Saint Vincent and the Grenadines (SVG), 2019 – 2023
When the government of Saint Vincent and the Grenadines contracted with International School Leadership in 2019, the goal was to draw on our expertise and
Our Work
An introduction heading
Quisque nec porttitor nisl. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae; Aliquam eu mollis arcu. In vel elementum velit. Donec cursus metus nec purus lacinia, non suscipit nisi congue. Quisque dui sem, lobortis id bibendum id, sodales ut elit. Lorem ipsum dolor sit amet, consectetur adipiscing elit.
Lessons from Africa: logistics matter, but the instructor may matter most
Online learning is often held up as the answer to everything from affordability to accessibility. The reality, as a recent ISL study focused on African
What Matters Most in the Design of Universal Professional Learning for School Leaders
The International School Leadership Certificate Program (ISLCP) produces profound, lasting improvements in the performance of school leaders, according to an investigation undertaken in three different
Contextualizing and Delivering the System Program
At ISL, we understand that context matters greatly. In Scotland, an ISL team led by Joni Heard, contextualized the International School System Certificate Program. The
Creating a Performance Evaluation Policy for School Leaders
UNESCO, 2016-17 Interest in the performance evaluation of school leaders led UNESCO to contract ISL to review, assess and make suggestions for the modification of
Designing a Professional Learning Continuum for School Leaders
UNESCO, 2018-19 Dr. Andy Scott and members of our team were contracted by UNESCO to work closely with the Peru Ministry of Education at developing
Developing a Mentoring Program for School Leaders
UNESCO, 2018-19 Our team was contracted by UNESCO to support the Ministry of Education in Peru. Three ISL consultants worked closely with a Peruvian consultant.
Driving Change in an Education System
The scope of the project involved 80 Malmö Elementary Schools, 3,500 students (six to 16 years of age), 270 school leaders and approximately 5,000 teachers. After accounting for significant demographic changes and a focus on student achievement, the jurisdiction put forth a plan for improvement, centred on three key forces: system leadership; structural and process change; and professional learning for all leaders. These forces were guided by what is known about effective schools, systems, and leaders, at all levels.