Integrity at FDR

Colegio Roosevelts Definition of Integrity

Our definition of integrity directly stems from one of our three, mission-aligned strategic objectives:

All students will:

consistently engage in exploring and sharing diverse learning experiences in pursuit of educational excellence (pursue their passion for learning).
consistently align their words and actions, take responsibility for the consequences of their choices and treat themselves and others with respect (lead lives of integrity).
choose to act as socially responsible change agents for sustainable solutions to challenges in their community (create socially responsible solutions).

This page of our website is reserved for our work dedicated to integrity and inclusion. For additional information about our other two, mission-aligned objectives, please visit our pages: Student Life & Learning.

Our Integrity to Inclusion Journey

Our FDR integrity journey starts with our school mission statement: Our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions. We live and breathe our mission at Colegio Roosevelt and our culture is cultivated in the principles of our Core Values.

As our global community leads lives of integrity, we have chosen to take a more purposeful approach to the pressing issue of diversity, equity, inclusion, & justice (DEIJ) within the unique context of our school. Colegio Roosevelt has made the deliberate decision to anchor this work in our mission and core values. Our mission-objective: “Lead lives of integrity” is where we began our DEIJ conversations and our Core Values were the guiding principles to further define our commitments and understandings of DEIJ.

Our initial commitment began with our Strategic Plan, dating back to 2013-2014. In our annual review of our Strategic Plan, which includes the input of our community members, we developed a strategy to strengthen our identity as a community, united by our mission and core values. This strategy includes two, end-results specific to DEIJ:

To promote a shared understanding of diversity, equity, inclusion, and justice in relation to our Mission and Core Values
To actively promote an inclusive environment where ALL members of our diverse community feel valued and have a sense of belonging

Because our learning is both collective and collaborative, we want to create a space for transparency and clarity for all who visit our FDR website. This page is not static, but rather, similarly to our learning, will evolve with new perspectives and understandings. We invite you to revisit us from time to time to learn more about our efforts in bettering our world.

Below further details our commitment to this strategy and initiative.

Our Integrity Committee Team

MEET OUR TEAM

Colegio Roosevelt's Integrity team includes teachers, administrators, directors and board members as well as FDR's Superintendent, Dr. Kerry Jacobson. The team meets regularly to collaborate and design multiple opportunities to develop our culture of inclusion. These opportunities include but are not limited to: Faculty & Staff professional learning workshops; student focus groups, Alumni focus groups, Strategy 3 action plan and end result survey implementation and data review; & community parent coffees.

OUR CHARGE

The Integrity Committee’s main purpose is to ensure that Strategy 3 of FDRs strategic plan is accomplished. Strategy 3 states: We will strengthen our identity as a community united by our mission and our core values. As such, the committee will establish sustainable mechanisms for all stakeholders to understand the mission and core values while embracing our school’s history and American tradition. It will work to define what FDR means by inclusion, and promote an inclusive environment where all members of our diverse community feel valued and have a sense of belonging. Finally, the committee will work to ensure that our students, and community at large, are empowered to lead lives of integrity, by aligning their words and actions, taking responsibility for the consequences of their choices, and treating themselves and others with respect. All this will be accomplished through purposeful communications, curricular and extra-curricular support.

GCP

Global Citizenship Program

FDR GCP aims to empower learners to engage and assume active roles locally, nationally and globally, to face and resolve global challenges and ultimately become proactive contributors to a major just, peaceful, tolerant, inclusive, secure, and sustainable world.

The following components of the GCP Mission and Pillars are aligned with Colegio Roosevelt's Strategy #3 - We will strengthen our identity as a community united by our Mission and Core Values.

GCP Mission:

Foster global citizenship at FDR through education - promoting positive and inclusive learning opportunities to all members of FDR community

Pillar 1: Global Citizenship Education

Integrity Committee

For more information about Colegio Roosevelt's Global Citizenship Program please visit us at: https://www.amersol.edu.pe/learning/global-citizenship-program

Strengthening our Identity

FDR Strategic Plan

Strategy 3 - Strengthening Community Identity

We will strengthen our identity as a community united by our Mission and Core Values.

END RESULT 3.1

FDR has established sustainable mechanisms to measure how we live the school’s Mission and Core Values.

END RESULT 3.2

FDR promotes a shared understanding of diversity, equity, inclusion, and justice in relation to the Mission and Core Values.

END RESULT 3.3

FDR actively promotes an inclusive environment where ALL members of our diverse community feel valued and have a sense of belonging.

END RESULT 3.4

The FDR community has a common understanding and acts in accordance with agreements that foster a culture of integrity, on campus and beyond.

Creating a Picture of Inclusion

How Inclusion Looks, Sounds, and Feels Like at

Colegio Roosevelt

10 Indicators of Inclusion @ Colegio Roosevelt

(Note: our Community Task Force which is comprised of students, parents, teachers, leadership, and staff is currently reviewing our Indicators of Inclusion. These indicators will be updated and revised in Feb. 2023).

Everyone is welcomed
Staff co-operates
Students help each other
Staff and students respect one another
Staff and parents collaborate
The school is a model of democratic citizenship
The school counters all forms of discrimination
Students feel encouraged to stand up for what they believe is right
Students do not feel stigmatized. To the contrary, they feel empowered to advocate for themselves
Diversity is viewed as a fact of life that should be celebrated

PROGRESS TO DATE

Resources

The scope and research of our work extends from professional journals, books, workshops, and webinars. Some of which spear-headed our journey, resulting in a lasting impact for our community. Below lists resources as well as a few Colegio Roosevelt constituent professional development sessions.

Resources:

Booth, T., & Ainscow, M. (2011). Index for inclusion: developing learning and participation in schools (3rd ed.) Bristol, Centre for Studies on Inclusive Education. (pg. 11 & pg. 20)

Jung, L. A., Frey, N., Fisher, D., & Kroener, J. (2019). Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms. ASCD.

Powell, W. and Kusuma-Powell, O. (2016). An inclusive toolkit. Next Frontier Inclusion.

Rashid, N. y Tikly, L. (2010). Inclusion and Diversity in Education (INDIE). Guidelines for Inclusion and Diversity in Schools.

NAIS + AAIE Strategy Lab workshop (session 1, session 2, & session 3)

ALBERTA MINISTRY OF EDUCATION (2013). Indicators of inclusive Schools. Continuing the conversation. Alberta (Canada): Alberta Education, Inclusive Learning Supports.

UNESCO International Bureau of Education (2016). Reaching Out to All Learners:a Resource Pack for Supporting Inclusive Education:IBE-UNESCO

Council, B. C. (2003). Bristol Inclusion Standard Good practice guidance for Schools: Raising Achievement and Promoting Equality