About Us
Founded in 1991, the International Center for Leadership in Education has a wealth of experience in assisting schools and districts in implementing organizational changes that translate into world-class curriculum, instruction, and assessment systems. International Center staff, keynote speakers, consultants, and trainers share their expertise in the management of change, achieving high standards, curriculum development and customized solutions for our clients.
The International Center’s work is based on the premise that students are living in a world that is changing dramatically and the education system needs to adapt to those changes in order to prepare students for the world in which they will live and work. Helping to nurture the shared vision and other crucial elements of school improvement is one portion of the International Center’s work. Showcasing the results is an equally important part of what we do.
The International Center has developed an extraordinary reservoir of resources and relationships to advance school improvement. Our Rigor/Relevance Framework is used in schools across the country and around the world to make instruction and assessment more rigorous and more relevant for all students. Our Learning Criteria to Support 21st Century Learners can help a school better define how well it is meeting the needs of all learners by looking at the whole school and the whole student.
Our publications enable districts and schools to identify specific learning goals and focus on priority standards. Each one can be used to make data-driven decisions regarding curriculum, assessment, and learning. These resources provide greater standardization of language and accountability but do not limit innovation in determining how to create higher levels of student achievement.
In addition, one of the International Center’s greatest strengths is advocacy. We are frequently called upon to establish comprehensive awareness programs for states, regions, and school districts. We believe that change will not occur in our schools until teachers, parents, students, and the general public are first convinced that substantial improvement is needed.