UPPER SCHOOL HIGHLIGHTS

The 2020-2021 school year was my first as Upper School Director at ASM. Personally, it was a year of great learning about the community and the Upper School. I have felt warmly welcomed by students, parents, and staff, and enjoyed every day of my first year as a Lancer.

It was also a very typical year, with school taking place under many additional regulations related to Covid-19. Unlike many schools around the world, we were lucky enough to have the opportunity for on-campus learning each day this year (apart from an unexpected snowstorm). However, with such an opportunity came an obligation to take individual and collective responsibilities that would keep us all safe and allow us to remain open throughout the year. It is a measure of the level of care for each other that we have at ASM that we took these responsibilities seriously for the safety of our school community. My sincerest appreciation to everyone for your efforts.

The 2020-2021 school year was one of reflection and development for the future. Alongside ensuring that our students were cared for and progressed as people and academic learners, the Upper School teachers and staff have committed to several areas of significant focus, as outlined in these highlights which show just some of the achievements of the Upper School this year, as well as goals that have been achieved for implementation in the coming years. Finding the time and energy for this work, while continuing to provide for the day-to-day needs of each Upper School student, is a clear indication of the commitment and care that our teachers and staff have for our school. My thanks to everyone for your many achievements this year and for being part of the conversations and planning for potentially transformative future developments of our school. Upper School Director Félim Bolster

IB Diploma Program Evaluation (IBDP)

A successful 5-year official evaluation of the IB DP carried out by the IB Organization. The evaluation was very positive about the program at ASM indicating real strengths across all standards of practice, with appropriate feedback for the continued growth of the program at ASM.

The leadership structure of the Upper School has been re-developed to bring a greater focus over the coming years on Upper School-specific needs and development, as well as adding further resources to the area of supporting students in their personal development. The Upper School now has a leadership team that consists of Upper Teacher Leaders for each of the curriculum areas as well as a Head of Grade Level for each grade level. The latter will work in collaboration with the Dean of Students and the Social & Emotional Counselor with a focus on the personal growth of each student in the Upper School.

Course Selection Process

Increased robustness to the process of course selection through a dedicated online resource - Upper School Learning Program - outlining all aspects of the Upper School including course and program offerings and an increased focus on supporting 10th-grade students and parents in developing learning program choices in the context of post-ASM planning through individualized meetings.

Curriculum Development

Redesign of curriculum offerings in Social Studies and Mathematics to better prepare our students for Grade 11 and 12 study aligned with the skills and concepts that students need to be exposed to for success in IB courses in these curriculum areas. The Upper School now offers an integrated approach to Social Studies and both extended and core tracks for Mathematics in grades 9 & 10.

Learning Time

A redesign of learning time to better fit the needs of the Upper School - including sufficient time for curriculum (ASM and IB) delivery, time for students to meet with teachers for additional support, time for learning activities that focus on social & emotional well-being, time for small and large group meetings for specific focus areas such as college preparation, community celebrations, and curriculum needs.

Reporting and Assessment Schedule

A reflection on the schedule in place for reporting on student learning to students and parents, ensuring effective and timely feedback on learning, balanced with the well-being needs of our students and the needs of the college and university application process.