Leadership

Throughout my life, my family and I have been devoted to creating educational opportunities for children in India. Nearly 70 years ago, my grandfather began the Kasegaon Education Society (KES) with one school in a small village 300 kilometres from Mumbai. Today, KES has grown to encompass 39 educational institutions across the state of Maharashtra. My family has continued to expand on their interest in educational philosophy and their commitment to the field of education. Ascend International School is the result of this longstanding commitment to excellence in education.

As a student growing up in our Indian school system that offered a traditional model of education (rote memorization, teacher lectures from the front of the class and overt pressure to perform) I am acutely aware of the need for the expansion of our educational philosophy and learning opportunities for children in India.

India is a multi-faceted society that requires creative leadership and innovative direction, and education must address these needs and adapt to the changing need of the world around us.

Since that time, I have traveled worldwide, looking for innovative educational models in which the curricula and teaching philosophy works for a wide variety of student learning styles. I am compelled by a model like Ascend International School that inspires students to develop a love of learning.

Meaningful learning is the dream that has led me to work tirelessly to bring the vision of Ascend International School to life.

It is the same commitment we bring to creating an education that offers your children the opportunity to foster their passions, recognize and develop their intellectual and social gifts and successfully engage the global community around them. I invite you to come and experience the innovation and energy of an AIS education.

Growing up, as my father (Late Rajarambapu Patil) founded KES, I learned that education is the most powerful gift we can bestow upon the individuals of our society. Over the years as KES grew, I frequently visited schools and became interested in what it means to provide “quality” education. As Chairman of Governing Council of Rajarambapu Institute of Technology, my understanding of the importance of creating not only skilled workers, but ones that are equipped with the ability to think critically, grew.

As an entrepreneur that successfully built The Garden Court Group, which encompasses a chain of successful restaurants, a sugar trading business and edible oil production, I have also thought about the ways in which an educational system can help foster the thinking skills necessary to enter successfully into the world of business.

Conventional models of education often impose skills absent of understanding and students can begin to distance themselves from the enjoyment of learning and limit their own educational pursuits. This traditional approach often communicates that children are “wrong” for making mistakes, which is a natural part of the learning process.

The Ascend model, developed in partnership with acclaimed University Child Development School in the United States, unveils the joy of learning in a meaningful context. If children love to learn and understand the reason why knowledge is important, half of the work is done. They are motivated to master skills and investigate subject matter deeply.

I am proud to be the Chair of Ascend’s Governing Council. Our long term vision is to create a model of education for India so that all children and teachers can have access to this type of education. All children should be able to experience the joy of learning, the value in hard work and the celebration in the success that results.

Today, with nearly 20 years of experience in education, including 11 rewarding years at Ascend, I remain committed to ensuring that every child feels known, valued, and empowered to reach their full potential.

Throughout my time at Ascend, I have focused on strengthening curriculum design and vertical alignment to create a meaningful and connected learning journey for every student. Working closely with our faculty, I support curriculum planning, teaching, and assessment while mentoring educators and fostering professional growth. As Head of the Primary Years Programme (PYP), I am passionate about cultivating a collaborative culture that enriches student learning and well-being.

I firmly believe that education is a shared partnership between students, families, and the school community. I am committed to creating high-quality, rigorous, and differentiated learning experiences that nurture each student’s unique strengths, confidence, and creativity, while continuing to build a reflective, inclusive, and student-centred PYP.

These experiences have provided me with a unique perspective on learning, enabling me to understand the developmental needs of students across age groups and to build meaningful bridges between programmes and phases of schooling.

I believe that great schools are built on a culture of care, curiosity, and high expectations. My work has focused on creating inclusive learning environments where academic excellence and student wellbeing go hand in hand. Through my involvement with the International Baccalaureate as an educator, examiner, workshop leader, and curriculum contributor, I have developed a strong appreciation for inquiry-driven learning, international-mindedness, and the importance of empowering students to become thoughtful, compassionate global citizens.

My passion for inclusion has been a defining thread throughout my career. Working closely with students, families, and educators, I have championed approaches grounded in Universal Design for Learning, differentiated instruction, and multi-tiered systems of support, ensuring that every learner can access and engage meaningfully with the curriculum.

As an educational leader, I am committed to fostering collaborative professional cultures where teachers continue to learn, innovate, and grow. Ultimately, my goal is to nurture learning communities where students develop the confidence, resilience, and agency to thrive in an ever-changing world, while remaining grounded in empathy, integrity, and a lifelong love of learning.

My experience teaching and leading within the IB Diploma Programme has only strengthened my belief that the DP is one of the most powerful educational experiences available to young people. It encourages students to be curious, reflective, resilient, and open-minded while fostering a love for learning that extends well beyond school. My academic background in History, Politics and International Relations, International Humanitarian Law, and Teacher Training has shaped both my worldview and my approach to education.

I have been fortunate to learn from outstanding mentors throughout my career. As we grow I see my role as creating the conditions for both students and teachers to thrive. I believe deeply in high expectations, meaningful relationships, and a culture where people feel supported to take risks, grow, and continuously improve.

At Ascend, I have had the privilege of watching the programme grow from its earliest days to a community that has now celebrated five graduating batches, with students earning places at some of the finest universities around the world. Yet, what stays with me most are the moments when former students and their families return to share how their experiences shaped the way they think, the choices they made, and the people they have become.

Those conversations are a constant reminder that education is about much more than grades and university offers. It is about helping young people understand the world around them, find their place within it, and leave it a little better than they found it. That remains the purpose that drives me every day.