Our EJB Journey
2018-2020 - Global Awareness
2018-2020 - Global Awareness
EJB is an evolution of the strategic impact of Global Awareness, that first became part of the strategic plan in 2018. The focus of this impact was to expand international mindedness across the FIS community.Â
EJB is an evolution of the strategic impact of Global Awareness, that first became part of the strategic plan in 2018. The focus of this impact was to expand international mindedness across the FIS community.Â
In fact, our commitment to international mindedness predates even this initiative. Our school’s name and our mission statement refer to being international. International mindedness is one of the core principles of the International Baccalaureate programmes, and as an IB World School we are accountable for implementing a set of standards and practices around international mindedness.
In fact, our commitment to international mindedness predates even this initiative. Our school’s name and our mission statement refer to being international. International mindedness is one of the core principles of the International Baccalaureate programmes, and as an IB World School we are accountable for implementing a set of standards and practices around international mindedness.
We have always aimed to be international in more than just name. Our commitment is what prompted us to review and revise our school-wide language policy and expand the language programme in the Upper School to give students more choice and flexibility in their language learning. The UN Sustainable Development Goals are woven into our curriculum across all of the divisions. Further, our commitment to international mindedness drives and underpins student action that addresses issues including poverty, human rights, and the climate emergency.Â
We have always aimed to be international in more than just name. Our commitment is what prompted us to review and revise our school-wide language policy and expand the language programme in the Upper School to give students more choice and flexibility in their language learning. The UN Sustainable Development Goals are woven into our curriculum across all of the divisions. Further, our commitment to international mindedness drives and underpins student action that addresses issues including poverty, human rights, and the climate emergency.Â
Spring 2020 - A new lens
Spring 2020 - A new lens
World events in spring 2020 prompted us to look more deeply into what it means to be an international school and to investigate the experiences of our community members. As described in our Dec 2020 position paper, we made a commitment to take actions that would move us toward not just an inclusive, internationally minded community, but a community in which everyone feels they belong.
World events in spring 2020 prompted us to look more deeply into what it means to be an international school and to investigate the experiences of our community members. As described in our Dec 2020 position paper, we made a commitment to take actions that would move us toward not just an inclusive, internationally minded community, but a community in which everyone feels they belong.
FIS was not alone in this work. Initiatives around diversity, equity, inclusion and social justice were being prioritized across industries, including the corporate sector and the international school community.Â
FIS was not alone in this work. Initiatives around diversity, equity, inclusion and social justice were being prioritized across industries, including the corporate sector and the international school community.Â
- Recruitment agencies such as Search Associates made a commitment to supporting an inclusive international school community.Â
- New professional development offerings were launched around equity and inclusion by international school organizations such as the Council of International Schools and the Educational Collaborative of International Schools.Â
- The organization International School Services established a Diversity Collaborative to conduct research, and collate and produce resources for schools.Â
- Statements of commitment to diversity, equity and inclusion became increasingly visible on school websites and in their strategic plans.Â
The image below shares some of the organizations and international schools we researched during this time.
The image below shares some of the organizations and international schools we researched during this time.
The driver for this work was not only a moral imperative but also based on research on the benefits of diversity in the organisational environment, as well as our long history as an international community. A McKinsey & Company study, for example, found that companies with more diversity had a higher return on equity than other firms.Â
The driver for this work was not only a moral imperative but also based on research on the benefits of diversity in the organisational environment, as well as our long history as an international community. A McKinsey & Company study, for example, found that companies with more diversity had a higher return on equity than other firms.Â
Evidence is growing that diversity brings invaluable richness and depth to organizations.
Evidence is growing that diversity brings invaluable richness and depth to organizations.
Fall 2020 - Defining our work
Fall 2020 - Defining our work
EJB Team
EJB Team
In September 2020, FIS established a team to look specifically into how the broader Global Awareness strategic impact could be narrowed to explicitly explore and address issues of social justice. The team comprised 9 members of the community who fulfil a range of roles in the community - parents, teachers, board members, alums, school leadership.
In September 2020, FIS established a team to look specifically into how the broader Global Awareness strategic impact could be narrowed to explicitly explore and address issues of social justice. The team comprised 9 members of the community who fulfil a range of roles in the community - parents, teachers, board members, alums, school leadership.
From October 2020 onwards, the team met every 3 weeks. Their initial focus was three-fold:
From October 2020 onwards, the team met every 3 weeks. Their initial focus was three-fold:
- To research how other international schools are approaching this work;
- To select a tool for initial data collection from students, parents, faculty/staff and alumni to gather perspectives, experiences and inputs;
- To begin to define the common language around this initiative, beginning with what we call it.
The team also intentionally engaged in reflective discussions to challenge their own ideas and grow their understanding of the global context of this initiative. It was not always easy and missteps were made, even within the small group. This experience was indicative of the challenges that lay, and still lie, before us as a community as we open up topics for discussion which might not have been widely talked about before.
The team also intentionally engaged in reflective discussions to challenge their own ideas and grow their understanding of the global context of this initiative. It was not always easy and missteps were made, even within the small group. This experience was indicative of the challenges that lay, and still lie, before us as a community as we open up topics for discussion which might not have been widely talked about before.
Winter 2020 - Sharpening the lens
Winter 2020 - Sharpening the lens
As FIS narrowed the focus of Global Awareness toward explicitly addressing issues of social justice through the lens of Equity, Justice and Belonging, it was important to define the key terms that would underpin this work. The working definitions are below, although these will be revisited and revised as the work continues.
As FIS narrowed the focus of Global Awareness toward explicitly addressing issues of social justice through the lens of Equity, Justice and Belonging, it was important to define the key terms that would underpin this work. The working definitions are below, although these will be revisited and revised as the work continues.
We see equity as the avenue through which we can explore the individual experiences of our community members and how they engage with the facets of school life, including curricular opportunities, REAL activities and support systems of the school. Equity is different from equality because equality implies everyone has the same: equity is about meeting individual needs to maintain fairness and access for all community members.
We see equity as the avenue through which we can explore the individual experiences of our community members and how they engage with the facets of school life, including curricular opportunities, REAL activities and support systems of the school. Equity is different from equality because equality implies everyone has the same: equity is about meeting individual needs to maintain fairness and access for all community members.
We see justice as a deep evaluation of our systems, policies and practices that will shore up equity in the school community. This is where we will examine the accountability and transparency of school processes such as admissions and recruitment, ensuring the school community is underpinned by systems that safeguard the inclusion and well-being of all.
We see justice as a deep evaluation of our systems, policies and practices that will shore up equity in the school community. This is where we will examine the accountability and transparency of school processes such as admissions and recruitment, ensuring the school community is underpinned by systems that safeguard the inclusion and well-being of all.
We noticed that many organizations are using words such as inclusion and diversity to describe the notion of having different voices at the table. In our reading we picked up on the term belonging - the notion of not just being a diverse group where differences are accepted, but being a community where differences in sexual orientation, race, nationality, religion and more are appreciated and considered vital to the success of the community. Given the value we place on international mindedness and the transient nature of our community, where a large number of families are living here without extended family, we felt the term belonging was particularly well-fitting for FIS.
We noticed that many organizations are using words such as inclusion and diversity to describe the notion of having different voices at the table. In our reading we picked up on the term belonging - the notion of not just being a diverse group where differences are accepted, but being a community where differences in sexual orientation, race, nationality, religion and more are appreciated and considered vital to the success of the community. Given the value we place on international mindedness and the transient nature of our community, where a large number of families are living here without extended family, we felt the term belonging was particularly well-fitting for FIS.
Spring 2021 - Assessing our climate of inclusion
Spring 2021 - Assessing our climate of inclusion
Assessment of Inclusivity and Multiculturalism
Assessment of Inclusivity and Multiculturalism
After much research and discussion, our committee selected to partner with the National Association of Independent Schools on this important project. NAIS is a nonprofit membership association located in the United States that provides services to more than 1,800 schools within the US and around the globe. For more than 10 years, NAIS has worked with schools on the task of evaluating the climate of inclusion through the Assessment of Inclusivity and Multiculturalism (AIM). The NAIS AIM tool was selected for FIS because it best fitted the following criteria:
After much research and discussion, our committee selected to partner with the National Association of Independent Schools on this important project. NAIS is a nonprofit membership association located in the United States that provides services to more than 1,800 schools within the US and around the globe. For more than 10 years, NAIS has worked with schools on the task of evaluating the climate of inclusion through the Assessment of Inclusivity and Multiculturalism (AIM). The NAIS AIM tool was selected for FIS because it best fitted the following criteria:
âś“ Whole school focus
âś“ Whole school focus
âś“ Comprehensive approachÂ
âś“ Comprehensive approachÂ
âś“ Both qualitative and quantitative data
âś“ Both qualitative and quantitative data
âś“ Ability to capture multiple perspectives
âś“ Ability to capture multiple perspectives
âś“ Useful data results (easy-to-understand visuals, ability to sort, etc.)
âś“ Useful data results (easy-to-understand visuals, ability to sort, etc.)
âś“ Training & Support
âś“ Training & Support
âś“ Reasonable Cost
âś“ Reasonable Cost
âś“ Proven Track Record
âś“ Proven Track Record
2020-21 overview
2020-21 overview
Summer 2021 - Developing an action plan
Summer 2021 - Developing an action plan
Using the data from the NAIS Assessment of Inclusivity and Multiculturalism, an action plan was created by the EJB team in collaboration with the school leadership that included priority actions for the 2021-22 academic year.
Using the data from the NAIS Assessment of Inclusivity and Multiculturalism, an action plan was created by the EJB team in collaboration with the school leadership that included priority actions for the 2021-22 academic year.
Spring 2022 - Making connections to the SDGs
Spring 2022 - Making connections to the SDGs
As FIS progresses its strategic development in the two areas of Sustainability and Equity, Justice and Belonging, we beginning to ask questions about how they intersect and connect, including:
As FIS progresses its strategic development in the two areas of Sustainability and Equity, Justice and Belonging, we beginning to ask questions about how they intersect and connect, including:
- How are EJB and sustainability connected?
- Can you have a sustainable future without equity and justice?
- Could it be that EJB is a part of Sustainability?
- Or, are they different but interconnected?
- How can EJB and Sustainability together maximize our community impact and engagement?
2021-2022 - Learning together
2021-2022 - Learning together
Dr. Alan Phan
Dr. Alan Phan
Implicit bias and recruitment practices
Implicit bias and recruitment practices
8th and 15th February 2022
8th and 15th February 2022
Dr. Emily Meadows
Dr. Emily Meadows
Gender inclusion at FIS
Gender inclusion at FIS
15th and 16th March 2022
15th and 16th March 2022
Darnell Fine
Darnell Fine
Microaggressions and leadership
Microaggressions and leadership
3rd May 2022
3rd May 2022
Whole school EJB Conversation
Whole school EJB Conversation
30th September 2021
30th September 2021
EJB Conversations continued
EJB Conversations continued
29th November, 13th December,Â
29th November, 13th December,Â
14th February, 21st March, 30th May
14th February, 21st March, 30th May
May 2022 - Strategic Planning for 2022-23
May 2022 - Strategic Planning for 2022-23
The strategic planning day together with the community survey data and collaborative discussions at the leadership summer retreat led to the development of the draft 2022-23 action plan.
The strategic planning day together with the community survey data and collaborative discussions at the leadership summer retreat led to the development of the draft 2022-23 action plan.
2021-2022 - Overview
2021-2022 - Overview
May 2023
May 2023
EJB steering committee members, Loretta Smith and Chris Wilcox, published an article with the Council of International Schools about our EJB journey so far.
EJB steering committee members, Loretta Smith and Chris Wilcox, published an article with the Council of International Schools about our EJB journey so far.
Oct 2023
Oct 2023
The International School Anti-Discrimination Task Force launches its website. FIS staff attending the inaugural event of the task force in November 2022 and continue to collaborate as part of the committees.
