In a significant step forward, ICS Addis has been officially authorized as an International Baccalaureate (IB) Middle Years Programme (MYP) school. This achievement completes the full IB continuum at ICS—joining the Primary Years Programme (PYP) and Diploma Programme (DP)—and affirms our commitment to delivering a world-class, inquiry-based education from Early Years through Grade 12.
With the MYP in place, our middle school students now benefit from a globally recognized framework that fosters critical thinking, interdisciplinary learning, and real-world application. The program encourages students to develop as independent learners and active global citizens, aligning closely with our mission and values.
This milestone reflects the dedication of our educators and the support of the entire ICS community. As MYP Coordinator Daniel Suarez notes, “The MYP ensures that ICS learners are challenged, engaged, and inspired, fully equipping them for success in their future academic and personal journeys.”
We are proud to offer a seamless and rigorous educational experience that prepares our students to thrive in an increasingly complex world.
ICS Expands Graduation Pathway options with CP Authorization
The International Community School of Addis Ababa (ICS Addis) is proud to announce that it has been authorized to offer the International Baccalaureate (IB) Career-related Programme (CP).
This exciting development positions ICS Addis as one of only 79 schools worldwide, and one of just two in Africa, to offer the full IB continuum: Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and now the Career-related Programme (CP).
The addition of the CP reflects ICS Addis’ enduring commitment to offering diverse and personalized graduation pathways, ensuring that every student can tailor their learning journey to align with their interests, goals, and future aspirations.
“This means that our students can graduate from ICS Addis with an education that not only challenges them academically but also prepares them for real-world success,” High School Curriculum Coordinator Dr. Deanna Milne said.
At ICS Addis, the CP blends rigorous academic study with practical, career-related learning. For students in Grades 11 and 12, it provides an alternative to the traditional Diploma Programme, allowing them to focus their studies in areas that resonate with their personal strengths and career ambitions.
By offering the CP, ICS Addis enhances the personalization of its educational offerings. Students are empowered to design a program that balances academic rigor with real-world learning, positioning them to gain admission to their best-fit university and equipping them with the skills to thrive as globally minded, well-rounded citizens. Whether through the traditional IB pathway or the career-focused CP, ICS Addis graduates will be prepared to make meaningful contributions to their communities and the world.
ICS Opens New Pool & On-Campus Faculty Housing
KEY HIGHLIGHTS
November 2024: ICS Swim Team Takes First Swim in New Pool
December 2024: ICS Pool Opens for After School Activities
December 2024: All ICS Employees Move in to ICS Apartment Building
December 2024: ICS Hosts Learn to Swim Classes for Employees
January 2025: ICS Pool Hosts First Annual ICS Swim Invitational
February 2025: Official Grand Opening and Ribbon Cutting of ICS Pool & Apartment Building at 60th Anniversary Event
June 2026: ICS Hosts second swim meet
NGO Fair Ignites Curiosity & Inspires Community Action
On 30 October, ICS Addis hosted its second annual Community Engagement Fair, bringing to life our reimagined approach to Global Citizenship Education (GCE) and service learning. Guided by the Ethiopian principle of metebaber—cooperation for mutual benefit—this event reflected our commitment to nurturing empathy, self-awareness, and integrity in students from Early Years 5 through Grade 12.
Eighteen local and international organizations participated, offering students direct insight into real-world issues such as food insecurity, education equity, disability empowerment, and support for vulnerable communities. Through engaging conversations, students developed a deeper understanding of global and local challenges, inspiring curiosity, compassion, and a desire to take action.
The fair also fostered new opportunities for collaboration between educators and NGOs, enriching our curriculum through authentic partnerships and experiential learning.
More than a one-day event, the Community Engagement Fair exemplifies our integrated model of service learning—where meaningful community connections and ethical action are embedded into daily learning. This approach equips ICS students with the knowledge, values, and skills needed to lead positive change in a complex and interconnected world.
New ICS Website Celebrates Unique EthiopiaInspired Experience and Wins International Award
In the 2024–25 school year, ICS Addis launched its newly redesigned website—a bold step forward in showcasing our identity as a leading, inclusive international school rooted in Ethiopia. Shortly after its launch, the site earned the prestigious Gold Hermes Creative Award, recognizing excellence in global digital communication and design.
Developed in partnership with Finalsite, the platform blends tradition and innovation. Drawing from Ethiopian cultural motifs, the site’s design honors our heritage while positioning ICS Addis as a forward-thinking global institution. It features intuitive navigation, rich storytelling, and a 360-degree virtual campus tour—creating a dynamic, accessible experience for prospective families, students, and educators worldwide.
“At ICS Addis, we are proud to be both deeply connected to our Ethiopian home and recognized as a global leader in education. Our new website beautifully reflects this balance, showing the world what makes ICS Addis such an exceptional place to learn and grow,” said Chris Clark, Director of Communications and Marketing. “We’re incredibly proud of our team that brought this project to life. In a competitive international education landscape, our ability to communicate our story effectively helps us attract and retain mission-fit families and the very best educators from around the world.”
The award affirms ICS Addis’s role as a communications leader in international education—one that continues to set the standard for innovation, excellence, and global engagement.
ICS Addis Unites for Brook Hills Development Organisation: A Schoolwide Service Project Rooted in Compassion and Action
This year, ICS Addis deepened its partnership with Brook Hills Development Organization, supporting families experiencing homelessness in Korah through a powerful, schoolwide service initiative.
The project began with the installation of a 10,000-liter water tank—funded by the Iftar dinner and Elementary School efforts—enabling daily showers and laundry for the children. With water access secured, Grade 6 students launched an urban farm during Week Without Walls, which has already provided food multiple times for the 84 children at Brook Hills.
High School and Middle School staff later helped construct a chicken coop, now home to 20 chickens laying 15–20 eggs daily—transforming eggs from a rare treat into a regular protein source. Middle School students fund the feed through PTO market profits, ensuring sustainability.
The wellness program expanded with a health session and anti-parasite treatment at ICS, plus donated care packages with coats, shoes, and essentials. Grade 5 students also built friendships with Brook Hills children through reciprocal campus visits, promoting empathy and inclusion.
This initiative is a true embodiment of the ICS Way—community, compassion, and global citizenship in action.
ICS Addis Wins Global Inclusion Award
ICS Addis was honored with the Global Inclusion Award by the International Forums of Inclusion Practitioners (IFIP), recognizing our strong commitment to inclusive education. The award was presented at UNESCO Headquarters in Paris in March 2024.
Nominated by CIS consultant Lauren Jones, the recognition highlighted our Student Transition Program, support for students with intensive needs, and the empowerment of Ethiopian educators to lead inclusion initiatives. Endorsements from global peers and the wider community strengthened our nomination.
“This recognition affirms our commitment to creating a school where every student belongs and thrives,” said Head of School Earl Chamberlin.
ICS Addis Hosts Global Health Leaders for AISA International Health Institute
Strengthening its role as a leader among international schools, ICS Addis proudly hosted the AISA International Health Institute, a landmark event in advancing school health practices globally.
Over a three-day period, twelve medical professionals from international schools across two continents gathered at ICS Addis for this dynamic institute, facilitated by ICS Chief Medical Officer Krista Haley. The program empowered participants through indepth workshops and collaborative learning sessions focused on pandemic preparedness, personal wellness, policy development, emergency response, documentation practices, and cross-cultural competence in school health.
“This event reflects our commitment to leading regionally and globally by sharing expertise, driving innovation, and continuously improving,” said Krista Haley. “Health offices are vital to school communities, and we are proud to contribute to the growth and excellence of this field.”
ICS Addis extends sincere thanks to all participants and to the dedicated staff who supported this impactful event behind the scenes.
