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Our Commitment to Continuous Improvement
By Colleen Broderick, Director of Learning

At ISZL we have a lot to be proud of. We work hard to ensure the learning experience of our students is of very high quality, leading to opportunities where learners can thrive. But how do we know how good we are? And what standards do we use to guide our strategic and continuous improvement efforts?

The quality of the academic programmes we offer at ISZL is linked to the reputations of the organisations that accredit them. Both the International Baccalaureate (IB) and the College Board which offers the Advanced Placement (AP) programme, provide quality assurance processes in which the school actively participates. This process of evaluation is ongoing and rigorous. However, the quality of the school and the quality of the experience of the students is something that goes far beyond the IB or AP programmes. So how is the quality of the school in a more complete sense to be established? 

Even though we continuously reflect on our efforts, we recognise it is also necessary to have an external measurement of the quality of the ISZL experience. For this reason, we continue to partner with two agencies, the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC), to bolster confidence for parents, students and staff who are either already at the school or who are joining our community. This is the central purpose of accreditation.

Accreditation also goes beyond simply seeking external assurances. It is a catalyst for a community to reflect on its efforts, celebrate its strengths, and highlight where opportunities exist to improve. 

Next school year, we will formally begin the process of re-accreditation, but efforts are already underway to make sure we are on track to take advantage of this process. In January, a team from CIS and NEASC will visit ISZL to review initial documentation that serves to launch reflection. From there, we will solidify our core principles, and then begin to collect evidence against our aspirations to support our belief that we provide an excellent quality experience for all learners. 

Grade 12 students work on their Theory of Knowledge essay, a core component of the International Baccalaureate Diploma, during a recent retreat held in our outdoor education centre in Wengen


  • Acceditation
  • Advanced Placement
  • CIS
  • Curriculum
  • IBDP
  • International Baccalaureate

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