A School For Tomorrow


a School for tomorrow. is a global educational network that supports students, educators, and school leaders to thrive in a new world environment. It supports the work of CIRCLE – The Centre for Innovation, Research, Creativity and Leadership in Education (www.circle.education) in providing research-driven personal, professional and school development programs which are all designed to prepare human beings to learn, live, lead and work in their world. CIRCLE has for over thirty years provided research, consulting and professional education services to hundreds of schools, thousands of educators, and hundreds of thousands of students globally.

CIRCLE is powered by dISC Holdings™ (dISC™) (www.discedu.com). dISC™ is a global enterprise created to transform global education possibilities by providing a digitally enhanced journey – a new way for learners across the world to secure access, engage, learn, achieve, thrive, and continue to develop themselves, while having the best possible experience.

a School for tomorrow. helps its students, teachers, and school leaders to build the character, competencies and wellness that allows them to make progress on a pathway to excellence that gives them the adaptive expertise and self-efficacy required for them to thrive in a world that needs them to:

    • Have the integrity to lead meaningful lives as good people.
    • Have the ability to manage complexity with authenticity as future builders.
    • Grow and transform themselves as continuous learners and unlearners.
    • Provide sustainable direction to the world as solution architects.
    • Balance the local, the regional, and the global with perspective as responsible citizens.
    • Work well in relationship with others, to bring success and fulfilment for all of us as team creators.


There are typically five qualities that can be identified in how a School for tomorrow. goes about working out what to do and how to do it:

    • Future-focused: are decisions emerging from an inclination to move forward to meet the needs of the future?
    • Character-rich: are decision-makers considering the ways in which any and all decisions both model and promote the desired 21C character, competency and wellness for students and other members of the school community?
    • Action-oriented: are stakeholders committed to taking both the initiative to act and ensuring concrete actions to improving outcomes (especially student outcomes)?
    • Inclusive and empowering: do decision-makers look to make decisions in the best interest of the voice, agency, and wellbeing of “every” and “each” stakeholder and particularly the students – in other words, is there an emphasis on generating successful experiences and outcomes for individuals on personalised pathways as well as serving the needs and culture of the institution as a whole?
    • Reflective inquiry: do decision-makers habitually ask searching and meaningful questions while moving through one of a number of well-rehearsed and considered multi-stage process that asks them to contemplate context, balance the best of external research with internal evidence of impact, generate a range of options, and select the best available course of action to achieve the task at hand?