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Interdistrict School for Arts and Communication
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Our Mission 
We inspire our students to be courageous citizens who are change-makers through communication, exploration, and the arts in a collaborative, multicultural community.

Our Vision 
The Interdistrict School for Arts and Communication (ISAAC) is a remarkable middle school where our students excel in three dimensions:

  • All ISAAC students create high quality work that is celebrated in the community for making a difference and is acclaimed for its craftsmanship, authenticity and complexity.
  • All ISAAC students articulate how their habits and their CREW values help them to be successful scholars. 
  • All ISAAC students possess the knowledge and skills when they graduate from eighth grade to perform at a high school level.

Our Core Values
We believe in individual creative development within a multicultural community. Our academic program is built on the framework of EL Education’s Core Practices where joy and rigor are equally balanced within student learning experiences. Our curriculum is designed around project-based learning that is complex, connected to the real world and demands craftsmanship. Structures such as Student-Led Conferences, Celebrations of Learning and Eighth Grade Portfolio Passages empower our students to take ownership and pride in their learning.  

  • School District
  • New London, CT

Interdistrict School for Arts and Communication by the numbers

  • 30

    Dedicated Teachers

  • 278

    Engaged Learners

  • 40,000

    New Teacher Starting Salary

About Interdistrict School for Arts and Communication

  • For Teachers

    ISAAC teachers embody the CREW values we teach our students: Courage, Responsibility, Enthusiasm, and Work Ethic. They create classrooms that are active and collaborative. Students are encouraged to take risks and to develop a growth mindset. We believe every student can find success and it’s our job to inspire them to achieve more than they think possible through the exploration and integration of the arts and communication about their learning.

    ISAAC teachers share the following beliefs:

    1. All ISAAC staff are leaders—we share the responsibility to inspire our students to achieve beyond what they think is possible. We are accountable to our students and their parents to deliver on these promises.
    2. All ISAAC staff are driven by learning and informed by data.
    3. All ISAAC staff are systems thinkers. We create systems and structures that encourage inquiry and create coherence; we value iteration over excellence and we share a growth mindset for ourselves and our students.
    4. All ISAAC staff value the power of our community partners—parents, Board members, alumni, and community organizations—to help us achieve our mission and reach our goals for our students.
  • For Students

    We believe our students are three-dimensional.
    As an EL Education school, ISAAC believes student achievement should be measured in three dimensions: 

    • Strong Character
    • High Quality Work 
    • Mastery of Knowledge and Skills 

    We believe all students can achieve more than they think possible and achievement should be measured in multiple ways that reflect the complexity and diversity of our students and their multiple learning styles. We employ EL Education’s core practices to build and maintain a strong and unified culture that enables all of our students to achieve. We use the Core Practices of EL Education to focus on the following structures to ensure a culture of excellence for all students within the school:

    • A rigorous, relevant and relational curriculum that challenges students to use their head, heart and hands. 
    • A collaborative, professional community of educators who start with why learning matters, then constantly evaluate how students learn in order to ensure that what they learn matters.
    • A school-wide, systems approach to positive school culture and student achievement—we are driven by learning and informed by data, all in the service to student growth over time.

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