Page 3 - Quintile_37 web

QSI Quintile • Issue 37 • • • 3

Record of Consistent Growth

QSI on the World Map 36 schools, 30 countries, 5 continents

Africa/the Americas
Balkans/Caucasus/Turkmenistan
Europe
China/East Asia
Central Asia

QSI History QSI Philosophy

1992 saw the founding of Quality Schools Quality Schools International believes in a The success-oriented QSI Educational Model
International, but its roots go further back. QSI personalized approach to instruction leading to has Three Core Beliefs:
is an outgrowth of Sanaa International School, mastery within a positive and enjoyable learning
founded in Yemen in 1971. Two decades later, environment. It offers a challenging academic 1. QSI believes that all students can
Tirana International School in Albania opened. curriculum for students in the 3-year-old through experience success in their learning including
Kyiv International School in Ukraine followed Secondary IV (Grade 12) classes. Studies are tailored higher-order thinking skills.
the next year. Within five years, a dozen more QSI to meet the individual needs of each student. 2. QSI believes that success breeds success.
schools arrived. Central and Eastern European and Mastery of each essential unit is evaluated with 3. QSI believes that it is the school’s
Central Asian locations joined. an A or B (mastery grades). B represents mastery at responsibility to provide the conditions for
A surge of growth in Central and Eastern Asia a very good level, and A represents mastery with the success.
came next, along with continued new openings in student demonstrating higher-order thinking skills.
Europe. Schools in Central and South America— Mediocre or poor work, Cs and Ds, is not accepted, This success-oriented way of operating schools
and two in Africa—rounded out the family. as students are required to engage in an essential leads to optimum learning and to happy and
Continuity from a guiding philosophy and a unit until they achieve mastery. motivated students. Using knowledge of educational
common curriculum balances diversity in locations If a student has mastered a unit with a B research, these schools are student performance-
and personnel. Success Orientations complement evaluation, he/she may wish to demonstrate a based rather than ‘time-based’ or ‘calendar-based’.
academics to foster well-rounded students. higher level of mastery at a later time, within that Teachers and students in QSI schools use time as a
Teachers within the QSI system enjoy the current school year, to change the evaluation to an resource to reach mastery
continuity too. The ability to transfer within the A. Time periods (quarters, semesters, terms) are not of clearly defined objectives
system to new countries is a significant benefit. evaluated; student performance for the school year (unit outcomes) rather than
Quality Schools International is a non-profit is assessed on each essential unit in which a student using time as a boundary DO
institution. It dedicates its resources and energy to is engaged. Teachers and students at Quality Schools condition to determine when KNOW
its students. Academic and fiscal accountability go International share a common motto: Success For learning begins and ends. BELIEVE
hand-in-hand. School accreditations and system- All. Maintaining high expectations, differentiating to QSI students are given
wide financial audits keep QSI on a firm foundation. meet individual needs, and integrating social Success the time needed to achieve
Orientations into the school day combine to fulfill success. Our teachers are expected to employ
the belief that each student can and will succeed. QSI instructional practices of excellence. However,
attracts and retains caring, qualified teachers who the measure of success is not how well the teacher
serve their students with this belief in mind. teaches, but how well the students learn.