CIS supporting members are educational organizations whose purposes and objectives are aligned with our own and whose services complement those we provide to our higher education and school members. We work cooperatively with these organizations to further our respective missions in the international education community through purposeful collaboration, mutual support, and the exchange of information.
- Academy for International School Heads (AISH)
- American International Schools in the Americas (AMISA)
- Association for the Advancement of International Education (AAIE)
- Association of International Educators and Leaders of Color (AIELOC)
- Association of International Schools in Africa (AISA)
- British Schools in the Middle East (BSME)
- Cambridge Assessment International Education
- College Board
- Council of British International Schools (COBIS)
- Duolingo English Test
- East Asia Regional Council of Schools (EARCOS)
- Educational Credential Evaluators (ECE)
- ETS Global
- HALI Access Network
- International Association for College Admission Counseling (IACAC)
- International Baccalaureate (IB)
- International Schools Services (ISS)
- Latin American Heads Conference (LAHC)
- Linden Global Learning Support Services
- National Association for College Admission Counseling (NACAC)
- National Association of Independent Schools (NAIS)
- Near East South Asia Council of Overseas Schools (NESA)
- The Association for International Credential Evaluation Professionals (TAICEP)
- The Common Application
AISH is a nonprofit that provides resources and professional development opportunities for International School Heads. The Academy is a dynamic, collaborative organization created for and governed by International Heads which:
- advocates for International School Heads;
- provides targeted and differentiated professional and personal development opportunities essential for educational leadership;
- collaborates with educational organizations worldwide; and
- makes a significant contribution to the future of learning and leading.
AISH launched its online Leadership Series in early 2020 for leaders committed to continuous improvement and honing their skills. There are two types of courses. “Skills” courses provide practical strategies to address a leadership challenge and “Impact” courses are a deep dive into the topic with relevant practical outcomes, feedback. and coaching.
AISH leaders have curated all of the content and designed course activities to be mapped to AISH’s Standards and Threads. Produced in partnership with Global Online Academy (GOA), there are choices within the courses so that content is personalized for each leader’s strengths, needs, skills and interests. Come have great learning with us! Visit academyish.org/leadershipseries.
AMISA's mission is to provide and promote programs and services to member schools whose primary language of instruction is English in order to enhance the quality of American and international education in the Americas. Please refer to the AMISA website for further information and event dates.
Executive Director: Dereck Rhoads
The Association for the Advancement of International Education (AAIE) began as a sprouting leaf from the Agency for International Development (AID) more than 50 years ago. Soon enough, AAIE grew into the innovative and international organization enjoyed today around the world by the hundreds of member schools, educational organizations, resource providers and the thousands of individuals within these organizations who actively participate with our global leadership community.
As a global community that connects diverse people, ideas, and resources, AAIE helps international educators lead with vision, wisdom, and integrity.
Executive Director: Mark E. Ulfers, Princeton, New Jersey, United States
The Association of International Educators and Leaders of Color (AIELOC) is devoted to amplifying the work of international educators and leaders of color with a focus on advocacy, learning, and research. This is led by KDSL Global.
The Association of International Schools in Africa (AISA) is a membership community committed to offering a variety of programmes and services that help our schools transform student learning.
Established in 1969, AISA offers a professional learning programme specifically designed to meet the unique needs of our diverse international-school body. In addition to our AISA Conference, AISA also sponsors a wide variety of differentiated Professional Learning Institutes (PLIs) across the continent to foster greater professionalism and to improve teacher and leadership effectiveness.
AISA currently has a membership of 80 schools across 37 countries. Together, these schools serve approximately 35,000 students supported by over 5,000 educators and support staff.
AISA is dedicated to transforming student learning by leading and supporting professional growth, good governance, strategic thinking, and the wellbeing of the entire AISA community of schools.
AISA is a collaborative learning community of accredited, internationally-minded schools in Africa, which provides targeted services and relevant resources, facilitates innovative programmes, and connects people.
Our Core Values
AISA believes that:
- Being open to differences leads to knowledge and understanding
- All individuals have intrinsic worth
- Nurturing is necessary for growth and change
- Personal fulfilment derives from defining a sense of purpose and making connections through service to others
- A sense of belonging enables people and communities to thrive
- All people want to learn, and people learn differently
- When people work together better outcomes are more likely
- The development of international-mindedness and cultural competence are fundamental to being successful in an interconnected world
The strategic objectives of AISA specify that AISA services, resources and networks will:
- Support professional growth
- Develop and implement strategic thinking and planning
- Increase school effectiveness
To find out more about membership with AISA, or anything else we can help you with, email email@example.com
Executive Director: Dr Peter Bateman, Nairobi, Kenya
Bridge2Rwanda (B2R), a U.S. nonprofit, was formed in 2007 by a network of Rwanda’s international friends to help accelerate growth by encouraging foreign direct investment and expanding the number of globally-educated Rwandan professionals.
The B2R Scholars Program was launched in 2011 at the request of the Rwandan government to increase the number of students earning scholarships to study abroad. The program builds on Africa’s strength by selecting the most academically talented, yet financially-disadvantaged high school graduates, helping them earn scholarships to study abroad, and equipping them to launch their careers back in Africa.
The mission of the Bridge2Rwanda Scholars Program is to build a fellowship of globally-educated young leaders in Africa with the capacity to transform their communities and accelerate
growth in their country.
B2R focuses on 5 areas:
- Intensive English Academics
- Personal Development
- Community Service
Norris Kayitare, College Counselor - firstname.lastname@example.org
British Schools in the Middle East (BSME) is the largest network of British national schools in the MENA region serving 144 schools and +100 business partners. According to ISC Research, BSME is the fastest growing membership organisation in the world. BSME also runs the largest Student events programme in the region.
BSME's Professional Learning pathways support the career progression of staff in schools, from conferences to online learning. In addition, Principals and Heads of School are supported through a range of networks, dedicated conferences, mentor programmes and accredited inspection training.
To ensure that BSME schools maintain the highest standards in British education, BSME has established links with and lobbies on behalf of BSME schools the Department for Education in the UK, Ofsted and other regulatory authorities. Accreditation routes support the school improvement processes of our schools, delivering world-class provision in leading, teaching and learning.
Safeguarding is a priority for the organisation; as such, BSME regularly contributes to and supports the work of The International Task Force on Child Protection.
Chief Executive Officer: Olivia Roth
Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for learners to progress from one stage to the next, and are well supported by teaching and learning resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge learners from 10,000 schools in 160 countries prepare for their future with an international education from Cambridge.
Chief Executive: Christine Özden
Senior Co-ordinator – Global Recognitions: Amanda Cator
Cambridge, United Kingdom
The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity.
Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education.
Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT and the Advanced Placement Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools.
Vice President: Linda Liu
Executive Director, Market Management, West, International: Paul Sanders
New York, United States
Representing more than 450 member schools and organisations, COBIS is a responsive, innovative and growing global association for international British schools overseas. High-quality COBIS schools, which educate over 150,000 students and employ more than 30,000 teachers, can be found in 80 countries across Europe, Asia, Africa, the Middle East and the Americas. COBIS Supporting Associates provide a wide range of services and resources to the international schools sector. COBIS provides high-quality professional development and networking opportunities for staff and in 2017 launched The Patron’s Accreditation – a quality assurance scheme for international British schools overseas. COBIS represents all members with the British Government, Ministries of Education and educational bodies worldwide.
The Duolingo English Test was developed as a modern approach to testing: providing fast, high-quality, secure language assessments to anyone, anywhere, at any time over the Internet. Today, the test is accepted by more than 2,000 institutions and has helped thousands of students worldwide access English testing options. By harnessing technology we are lowering barriers, putting students first, and helping reform the admission landscape.
The East Asia Regional Council of Schools is an organization of 188 member schools in East Asia. These schools have a total of more than 115,500 pre-K to 12th grade students. EARCOS also has 164 associate members — textbook and software publishers and distributors, universities, financial planners, architectural firms, insurance companies, youth organizations, etc — and 42 individual members.
Membership in EARCOS is open to elementary and secondary schools in East Asia that offer an educational program using English as the primary language of instruction, and to other organizations, institutions, and individuals interested in the objectives and purposes of the Council.
EARCOS inspires adult and student learning through its leadership and service and fosters intercultural understanding, global citizenship and exceptional educational practices within our learning community.
Objectives and Purposes
- To promote intercultural understanding and international friendship through the activities of member schools.
- To broaden the dimensions of education of all schools involved in the Council in the interest of a total program of education.
- To advance the professional growth and welfare of individuals belonging to the educational staff of member schools.
- To facilitate communication and cooperative action between and among all associated schools.
- To cooperate with other organizations and individuals pursuing the same objectives as this council.
Executive Director: Dr. Edward Greene
For 40 years Educational Credential Evaluators (ECE) has been ensuring that foreign-educated people are respected and recognized for their educational achievements. We primarily review academic achievements by individuals from other countries and convert them to the U.S. system for purposes of studying or working in the United States or elsewhere. In addition to preparing evaluation reports, we offer various training programs for strategic enrollment managers, international admissions officers, university recruiters, and other individuals or organizations who are interested in applied comparative education. Our professional evaluation staff have a combined 300 years of experience and are frequent presenters at international education conferences. Our 95% customer service rate ensures that our clients--whether individuals, secondary schools, institutions of higher learning, or licensing boards receive top-notch care with each product we offer.
- Our mission is to promote the betterment of individuals' lives and society by ensuring that educational qualifications are fairly and accurately recognized across borders.
- Operate with kindness, respect, and empathy
- Commitment to ongoing review and improvement in products, services, policies, and processes
- Service to the global community
- Fairness and integrity in everything we do
- Promote the personal fulfillment and contributions to society of people educated in other countries
For information concerning evaluation reports: Jack Nelson, Director of Market Development email@example.com
For information concerning training, resources, and partnerships: Marybeth Gruenewald, Director of Global Initiatives firstname.lastname@example.org
For information concerning applied comparative education research: Margaret Wenger, Senior Director of Evaluation, email@example.com
At ETS®, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and post-secondary education, as well as conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually in more than 180 countries, at over 9,000 locations worldwide.
The TOEFL® test is the most widely respected English-language test in the world, recognized by more than 10,000 colleges, universities and agencies in more than 130 countries, including Australia, Canada, the U.K. and the United States. More than 30 million people from all over the world have taken the TOEFL® test to demonstrate their English-language proficiency.
Princeton, New Jersey, United States
General inquiries from colleges, universities, English language programs and college counselors
Client Relations representative:
- TOEFL newsletter: Get the latest TOEFL news and information. Sign up now
- TOEFL information for Institutions: www.ets.org/toefl/institutions
- TOEFL information for test takers: www.toeflgoanywhere.org
- TOEFL MOOC: Register for the current self-paced TOEFL® free online course available 9 August - 8 November: TOEFL® Test Preparation: The Insider’s Guide
The HALI Access Network is an association of non-profit organizations in Africa that work with high-achieving, low-income (HALI) students to access international higher education opportunities. It strives to level the playing field in international education to increase inclusion, access and scholarship support for remarkable students who only lack finances to make their educational dreams come true. It believes in the power of education to change communities and in the impact our students have on college and university campuses.
- Share ideas, resources and experiences to improve our work with high-achieving, low-income students.
- Provide relevant and insightful information to the wider college admissions and international education community.
- Advocate on issues affecting high-achieving low-income international students.
- Increase scholarship opportunities and support for high-achieving low-income students.
The International Association for College Admission Counseling (International ACAC) is a global organization of over 3,500 members whose mission is "To facilitate global interaction among counselors and institutions in support of secondary students transitioning to higher education, while promoting professional standards that foster ethical and social responsibility." International ACAC is an affiliate of NACAC, and its headquarters is located in Arlington, VA (US).
Arlington, Virginia, United States
The International Baccalaureate® (IB) is more than its educational programmes and certificates. At our heart we are motivated by a mission to create a better world through education.
We value our hard earned reputation for quality, for high standards and for pedagogical leadership. We achieve our goals by working with partners and by actively involving our stakeholders, particularly teachers.
We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century.
All of this is captured in our mission statement:
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Head of Global Recognition: Paul Teulon, firstname.lastname@example.org
With more than 60 years of experience as a leading nonprofit in international education, ISS helps international schools and educators develop students into thoughtful, imaginative global leaders. Whether developing and managing world-class international schools, staffing schools, ordering equipment and supplies, performing accounting functions, or supporting teaching and learning approaches, ISS provides the full range of services necessary for schools to deliver an outstanding global education to their students.
ISS' services, learning opportunities and initiatives:
- ISS Comprehensive services: Explore ISS offers core services: developing and managing international schools, supplying schools, recruiter teachers, recruiting school leaders, streamlining accounting and finance functions, and offering professional development
- ISS Deep Dive Sessions into Virtual Learning: Explore targeted professional development within your content area, perfectly timed during your school break. Dive into hybrid learning, online assessment, building community, grading & reporting, and resources & tools within each 4-hour, content-specific session.
- Online Learning Resources: As many schools adapt to online or blended learning environments, this page offers free webinars and resources around online learning, practical school management transitions, policy, technical operations, teaching and learning and community wellness.
- School Consultancy Packages: ISS has assembled a collection of timely, low-cost consultancy packages lead by experts in their fields, to help school leaders navigate some of the urgent operational challenges ahead
- ISS-Schrole Advantage International Job Fairs: ISS-Schrole Advantage offered additional iFair® events toward the end of the season to help keep international schools and candidates connected, and will continue to plan flexible, virtual events into the 2020-21 recruiting season. Stay tuned for updates ahead!
- The Diversity Collaborative: The Diversity Collaborative is committed to creating a more diverse, inclusive, equitable and just environment among the leadership of the international school community.
- School supply tips and trends
- 12 Key Questions to Ask When Starting a School
- Highlight from ISS Admin Search – Leadership Spotlight: Paola Torres de Pereira
- Highlight from ISS Global Recruitment – Teacher Feature: Coral and Ennis Updates from Dubai
- Budget Planning Tips
- ISS BEST: Snapshots of contemporary learning at ISS School
The mission of the LAHC is to bring together centres of educational excellence reflecting the best of British and international educational practice in order to share expertise for school improvement in a spirit of reciprocal altruism that benefits all parties.
The Annual Conference brings together heads, senior leaders and teachers from across the region to discuss fundamental educational issues and share successful initiatives in member schools in an intimate and friendly atmosphere that allows us to build the very special relationship of trust and confidence that is the key to the rest of LAHC activity.
The LAHC Review is offered on a voluntary basis to schools that are members of LAHC. Its starting point is the school's own assessment of itself and its performance in the areas in which it desires to be submitted to scrutiny. It is a peer review, with teams being made up of teachers and leaders of member schools, trained specifically for the purpose. The flexibility of the Review allows it to be applied in as complete or as partial a manner as is desired, with each application being tailored to the specific needs of the school. The decision is the school’s, and at all times the review team and its leader respond to the needs and requests of the school. This is not an inspection that judges schools against some predetermined criteria but rather a critical friend who gives an outsider's perspective on what the school thinks of itself.
- Executive Officer: Alan Downie, email@example.com
- Administrative Manager: Sita Taylor, firstname.lastname@example.org
- Review Coordinator: Maureen Fleming, email@example.com
- Treasurer: Donald Jones, firstname.lastname@example.org
Linden Global Learning was established in Berlin in 2014 by three international educators who set out to expand the range of support services that international schools offer their struggling learners and families.
Our global team of multidisciplinary experts help international schools by connecting students and teachers with exactly the educational and mental health support they need, wherever they are in the world. Our specialists include mental health counselors, school psychologists, speech therapists, occupational therapists, special needs teachers, and behaviour specialists.
A world where diverse global learners thrive and reach their full potential
Remote Student Support Services for International Schools:
- Counseling & Mental Health Support for students & staff
- Speech Therapy
- Occupational Therapy
- Comprehensive psychoeducational assessments including tele-assessments
- Learning & Behaviour Therapy
- Academic Coaching (IB, GCSE)
- Neurodiverse Support
- Professional Development (Mental Health & Inclusion)
Founders: Dr Christina Limbird & Chineme Ugbor
Phone: +49 (0)30 555 10936
The National Association for College Admission Counseling (NACAC), founded in 1937, is an organization of more than 23,000 professionals from around the world dedicated to serving students as they make choices about pursuing postsecondary education. Membership speaks to an institution’s stature and reputation and provides numerous benefits. NACAC is committed to maintaining high standards that foster ethical and social responsibility among those involved in the transition process, as outlined in NACAC's Guide to Ethical Practice in College Admission. In recognition of the increasingly global landscape of college admission counseling, NACAC conducts research and develops resources related to international student mobility to support members.
NACAC’s National Conference is the preeminent annual gathering of over 6,000 counseling and admission professionals. The 2021 NACAC conference will be held in Seattle, WA and virtually from September 23-25. Come to network, learn the latest admission news and research in cutting-edge education sessions, and hear from inspiring speakers.
Chief Education and Policy Officer: David Hawkins
Director of Global Engagement: Lindsay Mathers Addington, EdD
Arlington, Virginia, United States
The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,800 schools and associations of schools in the United States and abroad, including more than 1,500 independent private K-12 schools in the U.S.
Independent schools are non-profit private schools that are independent in philosophy: each is driven by a unique mission. They are also independent in the way they are managed and financed: each is governed by an independent board of trustees and each is primarily supported through tuition payments and charitable contributions. They are accountable to their communities and are accredited by state-approved accrediting bodies.
NAIS empowers independent schools and the students they serve. The association offers research and trend analysis, leadership and governance guidance, and professional development opportunities for school and board leaders.
President: Donna Orem
Senior Vice President: Jefferson Burnett
The Near East South Asia Council of Overseas Schools is a non-profit association of more than 100 private, independent American/international schools serving students and their families in North Africa, the Middle East and South Asia. For 50 years, NESA has focused on promoting exemplary professional learning opportunities for educators working in our schools -- in service of improved student learning.
Executive Director: Madeleine Hewitt
TAICEP is the only professional association established to meet the unique goals of International Credential Evaluation Professionals. Our members are individuals, academic institutions, independent agencies, government bodies, and organizations who share a common interest in international credential evaluation, directly or indirectly.
TAICEP’s primary goals are to 1) serve international credential evaluation professionals around the world by providing research, training, resources, and routes to professionalization; 2) identify and develop theories, methodologies, and best practices used in international credential evaluation; and 3) advocate for the profession by raising public awareness of the field and by showcasing international credential evaluation’s crucial role in areas such as education, licensure, and employment.
At each TAICEP annual conference, credential evaluators from around the world, both those new to the field as well as those with years of experience, come together to learn, to share knowledge, to network, and to promote the interests of our unique industry.
Best Practices: Electronic Transcripts And Verification Portals
The Best Practices: Electronic Transcript and Verification Portals guideline has been prepared by the TAICEP Digital Student Data (DSD) Task Force. It was created to examine DSD practices from the credential evaluator perspective, provide usage guidelines for the credential evaluation community, and advance professional standards. In this Guideline the Task Force has developed brief descriptions of and general best practices for three current models to access or verify documents. Task Force members will continue to review and revise this Guideline as methods for issuing, verifying, and retrieving educational documents electronically and digitally evolve. Ultimately, this document is intended to be used in conjunction with a mapping tool, currently in development, to assist evaluators with identification of key information and trusted verification sources at the country level.
TAICEP’s Foundation Certificate in International Credential Evaluation attests that the holder has a foundational knowledge of credential evaluation and assessment. It is based on the core competencies of evaluation, research, communication, and professional responsibility.
There are many benefits to being or hiring a TAICEP certificated evaluator, including to the professional evaluator him or herself, to the evaluator’s employer and place of employment, and to the consumer or recipient of the evaluation report, which is thorough, detailed, impartial, well-researched, and clear to the reader of the report.
TAICEP also currently offers two other certificates: the Secondary School Certificate and the Bologna Process Certificate.
The Common Application is a not-for-profit membership association committed to the pursuit of access, equity, and integrity in the college admission process.
What began in 1975 as an experiment among fifteen US liberal arts colleges is today a robust and diverse organization of more than 750 colleges and universities in the US and overseas. In 2016-2017, over 1 million students used Common App to learn about higher education and apply to college. One One-third of these students were the first in their family to attend college, and over 100,000 applied from outside the US. Global use of the Common Application continues to grow, both among international applicants seeking to study in the US and also among international universities--currently more than 50--wishing to expand their recruitment footprint.
As a Supporting Member of the Council of International Schools, The Common Application seeks to better understand the needs of international applicants, advisors, and universities so we can continue to serve these important and growing constituent groups.