Atlas for International Schools
Customized Curriculum Management, Detailed Reporting and Analytics, Cross-Disciplinary Collaboration for International Schools.
Atlas provides a Curriculum First Learning Platform for the world’s leading international schools. The integrated system enables educators to support multiple curricula and seamlessly combines curriculum planning, assessment, reporting, and attendance in one unified system with a consistent, modern, and mobile-friendly interface. Atlas also offers the ability to design and track Service-Learning and interdisciplinary projects so educators can ensure connections across curricular and cocurricular experiences.
All-in-One with Integrations
We designed a system to assist educators and learners with all the curriculum development tasks they need to accomplish on a daily basis from unit and lesson planning to assessment management and attendance tracking to gradebooks and report cards. Partner integrations include Google Apps for Education, Office 365, TurnItIn, and more.
Service-Learning, PBL, & Student Portfolios
Enhancing classroom learning with robust real-world experiences builds stronger learners and keeps students engaged. We make the process of managing student portfolios, service-learning and project-based-learning a breeze.
Exceptional Service & Support
All schools receive unlimited complimentary phone and e-mail support for teachers and administrators, plus flexible online training options. Our technology operations and support teams, mostly comprised of educators, deliver world-class service with 99.8% system uptime, 24-hour telephone & e-mail support, and security & data protection compliance.
Accreditation Made Easy
Whether you are accredited by WASC, NEASC, NWAIS, or other regional and national agencies, Atlas can enhance the process from initial planning and evidence gathering to reporting and creating a plan for improvement. Housed in one platform, Atlas simplifies the school accreditation process for the self-study as well as the site visit. Built-in reporting capabilities enable meaningful reflection on curriculum as part of the larger school ecosystem. And, the flexible template design allows schools to configure templates to capture the self-study process, significantly centralizing and organizing the school accreditation process.
Report Card Functionality
Say goodbye to convoluted report card logistics. With Atlas, you can generate beautiful report cards with customizable templates in just a few clicks. Go paperless by automatically sharing report cards with students and parents.
Trusted by Schools Like Yours
International Schools, in 120 Countries
Years Serving International Schools
Atlas Staff Who Were Former Educators
Atlas staff who are bilingual/multilingual
What People Are Saying
“Atlas gives you an opportunity to communicate with other teachers, share ideas, and collaborate. It helps a new teacher come in and see this is what we are doing for the year. This our plan.”
Kevin English | Perrysburg School District, Ohio
“Atlas is not about filling in boxes. This is about designing instruction. In addition to having a place where we’re housing our curriculum…the bigger goal is to say how do we ensure that every second-grade classroom is providing the same level of learning for our students?”
Raina Kor | Irvington School District, NY
“This is allowing our 4th grade teachers to see what is going on in 5th grade. Our 8th grade teachers to see what is going on in 9th. That’s the nice piece about having a dynamic, online platform. [Atlas] is helping to build that communication.
Dr. Peter Lancia | Westbrook School Department, ME
“Candidly, Atlas is a great resource for people to take advantage of because you are never done and you are constantly revising … it’s not even about the adults in that process, it is about the kids.”
Dr. Matt Crowley | Woburn Schools, MA
“Atlas was a catalyst in allowing our curriculum to move ahead in a lot of great ways over the last few years. Before, the curriculum had not been written down in a form that could be easily accessed and have the flexibility to be revised and changed on a regular basis.”
Meghan Kimpton | The Meridian School
“Atlas revealed itself to be concrete tool to facilitate teacher growth and development. We began using reports to share information in a variety of ways and the reporting tool instantly became relevant in our meetings.”
Pamela Penna | The Park School, MA
The value for mapping from my perspective is that it is a collaborative process in and of itself. Atlas gives you the flexibility to fit the mapping process into your strategic thinking at large. The beautiful thing about Atlas is that it is also an opportunity to talk about teaching.
Simon Owen-Williams | Portledge School, NY
“The beauty of Atlas is that everything the teacher types in this year is archived so it will be there next year. Our teachers love this…they can just go year to year and make modifications.”
Karey Reed | Global Education Excellence, MI
“Principals, assistant principals, heads of departments… are actively working with teams to tweak and build their units. Part of that protocol is that Atlas is open and someone is documenting the conversation and updating the units as they are going through the process.”
Ryan Silverthorne | British Columbia International School of Bangkok
“We didn’t have this where I worked before. It is so nice to come to a place where I don’t have to wonder — what are the most important things to teach.”
Dr. RJ Webber | Novi Community School District, MI
Explore our Case Studies
The Atlas Blog: Discover Community
Oyun oynarken arabaları eşit paylaşamayan çocuk gördünüz mü? Cebindeki cevizlere birkaç tane de arkadaşı eklerse kaç cevizi olacağını bilmeyen? Ya da, harçlığıyla kaç çıkartma alabileceğini bulmakta zorlanan çocuk?
At its core, curriculum mapping is a process of embracing change. Change can be demanding for any organization, but it is particularly tough for independent schools, which tend to double down on “tradition and continuity” (read: “change aversion”). Coupled with that is a deeply-rooted predilection for teacher autonomy. Freed from the shackles of end-of-grade testing, national standards, and administrative interference, independent school teachers are largely left alone to design their courses and teach the way they want. Our “independence” is something we fiercely guard.
Paradigms are built from the conceptual understandings that we make about the world around us. These paradigms can be limited in nature or sophisticated. If we want to both broaden, and deepen, understanding in students, then we have to talk about concepts. In a similar vein, if we want our pupils to develop International Mindedness, then they need to be able to view things from multiple perspectives and weigh up disparate ideas.
ECIS Leadership Conference
MAIS Annual Teachers and Administrators Conference
EARCOS Teachers Conference
Kota Kinabalu, Malaysia