The World School

A GLOBAL VISION

Schools are historically rooted in the villages, towns and cities in which they are situated. Almost all are single-city, single-country institutions. They teach about matters beyond their boundaries, but they do not operate in any meaningful way outside them. Over time, some have evolved to serve “national communities.” Leading examples include England’s Eton, India’s Doon School, America’s Exeter and China’s Shanghai High. While these “national” schools teach about the larger world and include students from diverse locations, their operations still largely exist in one country and on a single campus.

If “local” schools are the first step in the evolution of schooling and “national” schools are the second step, the decades ahead are likely to bring the third step: global schools. Thirty years from now there will likely be a number of such organizations. Avenues plans to be the best of this new breed of educational institution—hence its subtitle: The World School.

WHAT IS A GLOBAL OR WORLD SCHOOL?

Begin by thinking Avenues Shenzhen, Avenues London, Avenues São Paulo, Avenues Mumbai.

Think of Avenues as one school with many  interconnected and interdependent campuses located in the world’s leading cities. It will not be a collection of different schools all pursuing different educational strategies, but rather one highly integrated “learning community,” connected and supported by a common vision, a shared curriculum, collective professional development of its faculty, the wonders of modern technology and a highly talented headquarters team located here in New York City.

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WHY IS THIS IMPORTANT TO PARENTS AND CHILDREN?

Every school brochure will say that today’s great schools must prepare students for global life. If the 20th century was dominated by American leadership, the 21st century will be, as one Chinese leader said, “a kitchen with many chefs.” Modern students must have more than a passing understanding of other cultures, speak other languages fluently and appreciate other histories.

A world school with faculty and campuses in leading cities around the globe will have a huge (and, today, virtually unique) advantage in achieving these new educational requirements. Existing in and working with another culture is the best way to learn about it.

Imagine that the chair of Avenues’ Spanish language studies is located at the Avenues campus in Madrid. She helps to recruit Spanish teachers for Avenues schools all over the world; selects the best Spanish courseware; conducts professional development/training programs for Spanish teachers; and runs the immersion programs in Madrid in which many Avenues students from around the world will participate.

Imagine that a student in the Upper Division spends (during a portion of several summers) a number of six- to eight-week periods studying at campuses in Buenos Aires, Paris, Delhi and Johannesburg. Imagine that in the upper grades that student deepens his grasp of the Chinese he has been studying since pre-kindergarten by spending a full semester at Avenues’ campus in Shenzhen. That amounts to 12 to 15 months on five different continents before graduation from Upper Division. Admissions offices of top colleges and universities appreciate high school students who have real international experience (versus tourism with an educational label, typically in Western Europe). Although Avenues will not require such foreign study, the hundreds of parents and students with whom Avenues’ leaders have spoken have consistently seen great potential value in such a program.

Imagine that Avenues encourages all teachers to spend a year overseas working at another Avenues campus. Such exposure ensures that each Avenues campus is both infused with faculty from abroad and faculty who have worked abroad.

Imagine that a career opportunity requires a family to move from New York to Hong Kong or London for two to four years in order to gain important international experience. Rather than going through the trauma of finding a new school, the children would be automatically admitted to Avenues in the new city—as well as back at Avenues New York upon return. No need to “miss a beat” because the educational design is completely consistent from campus to campus.

These are just four aspects of how Avenues: The World School is going to serve students and families in important new ways.

This dream began in New York in fall 2012 and will continue to grow in the decades ahead.

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Future Avenues Cities

Over the next decade or so Avenues plans to build campuses in 20 or more of the world’s leading cities. Avenues expects to be in all or most of the following:

    • New York
    • São Paulo
    • Abu Dhabi
    • Beijing
    • Doha
    • Dubai
    • Hong Kong
    • London
    • Mexico City
    • Miami
    • San Francisco
    • Shanghai
    • Shenzhen
    • Silicon Valley
    • Singapore

 

Recent Articles from OPEN, our news and discussion blog

January 14, 2019

A Historic Evening with Eva Schloss

by Jessica Berkeley, Upper Division Humanities Teacher


This fall, Eva Schloss, Holocaust survivor and stepsister of Anne Frank, told her story of survival and perseverance to a riveted audience at NYU’s Skirball Center, at an event sponsored by Avenues and hosted by New York Hebrew. 

January 11, 2019

Building Community and Math Skills with a Pre-K Phone Book

by Daisy Vivar, Pre-kindergarten Teacher


In the Silver classroom, we posed the following question to the Cats and Rabbits, “What do you know about community?” Some thoughts about community were that “we go together,” “the Cats and Rabbits are in the community,” “teachers too.”  

January 10, 2019

Middle Grades Wu Ji Xian Mascot Design Contest

by Ting Wang, Upper Division Chinese Teacher


At the beginning of this school year, the teachers of the middle grades Mandarin Chinese immersion classes (Wu Ji Xian) announced that a mascot competition would take place to choose our classes’ official mascot of classes for the 2018–19 school year. There would be a fair judging process whereby all the Wu Ji Xian students and teachers would select the winning design from all the submissions 

January 8, 2019

Monsters in the ELC: Part Two

by Gillian Larson, Early Learning Center Teacher


The unique immersion program at Avenues features partner classrooms and teaching teams, who work closely together to develop complementary curricula in English and Mandarin Chinese or Spanish. The monster-themed curriculum in the Blue and LanSe nursery partner classrooms illustrates this effective educational practice. 

January 3, 2019

Digital Citizenship in 3rd Grade

by Jacob Goren, Technology Integrator


Teaching digital citizenship is arguably one of the most important jobs of a 21st-century teacher. As our students learn to navigate the technology-filled landscape of social media, screen time, digital information, misinformation and more, we need to ensure they know how to discern fact from fiction, appropriate from inappropriate and kind from unkind.  

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