When we talk about maintaining a truly international standard in education, I always return to three core elements.

First, a strong academic foundation is essential. At ISD, we align with globally recognised curricula like the International Baccalaureate (IB), which serves as a benchmark for quality education worldwide. But a curriculum alone does not create international standards.

Accreditation plays a critical role. When respected bodies such as the Council of International Schools (CIS) or American agencies like the New England Association of Schools and Colleges (NEASC) evaluate a school, they ensure that we are not just claiming excellence— we are proving it through rigorous external reviews.

Finally, none of this works without the right educators. Recruiting qualified, internationally experienced teachers is at the heart of everything we do. It is ultimately the people in the classroom who shape learning outcomes and long-term student success.

At ISD, our commitment to excellence is reflected in the systems, tools, and practices we put in place. We utilise state-of-the-art resources and adopt teaching methods that prioritise student voice. The IB encourages inquiry-based learning, and we consistently push students to ask meaningful, relevant questions. This ensures that learning remains connected to real-world scenarios and that students can apply their knowledge well beyond the classroom.

We invest tens of thousands of dollars every year in educational resources. Our learning approach is no longer limited to textbooks—we integrate digital platforms such as Toddle and advanced research tools. We have also started teaching AI skills so that students can confidently navigate emerging technologies.

Just as importantly, we invest in our teachers. Ongoing professional development is essential. Whether it's building expertise in literacy and maths or enhancing our ability to support students' emotional needs, we believe teachers who keep learning create classrooms where students can truly thrive.

A major part of our mission is preparing students for life after school. We begin career and university guidance early—around age 13, during the IB Middle Years Programme. Through standardised assessments, we help students identify their strengths and academic preferences.

Using this data, we support them in selecting their six IB Diploma Programme subjects, including three Higher Level courses. This careful alignment between their academic strengths and university ambitions helps them develop confidence and clarity about the path ahead. Our goal is simple: to ensure students transition successfully and smoothly into higher education.

"The CAT 3 experimental programme training offered by the International Baccalaureate (IB), really sharpened the way I support students through the Internal Assessment. It helped me focus more on developing their independence in planning investigations, interpreting data, and understanding what quality scientific inquiry looks like. The Professional Development at ISD has played a big role in helping me grow in that direction."

Encouraging lifelong learning: The teacher's role

I firmly believe that teachers lead by example. Children are naturally curious, but teachers ignite that curiosity, helping it grow into lifelong learning. Whether a student shows interest in art, robotics, or design, our teachers nurture that spark and encourage them to push further than they initially imagined.

Another important aspect is building strong home-school connections. In Primary, for instance, we organise Unit Celebrations four times a year, inviting parents to witness their children present their work. We also host the Parent Learning Series on campus, where teachers guide parents on topics ranging from assessment tools to online safety. This collaboration reinforces that education is not confined to the classroom— it thrives in partnership with families.

Our recruitment strategy is focused on finding teachers who are not only highly qualified but can also integrate into our community. To reach the best candidates, we work with leading recruitment agencies and attend international job fairs. Our expectations are clear: teachers must be experts in their subject areas, experienced with the IB, collaborative by nature, and committed to global citizenship and holistic education.

Our selection process typically includes four rounds of interviews, followed by rigorous background checks and mandatory child protection training. Even though there is a global teacher shortage, we never compromise on standards. We look for candidates with strong teaching qualifications and preferably more than five years of successful experience. Many of our current teachers hold master's degrees, and some even have PhDs. Quite a few are also in the process of pursuing advanced qualifications.

"The IB professional development I had taken at ISD helped me understand what students needed to carry out a successful PYP Exhibition. The online workshop gave me practical ideas for supporting them as they researched, planned their projects, and reflected on their learning. This training helped me make sure the Exhibition stayed meaningful for students and manageable for everyone involved."

Keeping educators globally updated

To maintain our international standards, we invest heavily—up to $100,000 annually—in staff training. We bring in expert consultants and partners to conduct workshops on literacy, leadership, and other essential areas. Our educators also enrol in specialised courses offered by organisations like CIS or International School Services (ISS).

Beyond on-campus training, we regularly send teachers to regional workshops in countries such as Singapore, Japan, Hong Kong, India, and Indonesia. Whether learning abroad or at home, our teachers carry new insights straight back to their classrooms. This continuous investment keeps them motivated and ensures our practices remain globally relevant.

The most immediate shift in education is the rise of AI as a transformative tool. We are currently developing policies to ensure students and teachers use these technologies responsibly and ethically. Despite the rapid evolution of digital tools, I believe that the core principles of school learning will remain constant. Much of what we do today will still be relevant five years from now.

Assessment formats, however, may change. The rise of AI has led some educators to return to pen-and-paper testing to maintain academic integrity. While the way we assess might evolve, one thing will remain essential: human connection. No digital platform can replace the value of face-to-face learning.

Until universities significantly change their admission processes, the pace of change in schools will remain steady rather than sudden. Our role is to continue giving students meaningful choices and making their learning as relevant, ethical, and empowering as possible.

International School Dhaka (ISD)