AGM 2020


The AGM 2020

Learning to Make a Difference


Learning to Make a Difference


At the International School of Havana we focus together on our core

work of creating a powerful, positive learning culture framed by a

common language and shared principles. We discover how to learn and

how to help others learn. Acknowledging that everyone is different, we

embrace and celebrate our differences, and learn from our diversity.

Every member of our community has something to offer that can

make a difference, to ourselves, to each other, to our community and,

ultimately, to the shared world beyond our school. At the International

School of Havana we all learn with a common purpose.

We learn to make a difference!

The AGM 2020

Learning to Make a Difference


Learning Principles

Community Principles

People can learn how to learn

and have a right to do so.

We are all responsible for our

own learning.

Learning is a personal and a

social process.

Learning is both cognitive and


Learning transfer happens best

in rich, relevant contexts.

In learning, quality transcends





We assume positive intent and

are non-judgemental.

We focus our time on the activities

that have the biggest positive impact

on the community.

We place value on building positive

relationships that enable us to support

the School mission.

We welcome everyone, respect

differences and are open to a wide

range of viewpoints.

We keep everyone informed.


The International School of Havana was founded

in 1965 to provide education to the children of

the diplomatic community temporarily residing in


The Statutes of 1974 specifically define the status

the school has. They have been amended over the

years by By-Laws that have been shared with our

host country government.

The school offers education primarily in English,

from the Early Years through to Grade 12.

The school is a Cambridge Assessment International

Examinations (CAIE) Fellowship Centre and is also

authorised by the International Baccalaureate to

teach the IB Diploma Programme. In the Primary

School, Students follow thematic units within the

International Primary Curriculum (IPC).

According to ISC Research, as of 2019, the

International School of Havana is one of the

approximately 11,000 international schools worldwide,

teaching more than 5.6 million students and

employing more than 554,000 members of staff

around the world.



of Havana


The school is 54 years old this year having been founded in 1965 by Phyllis Powers, OBE. ISH is an English

medium, not-for-profit, co-educational day school serving the educational needs of diplomatic and other

expatriate families living in Cuba.

Although the school has no legal status in Cuba, it relies upon the support of a large cohort of Diplomatic

Missions that represent the interests of the entire community to the Cuban Ministry of Foreign Affairs


In 2002 the school established a legal entity as a not-for-profit Foundation registered in Curaçao. In 2018,

at the advice of a risk management consultant, the Board of Directors founded an additional not-for-profit

company, ISH Global Education, Ltd. that manages the ISH Foundation and resides in the British Virgin


In 2018, the International School of Havana was re-accredited by the Council of International Schools

(CIS) and the New England Association of Schools and Colleges (NEASC). In 2019, the school selected to

adopt a single accrediting agency, NEASC, due its new progressive ACE protocol that is focused on school

transformation. The school continues to enjoy its membership with CIS and the accompanying benefits

that entails.

In November 2019, the school welcomed two Visiting Team members for our Learning Principles Visit

which sets the stage for the school to undergo a rigorous internal reflection which will take place over the

next 12 to 18 months culminating in an External Reflection Visit during the fall of 2021. During this visit, all

academic staff were given training on the new protocol.

Accredited and authorised by:


Cambridge International School

The AGM 2020

The school is also a member of:

Learning to Make a Difference



of Havana


The School currently enrols

students from 52 different


The majority of students, about

half on average across the grade

levels, are not first language

speakers of English. English is the

school’s language of instruction.

The top nationalities in the

student body, making up 66% of

all enrolled students are:









The Netherlands






















The IB

















The Nines




The AGM 2020

Learning to Make a Difference

Student Performance in External Examinations

& Testing, University Entrance ~ 2019

All 22 Grade 12 students received

an ISH Diploma in 2019; 100% of

those who applied were admitted

to a university or college of

their choice. Eighteen out of

21 registered students were

awarded the full IB Diploma; 1

completed the ISH Diploma only.


Due to the coronavirus pandemic,

all end of year Cambridge and

International Baccalaureate

examinations were cancelled.

IB Grade Levels

To qualify for the IB Diploma, a

minimum of 24 points must be

achieved. Maximum possible

points are 45 (7 for each of 6

subjects, 3 taken at Higher Level

and 3 taken at Standard Level, and

3 additional points for combined

grades in Theory of Knowledge

and Extended Essay).

University Placements - Class 2019 Country

University of Toronto

Nova Scotia College of Art and Design

Maastrich University

University of Twente

VATEL Hotel & Tourism Business School


The University of Edinburgh

Royal Holloway London

Plymouth University


Syracuse University

Universidad Catolica de Santiago de Chile

University of Groningen or University of Hanze

Re-applied for Sept 2020














ISHavana vs World Statistics

Students scored the same or above the world average in 24 subjects

out of 34 subjects offered and 71% of grades were the same or higher

than world averages.

In Standard Level subjects, 13 out of 19 students (68%) scored the

same or higher and in Higher Level subjects, 11 out of 15 students

(73%) scored the same or higher than the world averages.

IB Diploma Results 2015 2016 2017 2018 2019

Diploma Candidates 13 11 16 13 21

Diploma Awarded 13(100%) 10(91%) 15(94%) 13(100%) 18(86%)

Bilingual Diplomas[1] 8(62%) 5(50%) 5(33%) 9(69%) 12(67%)

Mean Diploma Score² 31 31 29 31 31

Highest Diploma Score 37 38 38 35 40

IB Course Candidates 2 4 1 3 0



of Havana

IGCSE Grade Levels

Students who qualify for the IGCSE RESULTS 2015 2016 2017 2018 2019

Cambridge ICE award will be

placed in one of three categories:

IGCSE candidates 15 28 23 20 21


Distinction - Grade A or better Distinction 1 1 8 4 4

in five subjects and grade C

or better in two subjects;

Merit 10 19 12 10 11


Merit - Grade C or better in

five subjects and grade F or better in two subjects; or


Pass - Grade G or better in seven subjects.

Twenty-one students sat for the minimum number of subjects all of whom received their ICE; 19% passed

the ICE with Distinction; 52% passed the ICE with Merit; 82 % of all grades awarded were C or above; and

154 of 188 total grades were awarded

Checkpoints Grade 8

Grade 8 results for the 2019 Checkpoint session were lower than previous years, with English at the same

level as the global average (as opposed to the trend for higher than average) and Maths/Science remaining

below the global average. Following exam analysis, extra support was put in place for Grade 8 this year in

terms of literacy and access to practice papers.

Checkpoints Grade 5

Grade 5 students sit the Cambridge Checkpoint Exams in English and Mathematics. The ISH average

score for Mathematics and Writing has remained above the global average, with ISH achieving an average

score of 4.3 against a global average of 3.8.

External Baseline Testing

This year, we introduced the use of external digital exams from CEM at Durham University for our students

in Grades 3 to 8 early in 2020. This data will allow us to further inform our practice by comparing our

students' performance with others around the world. It will also provide a valuable baseline for when our

learners return after the extended campus closure due to COVID-19.

The AGM 2020

Learning to Make a Difference

Teacher Profile,

Professional Learning & Professional Development

Total teaching staff 73

Lower School 24

Secondary 20

Whole School 29

Co-Curricular 12

Five expatriate teachers joined

the school this year:

Margaret Snider-McGrath (Grade


Molly Roome (Grade 3);

Gillian Patrick (Grade 4);

Morgan Donnelly (Middle School

Social Studies); and

Jasmine Rose (Whole School


Also joining us this year were

Yunaikis Riveflecha who joined

as a Teaching Assistant in Grade

1 and Katia Fernandez who covered

for Ms. Wendy during her

maternity leave in K2.

ISH was pleased to celebrate the

growth of its extended family.

Ms. Wendy, Ms. Christy, Ms. Olga

and Ms. Laura Galeano welcomed

new additions to their families.

Welcome to the Team in


We are very pleased to be

welcoming Randy Neen as the

new Director, Angela Speirs as

the Lower School Principal and

Anja Merilainen as the Secondary

Principal. These three will

constitute the new ISH Leadership


School administrators also

attended a virtual job fair and

have hired a new Chemistry and

Middle School Science teacher

for 2020-21, Leah Schmalenberg.

Locally hired teacher

recruitment and qualifications

We look for:


graduates from the

Pedagogical University and

other Cuban Institutions of

Higher Learning;


qualifications appropriate to

the age range and subject the

person will teach;


previous experience and

demonstrated ability;


English language proficiency

in both written and spoken



Child Protection clearances;


Information Technology



graduation from the CIE

Diploma for Teachers and

Trainers within 5 years; and


any specific requirements of

training set by the external

curriculum agencies such as


The Learning and Development

Team screens all candidates

in an interview and, if possible,

observation of a class taught

with our students.

Expatriate teacher recruitment

and qualifications

We look for:


teacher qualifications

appropriate to the age range

and subject the person will



previous experience and

demonstrated teaching



specific experience wherever

possible, in our external

curriculum courses such as



Child Protection clearances;


english language proficiency

in both written and spoken

form; and


the ability to work in a team

and adapt to the unique local


We recruit our expatriate teachers

by advertising internationally

via recruitment agencies and

websites including our own

( Applicants

undergo a rigorous selection


In-service professional

learning throughout the


Once locally hired teachers

become part of the staff there are

certain requirements they must



increased English language



Information Technology



graduation from the CIE

Diploma for Teachers and

Trainers within 5 years; and


any specific requirements of

training set by the external

curriculum agencies such as


At present there are 35 staff

members qualified with the

CIE Diploma or certificate for

Teaching and Learning and

an additional 15 who have

completed the International

Teaching Certificate.

Three years ago, we introduced

Compass Education Systems



of Havana

Thinking and Sustainability workshops. ISHavana

continues to have the highest number of trained

practitioners in the Americas. Our commitment to

systems thinking and sustainability continued this

year with an additional five teachers completing the

online course with Compass Education.

Other Courses & In-service Workshops


In March 2020, Doreen Merola-Miori provided

Adaptive Schools training to 26 ISH teacher and

administrators, one ISH Board member and three

educators from the Latin American region.


Over the past three years, both principals and

three of our master teachers were trained in

instructional coaching by a specialist based at

the Graded School in Sao Paulo. This year we

launched the pilot program with great success.

Language Courses

The school continues to support language learning

for both our expatriate and local staff. English

and Spanish language proficiency and acquisition

courses are offered in the afternoons after school.

Family Learning

Opportunities (FLO's)

As part of our mission and vision, we strive to

create powerful learning experiences for all our

community members. Our FLO's are ways to

educate our parents about our programs, special

interest topics and more. Among some of the more

popular topics were the teenage brain and online

safety, including social media and WhatsApp.

Parent Teacher Student Association

The PTSA mission statement:

We connect, we communicate, we contribute.

The PTSA is an association of all parents, students and teachers whose mission

is to create an inclusive well-informed community in which all families are welcome

and encouraged to participate. This Association is managed by the PTSA Executive


The AGM 2020

Learning to Make a Difference

The ISH Community Principles

The PSTA is committed to key ISH community principles:

• We assume positive intent and are non-judgemental.

• We focus our time on the activities that have the biggest positive impact on the community.

• We place value on building positive relationships that enable us to support the school mission.

• We welcome everyone, respect differences and are open to a wide range of viewpoints.

• We keep everyone informed.

The PTSA Literacy Project “One World, Many Stories”

In 2016, the PTSA launched a fund-raising project, One World, Many Stories. This 5-year

initiative, ending in 2021, aims to invest $1500/year in the school library. The books

purchased are a combination of the most recent bestsellers, books in mother tongue

languages and a wide selection of the great books that make up a school library.

PTSA Events 2019-2020

The PTSA Executive Committee, with the support of teachers, parents and student volunteers, have

organised some great events this academic year.

One of our tasks is helping to easily integrate new families to the ISH community and to assist in setting

up their new lives in Havana and in Cuba. To that end, the PTSA has run coffee mornings for new families,

in September 2019 and in January 2020.

November 2019: International Food Fair With over 35 tables of dishes from throughout the world and a

great live band, the evening was a wonderful social night for the whole ISH Community.

In February 2020, we had our first training of the PTSA team which included homeroom parents, student

council representatives, teachers and leadership. This was a hugely successful event, getting all PTSA

groups to work together in a more unified way.

Also in February 2020, the PTSA hosted a movie night featuring three different movies which kids of all

ages could enjoy. We sold hotdogs, hamburgers, drinks and snacks. All proceeds went to the Student

Leadership Initiative Programme.

Students from both the Primary and Secondary school were involved in our projects and events, making

them a more integral part of the PTSA.

The plans of the PTSA have been substantially curtailed this year, firstly by a fuel shortage in October 2019

and more recently by the Covid-19 pandemic. We look forward to resuming our full calendar of events in




of Havana

Student Leadership Initiative Programme

The Student Leadership Initiative Programme (SLIP) started this year in the place of the

Secondary School Student Council. With a horizontal organization based on operational

systems and initiatives, and an initial team of 45 student members from Grades 6 to 12.

The group is overseen and supported by four faculty members: Mr. Barry, Ms. Maria

Karla, Ms. Rebecca and Mr. Oscar.

The SLIP received a variety of trainings in weekend workshops on a variety of topics. Our

invited guests were:

• Miki and Arnina Kashtan from Bay NVC - training on nonviolent communication and


• Anna Adoue from Humanxia - training on project and change management

• Lorena Silvestri and Maialen Parra from Punto JES - training on design thinking and

social entrepreneurship.

Students in SLIP meet regularly and develop initiatives to make a difference in ISH. A few

of the initiatives are:

• A sustainability audit of the school

• Promoting student well-being

• Organising events and fundraisers

• Establishing platforms for collaboration and dialogue between teachers and students

• Leading secondary assemblies

• Including student representatives in the school's teams and taskforces.

While SLIP is still a work in progress, through the feedback group the program has

acquired information that will help us to make adjustments in the structure and

operations for next academic year.

The AGM 2020

Leaving a Legacy

There have been numerous ways that our parents

have demonstrated their support and commitment

to the school over the past year. All of their

generosity has served to leave their legacy and

make the school a better place. We have had

volunteers serve on the PTSA Executive Committee

and others who have supported events such as

the International Food Fair. Others have: served as

Room Parents; offered their time to read to Lower

School students or help with Co-curricular activities

and sports competitions; served as guest speakers;

donated funds for school initiatives; and provided

embassy support in the form of diplomatic visas

for expatriate teachers, franquicias, licence plates,

grants and more. Of special note as well are the

many parents who mobilised during the coronavirus

to share their internet services and who donated

fabric and funds for face masks for those in need.

We want to sincerely thank all those people who

have stepped up and left their legacy and helped us

live our mission of Learning to Make a Difference!

Learning to Make a Difference

Visioning for the


Learning to Make a


Our plan, based on two

impact goals:

1. Learning at ISH will be transformed by a fresh,

future-oriented focus on learning, creating a

coherent, connected Learning Ecosystem with a

tangible, positive impact on all learning stakeholders.

2. Our ISH Community will be transformed through

sustained, explicit attention as we recognise

and celebrate diversity; provide opportunities for

purposeful, personal engagement with an authentic

impact; and reach across boundaries to include all

learning stakeholders in our continuing evolution.

Plan 2023

Our four-year strategic plan is well underway and on

track as its first year comes to an end. Plan 2023

can be found on the school’s new website.



of Havana

Calle 18 Master Campus Plan

Phase One of the Calle 18 Master Campus Plan was completed in October 2019 with the opening of the

Library Learning Commons and Multi-Purpose Room. These spaces are everything they were expected to

be, and more! Both spaces are incredibly popular with students, teachers and parents alike.

The architects from Studio E of the UK were on site last October to meet with stakeholders to gather

feedback on what the potential was for development of the Calle 18 campus. A detailed first stage plan,

which includes three more phases over a three to four-year period, was completed and is ready to launch

when the time is right. While plans

were fully underway to begin the

second phase of the plan in the

next school year, the pandemic

has necessitated a halt on all new

building projects. Stay tuned for

more news once the school is

in a better position to be moving

forward in this area.

The AGM 2020

Health and Safety Audit

Learning to Make a Difference

In March 2020, just before the campus closures, we had a visit from a school health

and safety auditor to provide a comprehensive review of our policies, procedures and

practices from a health and safety perspective. From child safeguarding practices and

fire hazards to food and emergency procedures and more, the school had some excellent

feedback and recommendations on how we might follow the highest industry standards

in all areas of health and safety. The school has already taken remedial action and has

plans in place to ensure we are operating at peak performance to ensure all students,

staff and visitors are safe and secure while on our campuses

and attending off-site school-sponsored events.

Marketing and Communication

In the Spring of 2019, Consilium Education provided guidance on the development of a

Marketing and Communication Plan in order to attract, engage and retain prospective,

new and current ISH families. An Italian marketing specialist was on-site in October

2019, a few months after originally planned due to the delays we experienced in the

completion of the Library and Multi-Purpose Room. Under the guidance and direction of

our Marketing and Communications Task Force, the Italian company was contracted to

develop a new promotional video, a new logo and marketing image and a new website.

Although we are still awaiting the launch of the website, all newly generated materials

have the school’s logo, the video has been shared and will be available through the new

website. Further, we have identified our Communications Champions for the future.



of Havana

Service Learning

Even though this has been a short year for Service

Learning our students still accomplished many

things. The Grade 12 CAS students, along with

the SLIP, have had a real impact with the younger

Secondary School students. In pairing these two

groups, we have seen a much more dynamic

interaction across Secondary as students worked

together on different projects.

Examples of these service learning projects include:

• Iglesia Milagrosa. Students have worked with

this group of adults with Down’s Syndrome for

over 4 years now and this year our students

organised a Christmas party, a movie night

at Calle 22 and continues to provide ongoing

support for the group;

• Escuela de Paz and Iglesia St Egidio, students

have committed to delivering Saturday

afternoon classes helping deliver homework

sessions for the local community surrounding

the church and they have formed strong bonds

with the community;

• Hurricane Dorian. Students in Primary organised

a clothes drive and students in Grade 11 and 12

helped with the drive at Calle 22; and

• In Grades 9 and 10, students have the opportunity

to study Global Perspectives and this has led

to a number of initiatives in which students

research different sustainability projects that

could happen within the school. One project in

the pipeline, time-permitting, is a sustainable

garden involving the PTSA, the school gardener,

Grade 8 students and the project leaders in

Grade 10. The students wrote a proposal for

funding for the PTSA which was granted, and

they have been working with Grade 8 students

to help with the planting. The students are now

designing their garden and its location in the


The sustainability group in SLIP is working with

local communities to establish a recycling project.

This has involved the work of the ISH services

department, Primary and Secondary students

and the work carried out by Mr. Morgan in his

lessons. The recycling project which is being led

by a grade 11 student with the supported of grade

7 will continue next school year. The groundwork

for a long-term commitment to the community has

been established with the help of parents who are

working in recycling, here in Havana and they have

forged links with local community initiatives who

will be able to reuse the paper collected at school.

Another initiative which is being championed by

Grade 9 students is the Sustainable Fashion Project.

It is in its early planning stages and the idea is to

educate the community to think about the fashion

industry and to try and make a change in the way

we use clothing.

In Primary the work done by students has involved

inviting experts into the classroom. This happened

in Grade 2 when Jessica Monge from Save the

Children spoke to the students about water

management and the value of clean drinking water

in the world. Following this talk the students were

inspired to have a bake sale so that they could raise

funds and donate those funds to a water project.

The Lower School Student Council has also led

a number of initiatives that have involved all of

Primary. They led a clothes and toy drive for the

victims of Hurricane Dorian in the Bahamas, then

in conjunction with the Co-curricular choir, they

again led the way for the Australian Wildfire Appeal,

“We are One”, by raising funds to support the many

animals displaced because of the fires. The support

involved completing chores at home for a small fee

which they then donated.

Finally, in Early Years there was a big emphasis

on recycling and reusing items, so students were

encouraged to reuse paper in their learning centers,

and they did constructions with recycled boxes. We

know it is never too late to learn these important


What has been of marked significance this year has

been the way our student body has initiated, planned

and organised themselves. The support of the PTSA

and teachers has been excellent, the students have

flourished within the new structure and learned

how to put their knowledge and skills into action.

This is the essence of Service Learning and with

the continued support of the ISH community, our

students will be able to achieve even more in the

future and they will continue to live our mission:

Learning to Make a Difference!

The AGM 2020

Learning to Make a Difference

Coronavirus Pandemic

At the end of January 2020, the school began preparing for the possibility of the

coronavirus impacting the school community. A task force was started in February a

robust Viral Outbreak Response Protocol was implemented which included heightened

responses based on various increased threats due to the spread of the coronavirus in

Cuba in general and Havana specifically. The school also developed travel and visitors

guidelines that outlined when students and family members were to self-qurantine.

Given the clear and present danger CoVid-19 was beginning to pose in our community,

the Board approved the recommendation to close the campuses on Monday, March 16

and begin online and distance learning the following day. The initial campus closures

was until April 20 and was then extended to May 4. It is likely that conditions in Cuba will

not be safe enough to open the school in early May and campus closures will be further


Several teachers repatriated to their home countries to conduct their responsibilities.

One teacher resigned and another was put on long-term leave. Commencing the week

of March 20, access to the campuses by teachers was optional and by the end of March,

only essential personnel were permitted on campus. All teachers are being issued credit

for mobile phone data in order to support online learning and internet access at home.

Online learning has proven challenging for some who have limited Internet access at

home. Some of these issues have been mitigated by the generosity of some of our

ISH Heroes who quickly offered their own Internet access to the families who were


Before the April break, a survey was administered to collect feedback on families' online

learning experience. Based on that feedback, the school is making adjustments to how

teachers provide feedback, the use of audio and video files and more. The school has

strived to remain responsive and adaptive, knowing that each student and each family

has different needs.



of Havana

Risk Level 1 (Low)



No spread of the pandemic in Havana

No reported cases in Cuba

Increased control of campus access

Enact ISH Staff Guidelines for Travel and Visitors policy

Increased hygiene practices on campus

Assemble CRT. Communicate VIDORP to all members of the community

Risk Level 2 (Moderate)

Very limited spread in Havana

Increasing number of “probable” cases (more than 1) in Cuba.

ISH community free from known infections.

Student attendance remains high 90-100%

School leaders will take steps to ensure distance learning platforms are

prepared and accessible by staff and families.

Local and international trips are cancelled

All special events and community gatherings cancelled

No large faculty or staff gatherings

Select Co-curricular activities are reviewed for cancellation if needed

Normal progamme continues


Infectious Dise

Escalation and De-e

This document provides an overvie

school during escalating and de-esca

It is intended as

As escalation may be extremely ra

altered at any time as deemed neces


For additional guidance p

Risk Level 3 (Medium)

Local community transmission, ISH community free from known infections

Further increase of number of “probable” cases in Cuba.

At least one prominent embassy decides to allow authorized departure (voluntary)

of employees.

Average student attendance below 80-90%.

Increasing evidence of restricted air travel out of Cuba.

All students, staff assess for symptoms prior to coming on campus.

Campus closed to visitors and parents

Co-curricular activities are cancelled

Staff gatherings are minimised and social distancing encouraged

Normal progamme continues

The AGM 2020

Learning to Make a Difference



Campus re-opens at Level 1, 2 or 3

As required to ensure the risk to our community is managed,

appropriate and balanced with the need to return to normal

This will be determined based on an assessment of risk as set

out below

This will be decided by the Director and Board


ase Response

scalation Continuum

w of what you can expect from the

lating risk from an infectious disease.

guidance only.

pid, Risk Levels may be skipped or

sary by the Director to safeguard our


lease refer to the VIDORP

Ongoing risk assessment during campus closure

This assessment includes:

Government announcement of school re-opening and other

social restrictions

Level of person-person transmission in the city.

Nation-wide reduction in alert level

International travel restrictions and advisories issued by the

WHO, CDC or other credible institutions

Medical advice or international announcements regarding the

pandemic from the WHO, CDC or other credible institutions

Embassies resume normal operations and the return of families

to Havana

Risk Level 4 (High)

Cases detected in Havana

Increasing local community transmission, OR a member of ISH community showing symtoms OR a confirmed case in

the ISH community

Cuban government school closure directive.

At least one prominent embassy advises ordered departure of their personnel.

Evidence that Havana hospitals are unable to manage or meet health care needs related to the infectious disease

AND/OR direct risk to community AND/OR risk of disruption escalation beyond infrastructure capacity.

Increasing global level 3 or 4 travel advice from the CDC and other governments AND/OR evidence of restricted

international airline travel off island.

Low staff and student attendance.

Campus Closure

Learning continues via e-learning and other alternate learning procedures.

Maintain communication with families.



of Havana

Embassy Support

The school would have a very difficult job of operating were it not for the incredible

support we receive from the diplomatic community. Their support includes courtesy

visas for our expatriate teachers, diplomatic licence plates for our vehicles, import

licences for all overseas purchases, grants, consultative services, and more. We want to

thank the following who supported the school in one way or another this year.

The embassies of:

Antigua & Barbuda





East Timor


Guinea Bissau





Meet the Board

The ISH governing body is a self-perpetuating Board consisting of

a minimum number of 11 individuals, at least five of whom must

come from the diplomatic community and at least five from the nondiplomatic

community. The Board has three standing committees:

Operations, Finance and Evaluations and Appointments.

The following are individuals who served on the ISH Board of Directors

for the 2019-20 school year:

Chair: H.E. Mauricio Hurtado (Chilean Ambassador, Parent Member)

Vice Chair: Jessica Macor (Parent Member)


H.E. Antonio Alves (Brazilian Ambassador, Parent Member)

H.E. AL Ratnapala (Sri Lankan Ambassador, Parent Member)

H.E. Perry Calderwood (Canadian Ambassador)

Graeme Bradley (South African Embassy Diplomat, Parent Member)

Menno Valkenburg (Parent Member)

Andrea Gallina (Parent Member)

Jose Ramon Vazquez (Parent Member)

Greg Biniowsky (Parent Member)

Jessica Monge (Parent Member)

Michael Lees (Ex-officio member, Director)

We thank each and every member for serving the school.


Saint Lucia

South Africa


United States

United Kingdom

Legal Structure

The current members of the school board serve as the Board of

Directors of ISH Global Education, Ltd., a limited liability company

based in the British Virgin Islands. This company serves as the sole

member of the Board for the ISH Foundation, also a not-for-profit

entity, which is based in Curacao. ISH Foundation is the entity that

legally owns the International School of Havana.

The AGM 2020

Budget Update

Learning to Make a Difference

It has been a challenging year for school finances. We are please to report that despite reduced enrolment,

we are still able to end the year with a small operational surplus of approximately $29,000.





of Havana

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