CIS Perspectives Blog

What does strong multilingual learning look like in international schools? Drawing on findings from 299 CIS International Accreditation reports, we highlight four patterns of effective practice: whole-school commitment, clear multilingual pathways, integrated language and subject learning, and meaningful support for home languages. Discover ideas to strengthen multilingual learning in your school.

International education faces increasing scrutiny and regulation worldwide; the need for informed, courageous advocacy is fundamentally essential. If there were no barriers to progress, how might international education change in 2026?

All schools are learning organisations. Dr Sudha Govindswamy examines the building blocks of learning organisations and provides examples of how schools can develop as learning organisations and how we demonstrate organisational learning at CIS.

As 2025 draws to a close, we recognize the CIS global community’s legacy of bold ambition, collaboration, and an unwavering commitment to guide and support the young people we educate. Read the highlights.

Inclusion is no longer a secondary aspiration; it is a central pillar of international education. With the launch of the new CIS International Accreditation Framework and the protocol for developing socially responsible learning communities, CIS schools now have a powerful tool to deepen their commitment to inclusive learning

If you’re interested in what drives meaningful school growth and the heart of our accreditation process, read our latest blog by Dulat Irzhanov, CIS Accreditation Evaluation Team Leader and deputy director at Nazarbayev Intellectual Schools.

It’s been a remarkable year for the CIS community, filled with new initiatives and significant changes. Read our reflections as we celebrate the great strides we're taking forward together.

It’s been a year of innovation here at CIS as we reviewed a fundamental part of our work: CIS International Accreditation. We’ve taken a bold step, and we’re proud of the approach that schools will experience when they pursue our new accreditation framework and process. 

Emerging findings from pedagogy research with participating school leaders, teachers, administrators, parents, and students. Our overall goal is to provide resources through an open source toolkit to support schools as they lead pedagogical change in their communities.

As we reflect on the past year, it's with a sense of pride that we share the milestones and innovations that have marked our journey. 

'The latest iteration of the CIS Vision calls for our organization to support the development of socially responsible leadership through international education. When asked how I would describe my role here, the term critical friend comes to mind. I'm here to support the internal transformation.' Hear more from Dr Nneka Johnson 

'I’ve learned there’s an art to asking a good question that elicits authentic responses in the spirit of openness and collaboration.' Scott Huyler reflects on visiting a school as part of his school support and evaluation work.

Tala Qudah highlights her experience of CIS International Accreditation and being a CIS Evaluator and the impact on her school, their community, and for her personally.

As a membership organization offering school accreditation internationally, we have a significant role to play as we guide and support schools to foster inclusion across diverse communities. 

A student-led initiative at the International School of Basel faced resistance and overcame scepticism to establish an impactful committee dedicated to tackling discrimination.

Part three of a blog series to unpack well-being in international education welcomes student voice and perspective as a mini-case study to shine a light on what’s truly important when it comes to their well-being.

Young children’s voices matter. By extension, the voice of those who work closely with young learners matters too. Their pedagogical insights are rich in considerations for what constitutes the foundation for lifelong learning. Hear these voices from the field.

What does well-being in education really mean? How can we give it a mandate and support it in our school communities? The purpose of this post, the first in a series, is to move the well-being conversation forward and share some practical resources and stimuli. Let’s start at cloud level by looking at concepts and theory.

One way we are linking these two priorities is to share our data analysis expertise via strategic partnerships, most recently to determine diversity baseline data in international schools, collecting data on gender, nationality, and ethnicity of board members, heads of schools, leadership teams, and teachers.