CIS/MSA ACCREDITATION VISITING TEAM REPORT...International School of Kenya 2 INTRODUCTION Council of International Schools (CIS) In July 2003 the Council of International Schools (CIS)

CIS/MSA ACCREDITATION

VISITING TEAM REPORT

BASED ON 7TH EDITION OF THE CIS ACCREDITATION GUIDE

Name of School:

INTERNATIONAL SCHOOL OF KENYA

Dates of Visit:

14 – 20 November 2009

Name of Team Chair:

Mr. Philip Clinton (CIS)

Name of Co-Chair:

Dr. Mary Jo Heatherington (MSA)

International School of Kenya 1

TABLE OF CONTENTS Page

Number Introduction

2

Preamble

4

Visiting Team comments on Part One of the Self Study Report

6

Section A: Philosophy and Objectives

8

Section B: Curriculum: Horizontal Curriculum

B1 Elementary School 11 B2 Middle School 15 B3 High School

19

Vertical Curriculum: Sub-Sections Creative Arts 25 English 30 Information Technology (IT) 34 Mathematics 37 Modern Languages 41 Physical Education (PE) 44 Science 47 Social Studies

51

Section C: Governance and Management

55

Section D: Staff

59

Section E: Student Support Services

62

Section F: Resources

66

Section G: Student and Community Life

72

List of Major Commendations

76

List of Major Recommendations

77

Team Comments with respect to Part Three of the Self Study

79

Concluding Statement

80

Team List

81


INTRODUCTION

Council of International Schools (CIS) In July 2003 the Council of International Schools (CIS) took over responsibility for the Accreditation Service, which the European Council of International Schools (founded in 1965) had been offering to schools since 1970. CIS is an independent, non-profit, membership organization of approximately 650 international schools in approximately 110 countries throughout the world. It serves the interests of some 340,000 young people, a constituency which represents many nationalities with varied cultural, religious, and linguistic backgrounds. CIS also includes universities and colleges to which students from international schools apply. Presently over 280 CIS member schools have been granted accredited status following a directed comprehensive self-study and a rigorous, thorough evaluation by a Visiting Team, which found them to meet the CIS Standards for Accreditation. Accredited schools are subject to regular monitoring through routine progress reports and visits, and they must undergo a full re-evaluation every ten years. CIS accreditation is accepted throughout the world, including in the USA through the recognition program of the National Association of Independent Schools (NAIS). The school evaluation program consists of three main stages: the self-study conducted by the professional staff and other members of the school community, the evaluation by the visiting team, and the follow-up program carried out by the school under CIS monitoring to implement the findings of the self-study and the valid recommendations of the visiting team. CIS recognizes that schools, which are different, may be equally good. The fundamental premise of the accreditation program is that an educational institution must be evaluated in terms of the CIS Standards for Accreditation and the degree to which the school is putting its own Philosophy and Objectives into practice. The school’s Philosophy and Objectives statement is therefore a vital document, and it should express the principles, which guide the governing body, school management and professional staff in their efforts to meet the needs of the students enrolled. The visiting team’s observations on the school’s philosophy are found in Section A of this evaluation report. As the responsible body for matters of evaluation and accreditation, the CIS Board of Trustees charges visiting teams with the responsibility of assessing the degree to which evaluated schools are putting their own Philosophy and Objectives into practice and the extent to which they are meeting the published Standards for Accreditation.


Middle States Association (MSA) The Middle States Association of Colleges and Schools (MSA) is a voluntary, non-governmental, non-profit, peer-administered association of educational institutions. Established in 1887, MSA is one of six regional organizations that together serve schools and universities in the United States and in many countries around the world. The MSA provides leadership in school improvement to its member schools in six states in the United States, the Caribbean, Europe, the Middle East, the subcontinent of Asia, Africa, and other overseas regions. The purposes of the Association are to encourage, advance, assist, and preserve the achievement of quality education in the Middle States region, MSA works in the public interest and cooperates with all interested federal, state, and private educational organizations, agencies, and institutions.

Membership in the Association is achieved through meeting the standards set forward by one of the three accrediting Commissions that make up the Association: the Commission on Higher Education, the Commission on Secondary Schools, and the Commission on Elementary Schools. In addition, a Committee on Institution-wide Accreditation acts as a bridge between the two school Commissions when PK through12 accreditation is sought. Over 3500 schools are members of one of the school Commissions.


PREAMBLE INTRODUCTION Founded in 1976, the International School of Kenya (ISK) is a non-profit organization licensed to operate as a school in Kenya. Today, the School serves 774 students in Pre-Kindergarten through Grade 12. These students come from 70 different countries. The ISK faculty is an experienced group of international teachers with a strong commitment to the School and its program. The faculty is recruited both internationally and locally and numbers 76 part- or full-time teachers. Of these approximately 60% are North Americans; 10% are British; 12% are Kenyan and the rest represent nine other countries. ISK is governed by a 7-member Board of Governors representing the Canadian High Commission and the US Embassy that oversees school financial development. A nine-member Board of Directors made up of six members elected by parents of current ISK students and three members appointed by the Canadian High Commissioner and the US Ambassador are concerned with school policy and the hiring and supervision of the Director. ISK offers an international education leading to a North American High School Diploma. The School also offers the IB Diploma Program in grades 11 and 12. ISK is located in the outskirts of Nairobi on a 25-hectare campus. The facilities include classroom buildings, science labs, computer labs, a library/media center, a creative arts center with an auditorium and a recently completed High School complex. The School also has a solar heated swimming pool, gymnasium, playing fields, tennis course and various play grounds. ISK has been accredited by the Middle States Association of Colleges and Schools and the European Council of International Schools (after 2003, Council of International Schools). ISK is a welcoming, open school defined, in some ways, by its natural beauty. The environment is lush, spacious and inviting to both energetic large group events and quiet small group socialization. . The campus enjoys extensive treed walks, landscaped gardens and open green spaces. Artwork is placed in many locations around the School. There are ample comfortable seating and meeting areas for students who clearly enjoy their environment. Classes are often taken outside the classroom. While unquestionably beautiful, the campus presents significant challenges by virtue of its layout, organization and sheer size. Unless they make deliberate efforts to engage, it is possible for teachers to remain isolated from one another and from the Administration. The organization of details for the Visiting Team was excellent, both prior to our arrival and throughout our stay. The Curriculum Coordinator, Ms. Jodi Lake, deserves special thanks for her obvious attention to detail that made our stay a comfortable one, indeed. The Team began to arrive on Saturday, November 14, and by the end of the evening, all members had assembled and had begun to get acquainted. The School’s Director, Mr. John Roberts, graciously hosted a welcome dinner for the Team at his residence, and this provided the Team a chance to meet each other informally as


well as an opportunity to meet senior administrators from the School. Sunday morning and afternoon were spent in full team meetings. The Team had a chance to tour the school campus, and at the end of the afternoon, attended a reception to meet members of the school community. Monday through Thursday, the Team visited classes, conducted interviews, wrote reports and reviewed draft reports together as a full team. On Friday, after the final editing of the Team Visit Report, the Chair and Co-Chair met with the school director to discuss major aspects of the accreditation report. This was followed by a meeting of the Chair and Co-Chair with the ISK faculty to review broad findings and to discuss next steps in the accreditation cycle. The Visiting Team is extremely grateful for the generous hospitality of the International School of Kenya.


PART ONE

Visiting Team Comments on Part One of the Self-Study Report: The Self-Study process was conducted during the 2008-9 school year. The Steering Committee was composed of volunteers and selected members, some of whom had been members of the Committee for the Preparatory Visit. The Steering Committee met several times to plan the Self-Study process. The School’s Mission and Vision Statements had been identified as needing revision during the initial stages of the School’s work to develop a new Strategic Plan. The process to examine and revise the Mission and Vision was undertaken concurrently with the Survey during the 2007-8 school year in a lengthy and comprehensive process that sought input from all stakeholder groups. The Mission and Vision were approved in September of 2008 by the Board of Directors, and by the Board of Governors in November of the same year. The School undertook its Self-Study Survey in March 2008. Responses to the survey were obtained from five groups within the school community: students (from grade 6 and up), parents, staff, the Board of Directors, and alumni. Each group was asked a series of questions appropriate to its role and which linked to the indicators and standards in each of the seven sections of the Self-Study. Students completed the Survey during English class. Parents were invited to participate in the Survey through newsletters and publications of the School; laptop computers were set up to encourage parent responses during school events and meetings of the Parent Teacher Organization. It is worth noting that only 6 of 8 members of the Board of Directors completed the survey. The Self-Study Survey Report was compiled in May 2008, by the Centre for Research and Educational Advancement of Endicott College. The survey results were summarized by small working groups appointed for the purpose, and both summaries and the complete Report were made available to Committees during the Self-Study process. Committees for the Self-Study, like the Steering Committee, were composed of a combination of interested volunteers and invited faculty. The Committees completed Part II of the Self-Study process during eight, two-hour working sessions, held during specially designated “Late Arrival” of “Early Dismissal” days. The process of completing the Indicators and Standards was open and collaborative. The Report on the Self-Study caused some concern for the Team in its puzzling lack of coherence. To begin with, the size and composition of the Steering Committee appear to have hindered its effectiveness. The Committee consisted of 18 full members, of whom 4 were the senior members of the Administration. In addition, while the Committee’s plan for undertaking the Self-Study was clearly democratic and inclusive, its process was not calculated to yield a clear or immediate sense of how matters raised by the Self-Study were to be addressed. The Steering Committee met two or three times during the Self-Study process, but apparently did not undertake rigorous analysis of Parts I and II of the Self-Study Report in composing the Statement of Conclusions, which is general and lacks a clear sense of priority. Furthermore, in the course of the Team Visit, several significant matters were immediately apparent to the Team, which did not arise from the School’s analysis of


Parts I and II of the Self-Study. For example, the inability of the School’s library to support the “exemplary education” promised in the School’s brand-new and representative Mission, Vision and Philosophy—and the implications of this for students—should have emerged as a clear priority for the School during the Self-Study process. The Team agrees that the Self-Study process yielded a fair consensus that represents the general beliefs of the stakeholders and gives an overall idea of the School’s principal strengths and the areas of concern to the school community. The process appears, however, to have been more one of objective reporting, rather than analytical Self-Study. Information about the School was gathered, sorted and summarized; it was not, however, subjected to rigorous analysis that might have provided coherence in the Self-Study Report—and for the School’s various ‘voices,’ a clear set of shared priorities. Additionally, the Team recognizes that the School was in a period of stress and transition during the Self-Study process that perhaps contributed to the difficulties of initiating the kind of analysis that a Self-Study usually engenders. The Visiting Team found that the Board, the Administration and the Faculty have been left with a strong sense of purpose, but are still in the process of establishing a clear and shared sense of the School’s direction. At the time of the Visit, the School was energetically engaged in addressing many of the issues raised by the Self-Study and the Preparatory Report. The Team attended several divisional and department meetings—and was aware of others taking place—focusing on such matters as assessment, differentiation, and the Strategic Plan. It was clear to the Team that although the importance of these matters is fully established in the minds of faculty and administration, most of these initiatives are in the very earliest stages of development.


SECTION A: PHILOSOPHY AND OBJECTIVES Rating

E, M or D 1. The school shall have a clear and effective written statement of its

philosophy and objectives, appropriate for the students it serves.

E*

2. The school’s philosophy and objectives shall be generally known, understood and accepted by the governing body, school management, staff, parents, and students.

M

3. There shall be procedures, which enable the school to determine its degree of success in putting its Philosophy and Objectives into practice.

D*

4. The school’s Philosophy and Objectives shall lead the school to act within the spirit of the United Nations Universal Declaration of Human Rights.

M

5. The Philosophy and Objectives shall commit the school to promoting international and inter-cultural experiences for its students.

M

COMMENTS: 1. The Mission, Vision and Philosophy Statements are up-to-date and reflective of the community as a whole, effectively expressing the School’s educational aims and purposes. 3. The Report of the Preparatory Visit noted that this standard was not met. In the intervening time, the curriculum review process, which is founded in the School’s Mission, Vision and Philosophy, has been well established in every area of the School. Formal means of measuring the success of the application of the Mission, Vision and Philosophy are not in place.


SECTION A: PHILOSOPHY AND OBJECTIVES OBSERVATIONS ISK’s Philosophy and Objectives are expressed in three mutually supporting statements:

a) A Vision of empowerment for students in “creating solutions for tomorrow’s challenges”

b) A Mission Statement, which commits the School to providing “exemplary education”, preparing students to be informed, independent thinkers in a culturally diverse context,

c) A School Philosophy, which discusses the School’s beliefs about learning and learning environments, reflected in a summary list of core values.

In addition, there are clearly worded Student Objectives, appropriate for all students, which characterize a student learner profile grounded in ethical and mutually respectful conduct, and in logical, critical, creative habits of mind. The existing Mission and Vision were reviewed and revised concurrently with the Self Study in the 2007-8 school year through an inclusive process involving students, parents, faculty, the Board of Directors and the Board of Governors. The Section A Committee affirmed that all stakeholder groups engaged actively in the development process, and the Committee cited key elements of the approved documents contributed by each group. The Mission, Vision and Philosophy Statements were formally adopted by the Board of Directors in September 2008 and by the Board of Governors in November of the same year. The new Mission and Vision are regularly included in the School’s publications, and were evident in a small number of locations throughout the School. The Team felt that the Mission, Vision and Philosophy Statements effectively express the School’s educational aims and purposes. While the written Statements are evident in several key areas of documentation, including the School’s Curriculum Review Protocol, and while it is clear that the School has taken some significant measures toward defining a process for realizing the Statements, the School does not yet have in place measures for determining the success of the implementation of the Mission, Vision and Philosophy in its daily activities. A significant concern is the amount of time that has lapsed since the Preparatory Visitors identified the School’s need to define and implement procedures, which enable the School to determine its degree of success in putting its Philosophy and Objectives into practice. The Strategic Plan of the Board of Directors, which addresses this matter, is still under discussion and will not produce useable data until October 2010.


SECTION A: PHILOSOPHY AND OBJECTIVES COMMENDATIONS The Visiting Team commends: Number Commendation

1. The School community for its inclusive and meaningful process in defining

its Mission, Vision, Philosophy and core values.

RECOMMENDATIONS The Visiting Team recommends that:

Number Recommendation

1. The School place a high priority on developing and implementing a clear and practical action plan for determining the success of the implementation of the Mission, Vision and Philosophy.


SECTION B: ELEMENTARY SCHOOL Rating

E, M or D 1. The curriculum, in its content, design, implementation, assessment

and review, shall reflect the school’s philosophy, objectives and policies.

M

2. The curriculum shall be comprehensively documented.

M

3. Curriculum design shall provide for the varied developmental, academic, social, physical and emotional needs of students.

M

4. The curriculum shall be articulated vertically and horizontally throughout the school to ensure continuity within and among divisions and disciplines.

M

5. The curriculum shall utilise the cultural diversity of the host country and the school community to enhance the educational experiences of students.

M

6. The curriculum shall develop those skills and abilities, which will prepare students for lifelong learning.

M

7. The school shall provide ongoing professional development to improve implementation of the curriculum.

M

8. The teaching staff shall implement the curriculum through a range of approaches and teaching strategies that recognise diverse learning styles.

M

9. The school shall provide appropriate support and resources to implement the curriculum.

*D

10. Teachers shall establish and communicate clear expectations to students and parents.

M

11. The school shall regularly assess the effectiveness of teaching and learning.

M

12. Curriculum revisions shall be made on a regular basis after consideration of current educational thinking and pedagogy.

M

13. Administrators and teachers shall use the results of student assessment to evaluate and revise curriculum and methodology on a continuing basis.

M

14. The school shall record, analyse and report to appropriate members of the school community the results of school and student performance.

*M

COMMENTS: 9. The Elementary School, although a healthy learning environment, lacks the resources to supports the program that it seeks to deliver. 14. A revision of the current report card that better reflects the learning outcomes is warranted.


SECTION B: ELEMENTARY SCHOOL OBSERVATIONS Overall, it is evident that curriculum planning and implementation is thriving in the elementary division at ISK. The capacity of the Elementary Principal, the Curriculum Co-coordinator and the staff to keep a continuous improvement lens on horizontal and vertical curriculum design within the elementary section is outstanding. Teachers have collaborative planning time built into their schedule, which effectively facilitates the development and alignment of curriculum. This time is used to evaluate writing, using common assessment rubrics across each grade level. In addition, teachers reflect on programs, discuss student concerns and plan community service and field trips. Most noteworthy, the teachers use this collaborative time to design Social Studies and Science units using the UBD model. Teachers plan collaboratively with ESOL and LRC to address the needs of all students. They group students across classrooms and within the grade to effectively program for all students. Teachers in grades 1-5 schedule 120 minutes daily for Guided Reading Instruction, Writers Workshop and Word Study. Students are grouped as a result of DRA testing, and groupings are reviewed regularly to ensure student needs are targeted effectively. The Visiting Team recognizes consistency across grade levels and the focus on language instruction as strength of the Elementary School program. Teachers indicated a desire to continue Professional Development in the areas of Guided Reading, Writers Workshop and Six Traits +1. The Visiting Team expressed concern that the Elementary School will not be able to meet their learning objectives with the quantity and quality of literacy resources in the classrooms and in the Teacher Resource Room. The Elementary School recently adopted Everyday Math as the grade K-5 program. Classroom teachers devote 60 minutes a day to instruction. The Visiting Team recognized consistent implementation of the Everyday Math Program across all grade levels. The Visiting Team cautions Elementary School teachers not to rely solely on one resource to deliver a curriculum that, at times, may be served well by supplementary resources. Teachers expressed the need for dialogue and Professional Development to fully implement the Everyday Math Program. The Self-Study indicated the need to establish clear assessment guidelines, including a review of the quarterly reporting format. The Visiting Team observed evidence of effective performance-based assessment practices and common assessments, particularly in Math, Social Studies and Writing. The development of a Common Assessment Policy would only serve to improve and align assessment practices throughout the Elementary School. The Visiting Team cautions the Elementary School not to develop an over reliance on standardized test data as the indicator of student progress. The Visiting Team recommends a greater reliance on the results of performance based assessment and annotated examples and exemplars already present in the Elementary School. Technology equipment was evident, in limited quantities, throughout the Elementary School. The Visiting Team witnessed effective use of laptops for research in a Social Studies class, but failed to see any use of the classroom computers or the computers in the resource areas in the centre of the classroom pods. Although Smart Boards were present in some classrooms, teachers indicated that they were not comfortable with the technology.


The Pre-Kindergarten classroom is an isolated building with its own playground, dramatic play area with loft, and covered snack area. Children in the classroom were happy and mostly engaged in the assigned tasks. With small classes, the physical space seems sufficient. The Visiting Team, however, has significant concern with the lack of resources in the Pre-K classroom. A rich program fostering critical thinking, exploration, literacy, problem solving, and inquiry requires an up to date, inviting, stimulating and well-resourced facility none of which was present. The School should immediately invest in enlarging the classroom library and purchasing attractive, engaging manipulatives, toys, puzzles, and games. Finally, the Visiting Team has concerns with the physical learning environment in many of the grade 1-5 classrooms. Space is very limited; furnishings are old and are not conducive to flexible student groupings. Students lack space to work independently and storage of classroom materials further inhibits space.


SECTION B: ELEMENTARY SCHOOL COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The School for assembling a highly qualified faculty dedicated to upholding the School’s Mission and Vision through pertinent Professional Development, which benefits the learning community.

2. The Elementary School for the use of collaborative planning time to support horizontal and vertical alignment of the curriculum, across all grade levels.

3. The School for recognizing the host country by including a Kenyan culture unit at each grade level and offering Kiswahili as a language and culture program from grades 1-3.

RECOMMENDATIONS The Visiting Team recommends that: Number

Recommendations

1. The Elementary School Faculty and Administration establish clear assessment guidelines reflective of the Schools Philosophy and Objectives, including a review of the current quarterly reporting format.

2. The School provide funding immediately to update classroom libraries and the Elementary resource room.

3. The School provide funding immediately to create a stimulating child-centred environment in the Pre-K classroom.

4. The School provide funding immediately to outfit existing classrooms with up-to-date, flexible classroom furnishings.

5. The Elementary School Faculty and Administration develop criteria (i.e. learning centres, classroom libraries, technology accessibility, needs of specialist subjects) to establish facility needs to optimize learning in the Elementary School.


SECTION B: MIDDLE SCHOOL Rating



M


M


M


M


M


M


M


M


M


M


M


M


M


M

COMMENTS:


SECTION B: MIDDLE SCHOOL OBSERVATIONS ISK’s Middle School was established as a separate division roughly fifteen years ago as a result of increased enrolment. Since that time, enrolment has continued to grow and Middle School programs have been expanded and revised. The Middle School has a program description and its own philosophy statement, both of which are congruent with the School’s mission and vision statements. Curriculum documents reflect the spirit of the mission statement, although some disciplines have more explicit links to the Mission Statement than others. Some subject areas are documented more comprehensively than others for grades 6 – 8. Alignment with the elementary division appears to be more developed than with the high school curriculum. The Visiting Team saw evidence that curriculum revision is valued and given support by both teachers and Administration. Both groups reported that recent curriculum work has helped the Middle School model a positive process and has resulted in the creation and use of “living documents”. The curriculum enables students to develop skills and abilities to prepare them for lifelong learning. The Visiting Team saw examples of students engaged in activities to support this – students were conducting experiments, practicing research skills, creating oral presentations and media presentations for use in marketing the School. The curriculum reflects the specific needs of Middle School students in terms of developmentally appropriate and socially oriented activities, projects, field trips, and assessments. The Explore Program is one area that the Self-Study Report indicated was an area in need of attention. The Visiting Team’s observations and discussions with faculty confirmed this. Opinions differ about what Explore courses should be offered, and for how long. Developing expertise or providing students with exposure seems to be at the heart of this debate. The Team recommends that the Middle School examine and articulate its vision for the Explore program and clarify the expectations and direction of the Explore program. This should include addressing the practical aspects (staffing, facilities, and scheduling) needed to realize this vision. As the Explore program is reviewed, developing an effective health curriculum should be given serious consideration. This curriculum may have particular relevance to middle school students. The faculty states that there has been little time to meet formally with colleagues from other divisions to ensure vertical articulation, although the Visiting Team observed and saw evidence of collaborative planning within some grade levels and some subject areas. While the Middle School faculty and Administration believe and practice teaming-by-grade level, they expressed a desire to have more time for this essential component of middle schools. The faculty uses a variety of approaches and teaching strategies that recognize diverse learning styles. Teachers have worked hard to liaise informally across the Middle School division to develop cross-curricular links where appropriate: one example of this is in development and review of grade-level trips to different parts of Kenya. The Visiting Team suggests that more integrated units be developed, as appropriate.


ESOL and Learning Support teachers work with both inclusion and pull-out models and teachers reported that they are able to meet the needs of the diverse learners in their classrooms. Teachers noted, however, that resources are stretched to capacity with increased enrolment, They believe that fewer crossover teachers would allow them to better schedule themselves to provide more efficient support. ISK faculty takes part in a range of professional development opportunities, with recent workshops on brain research and differentiation strategies noted by several faculty members. The Middle School has recently begun using a backwards-design model for unit planning, which should help teachers implement a systematic procedure to analyze and make use of the results of student assessment to improve teaching and learning. Curriculum revision is done within the curriculum review cycle and by teacher self-initiative. Teachers reported feeling involved and invested in this process. However, the Visiting Team observed that not all departments have undergone the same extensive review process. Observations and documentation indicate that ample resources are available in most areas. However, teachers reported and observations confirmed that some areas need more updated equipment and resource materials. Specifically, the team noted deficiencies in classroom libraries, science, and IT resources. Conversations between the Visiting Team and the faculty and Administration revealed that there is a strong feeling among ISK faculty that the Middle School is in need of a facilities upgrade. Classrooms are small, filled to capacity in many cases, and technology is ill fitted or lacking in the current spaces. Parents are kept well informed regarding both activities and academics. Informational open evenings are held and a Middle School orientation guide clearly details all aspects of the program for grades 6 – 8. The assessment criteria are listed for each subject area. Parents are also well informed about student progress and have access to grades and curricular information via a web-based software program. Students receive four report cards a year and two parent conference evenings are scheduled annually. The Visiting Team, in its observations of student-teacher interaction and in conversations with students and teachers, saw clear evidence that each student has many positive role models and at least one formal advisor. However, the School should re-examine how student achievement is reported. Of primary concern is the current report card format. Moving to a different format would paint a richer and clearer picture of student progress to both parents and students. Providing fewer “canned comments” and more narrative comments should help align what is evident (that teachers do know and understand students as individuals) but is not readily reflected in the current report card format. Efforts are currently underway to help address scheduling issues. A recent committee has been established to examine ways to address issues such as crossover teachers, scheduling conflicts, program needs and collaborative planning (to include teaming).


SECTION B: MIDDLE SCHOOL COMMENDATIONS The Visiting Team commends: Number Commendations

1. The Faculty for using varied methods of instruction and assessment to

meet student needs and monitor student progress.

2. The Faculty and Administration for their work in creating and maintaining a friendly, welcoming, respectful, inclusive and safe learning environment.

3. The School for following the curriculum review cycle and using an inclusive process, which has created and fostered a sense of collaborative planning and ownership.

RECOMMENDATIONS The Visiting Team recommends that: Number Recommendations

1. The Middle School Administration and Faculty continue their work on

revising and documenting curriculum that includes current units of study, learning activities and assessments.

2. The School examine needs for upgrading facilities, equipment and resource materials.

3. The Middle School continue to examine and articulate its vision for the Explore program.

4.

The School examine the scheduling and staffing, particularly in regards to crossover teachers.

5.

The School re-examine how student achievement is reported.


SECTION B: HIGH SCHOOL Rating



M*


M


M


M


M*

20. The curriculum shall develop those skills and abilities which will prepare students for lifelong learning.

M


M


M*


M*


M


M


E*


M*


M*

COMMENTS:

1. The current role of assessment in the High School may not reflect the School’s Mission and Philosophy, particularly with respect to critical inquiry, creative expression and cooperative social interaction.

5. The School offers only very limited instruction in Kiswahili at the High School

level. 8. The Team did not observe evidence of differentiation of instruction or

assessment in the High School to effectively accommodate the needs of every student.

9. The School’s library is poorly resourced and not up-to-date in its resources.


12. All curriculum revisions are made in the light of current best practices, and in

light of the School’s Mission, Vision and Philosophy. 13. There exists no formal process by which teachers use the results of

assessment to evaluate curriculum or improve teaching and learning.

14. Report cards for the High School consist of no more than a letter grade and one or two generic comments, insufficient to offer meaningful information to parents or students.


SECTION B: HIGH SCHOOL OBSERVATIONS The High School employs a total of 30 teachers: 20 are employed full-time in the High School only, 8 teach cross-divisionally and two are part-time. The High School structure encompasses a High School principal, 7 subject-area heads, and an IB coordinator. Current enrolment in the High School is 288 students in grades 9 through 12, representing an increase of 10% over last year. Class size varies, reaching to 22 in some cases. The High School is set among extensive and beautifully landscaped green space. The principal buildings include a laboratory block in need of renovation, a newly-built, and well equipped multi-storey facility that includes bright, inviting classrooms and large, shared work spaces for teachers. These work spaces appear almost entirely unused at this point. High School students also make extensive use of the School’s Creative Arts complex. ISK offers both the International Baccalaureate and a North American Diploma. The IB program has accounted for an increasing proportion of students in recent years; this year approximately 50% of 11th and 12th grade students are currently enrolled in the full Diploma Program. During this period of growth, the School has worked actively to keep advanced-level courses accessible to interested students. In fact, nearly every student in grades 11 and 12 is currently enrolled in at least one IB-level course. In addition, the High School offers a wide array of challenging courses suitable to students in an international educational program. High School classes meet for 80 minutes every second day. The schedule includes a daily ‘tutorial’ break of 40 minutes during which time students may seek teacher assistance (or be mandated to seek it), attend scheduled meetings for clubs or student organizations or enjoy social time. The School has a well-established and active curriculum review process engaging all teachers. Subject-area teachers may initiate curriculum review or development processes outside the regular review cycle and, in the case of Social Studies and English Language Arts, have recently done so with positive results. The written curriculum would benefit from a more consistent format and approach to documentation. Curriculum development is a significant focus for ISK faculty, although horizontal examination and development of the curriculum has not been as much a focus for High School as it has been in other divisions of the School. Some areas of the High School curriculum are well documented, others less so; in general, however, the existing curriculum documents are vertically aligned with philosophy statements reflective of the School’s Mission, Vision and Philosophy. While the content of the High School curriculum is likewise widely in keeping with the School’s Mission, Vision and Philosophy, questions have emerged regarding due alignment of its implementation. Differentiation in instructional strategies was clearly indicated by the Report on the Preparatory Visit as an essential area requiring improvement in the High School. Differentiation has been an ongoing focus of discussion and professional development for ISK; there was little in evidence in the High School, however, during the Team Visit. High School faculty should continue in its efforts to provide


differentiated instruction and assessment to address the needs and interests of every student, and to document these in the written curriculum. During the Visit the Team observed classes that were dynamic, varied and engaging, involving students in critical thinking, challenging discussions, and creative problem solving; some, however, were formulaic and text-driven. Assessment practices in the High School were of some concern to the Team. Although the Report on the Preparatory Visit recommended that the School develop a school-wide assessment policy this has not yet been done; a process to establish formal mechanisms that would allow High School teachers to systematically consider student assessment in light of the School’s Mission and Vision are only just beginning. Curriculum documents for High School indicate clearly that some areas, and most notably math, are test-and-text-driven in their design and implementation. Discussion with teachers indicated that instructional approaches founded in the use of practice exams are not uncommon in the High School. The curriculum documents provided to the Team suggest that tests and quizzes commonly account for up to 65% or more of a student’s semester grade, and according to one syllabus as much as 90%. This theme of testing was affirmed by the observations of the Visiting Team. During the Visit a surprising amount of class time devoted to the taking or revising of paper-and-pencil tests. Normally a staff is discouraged from using class time in this way during a Visit; that testing of this sort was so much a part of classroom activities here suggests that it forms a significant focus for both teachers and students. The Team agreed that testing, as distinct from formative assessment or learning activities, likely forms a greater focus in the High School than is justified by the Mission and Philosophy of the School, or intended by the faculty, who are committed to providing a rich educational program. The High School Self-Study Report identifies the area of assessment as requiring “revision and articulation,” and discussion with the Committee affirmed that addressing the question of assessment remains a priority for the division. The Visiting Team observed several faculty discussions, formal and informal, on the topic of assessment. In working to improve its assessment practices the High School must consider that while meaningful assessment is a cornerstone of a strong curriculum, a school must evaluate carefully the ways in which testing, in its nature and frequency, is impacting student learning and establishing de facto learning priorities. It is important to note that some curricular areas of the High School, such as Creative Arts and English Language Arts, make extensive use of creative and performance-based assessments clearly designed to foster students’ higher-order and critical thinking, encourage student self-reflection, and recognize students’ diverse learning styles. On display in the Creative Arts Center were student performance assessments that were outstanding both in their design and execution, and demonstrated impressive student mastery of complex understandings in the arts. In a related matter, the High School report card communicates student progress using a letter grade and a very brief, drop-down comment. This method of reporting does not encourage teachers in meaningful reporting, nor is it a just reflection of rich learning experiences. A particular concern related to learning in the High School is the High School library, which is under-funded and poorly equipped to support the critical inquiry and


excellence in learning for students promised in the School’s Vision, Mission and Philosophy statements. Library funding has not been increased in response to the recent rise in enrolment, nor does the state of the library appear to be a concern for faculty or the administration. High School subject area vertical reports of the Self-Study expressed concern that students in the High School are not required to demonstrate minimum competency in IT. An ad-hoc committee has begun work to determine how this deficiency may be addressed. A similar concern, which notes the absence of an effective health curriculum, has yet to be addressed by the School. This lack may have particular relevance to High School students. In visiting the High School the Team was impressed by the tone of the High School which is unmistakably positive, energetic and welcoming. There are mechanisms both formal and informal at work in the High School which foster an exceptionally warm, open atmosphere among students and faculty. Students are conscious of and appreciate the climate of openness and trust which characterizes the High School, and report a high degree of satisfaction with the quality of student life at ISK. Students clearly enjoy friendly and comfortable rapport with their teachers; teachers routinely implement creative means to foster student well-being. The atmosphere among teachers themselves appears collegial and constructive, and this communicates itself to students. Students feel that they have an active role in the decision-making in the High School, both as individuals and through the Associated Student Body, and that their voices are heard by faculty and the administration. The co-curricular program for High School has included a significant number of student-initiated offerings, and students were able to point to a number of recent changes in the High School, small but meaningful, brought about through student action. Students agree unequivocally that the School culture is open and accepting, and that they feel empowered and at liberty to be themselves.


SECTION B: HIGH SCHOOL COMMENDATIONS The Visiting Team commends: Number Commendations

2. The High School, for the spirit of openness, acceptance, inclusion and

warmth that permeates interactions among students and faculty.

3. The High School faculty, for its dedication in addressing student needs and fostering student well-being.

4. The School, for maintaining its commitment to a spirit of inclusion while

maintaining a challenging academic program.


Number Recommendations

2. The High School continue documentation of its curriculum to recognize and foster differentiation in instruction and authentic assessment.

3. The High School develop and implement procedures that will allow the faculty to reflect upon and make systematic use of the results of assessment, to improve teaching and learning.

4. The High School adopt effective means to examine its assessment practices, to ensure that they are in keeping with a balanced curriculum supportive of the School’s Mission and Philosophy.

5. The School develop and implement a report card format that better reflects its student-centered Philosophy and curriculum.

6. The School consider a systematic approach to curriculum articulation and archiving.


SECTION B: CREATIVE ARTS Rating



E


M


M


M

5. The curriculum shall utilize the cultural diversity of the host country and the school community to enhance the educational experiences of students.

E


E

7. The School shall provide ongoing professional development to improve implementation of the curriculum.

M

8. The teaching staff shall implement the curriculum through a range of approaches and teaching strategies that recognize diverse learning styles.

M


M


M

11. The School shall regularly assess the effectiveness of teaching and learning.

E


M


E

14. The School shall record, analyze and report to appropriate members of the school community the results of school and student performance.

M

COMMENTS: 1. The Creative Arts program in its design and delivery provides a student-centered, intellectually rich education in the arts that is consistent with the School’s philosophy. 5. Students in the Creative Arts program at ISK explore the host culture in a variety of ways, including traditional instruments, exposure to African art forms/styles, and the Artists and Musicians-in-Residence program. 6. The Creative Arts Department’s (CAD) curriculum fosters a life-long appreciation for the arts and increases students’ confidence in engaging in the arts with a perception of oneself as an artist.


11. It was noted in the Self-Study that in all three sub-departments of the CAD, assessment is conducted through performances, exhibits, IB exams, and progress reports. 13. The program is skill and performance-based. ISK students showcase their work in performances and exhibitions; appreciation of student work in the arts is evident.


SECTION B: CREATIVE ARTS OBSERVATIONS The Creative Arts curriculum at ISK is consistent with the School’s Philosophy and Objectives, as demonstrated in their individual philosophy statements. In the Elementary School, specialists teach Art and Music, while Drama is sometimes incorporated in the homeroom classes. In the Middle School the Creative Arts are offered as part of the Explore Program on a 9-week cycle. In addition, band and choral Music may be taken as a year-long elective for those who choose it. For the first time this year, eighth grade students may choose to extend their Art, Music, or Drama Explore class as a semester-long independent study. As this is a new implementation that was perceived as a bit rushed and not thoroughly considered, the success of this change will need to be reviewed at a later date. However, the split of the Middle School Explore students into groups of grade 6/7 and 7/8 is a move in the right direction, as it allows teachers to deliver a more developmentally appropriate curriculum. In the High School, Art, Drama and Music are offered to all grade levels, and the International Baccalaureate program is offered in grade 11 and 12 in Music, Theatre Arts, and Visual Arts. The curriculum is comprehensively, though not exhaustively, documented. The Middle School document, however, lacks clarity and vision. Curriculum design provides for the varied needs of the ISK student body. There is a lively and vibrant program for all students. The Visiting Team was impressed with the efforts of the teaching staff to actively include all students in the creative arts. Teachers use five strands to define key areas of learning for each discipline in the creative arts. There are inconsistencies between courses in their formats for curriculum documentation. While some courses offered learner outcomes, others provided course syllabi. A more consistent approach to documentation is recommended. The Visiting Team saw examples of ways in which the school community and host country are utilized to enhance this program. In Music, Art and Drama, appreciation of the host culture is evident. Students are involved in Artist or Musician-in-Residence programs and other local art projects to increase involvement with the local community. The students clearly enjoy a stimulating and varied program with opportunities for performance at many levels. The teachers use cross-curricular approaches to enhance student learning. The Visiting Team observed collaborative learning activities and assessments to foster problem-solving as well as ethical and critical thinking skills. Among other assessments, teachers use self-reflections, class critiques, and portfolios to track student learning. Students are well prepared for a lifelong appreciation of the creative arts through the program at ISK. The Visiting Team saw evidence of clear communication of expectations to students both in the classroom and in documentation. Methods of grading are clearly posted in course syllabi and documented in student/parent handbooks. Parents are regularly invited to exhibitions, assemblies, and performances at ISK.


Programs during and after school ensure the strong presence of the Creative Arts throughout the School. These include the Associated Board of the Royal School of Music testing, Musicians Corner, Artists- and Musicians-in-Residence programs, and Friends of the Arts. Musical and theatrical performances, as well as Art exhibitions, are widely advertised and attended throughout the year. Depending on the subject, productions are scheduled at least 4 times a year, and some disciplines perform up to 7 times a year. The current facility is a vibrant and dynamic center for creative arts. The auditorium, outdoor theatre, practice rooms, dance studio, and classrooms allow for in-depth study and creative expression. While the location is somewhat removed from some areas of the campus, it is a facility that is well used and an integral component of the ISK program. The center demonstrates thorough displays of student work and upcoming performances. A student-centered approach to instruction is evident, and students take pride in their work. The CAD has a well-documented, vertically-aligned curriculum that is clear and supports a rich learning environment in the arts. Teachers revise the curriculum using current educational thinking to address the needs of the student body. The Creative Arts curriculum is now in the third year, the implementation stage, of the curriculum review cycle. Personnel descriptions and documentation are more clearly defined in Drama and Visual Arts than in Music, although the Music documentation is under way. Since the Self-Study, two teachers have been hired to support the Music program enabling teachers to more appropriately define their roles. As the School continues to grow, reviewing the cross-divisional responsibilities may be necessary.


SECTION B: CREATIVE ARTS COMMENDATIONS The Visiting Team commends:

Number Commendations

1. The School for the creative and dynamic use of the facility.

2. The Creative Arts department for cross-disciplinary expression in the

arts; a rich, varied program; connections with local communities (i.e. Born Free Foundation lion project); Kenyan art; local artists and musicians.

3. The Creative Arts faculty for collaboration and integration across curricula.


1. The School review and redesign the middle school curricular program to

recognize the unique needs of middle school students by providing them an in-depth and more substantive exposure to the fine arts.

2. The Administration examines the scheduling and staffing (particularly in regards to cross-over teachers) to maximize teachers, resources, and course offerings in the Creative Arts department.


SECTION B: ENGLISH Rating



M


M


M


M


E


M


M


M


M


M


M


M


M

14. The school shall record, analyze and report to appropriate members of the school community the results of school and student performance.

M

COMMENTS: 5. Multicultural literary resources are selected to enrich the reading program throughout the School particularly in the Middle School.


SECTION B: ENGLISH OBSERVATIONS The English/Language Arts Philosophy states that teachers believe in providing students the opportunity and resources to develop the language skills they need to participate in a diverse global community. The curriculum is comprehensively documented and teachers are presently engaged in an extensive curriculum review and revision cycle. The Department’s Self-Study indicated that teachers did not meet regularly to discuss vertical or horizontal articulation; however, cross-divisional meetings are now taking place on a monthly basis after school under the leadership of the Curriculum Coordinator to ensure vertical articulation. At this early stage in the review process, teachers are aligning the department philosophy to the newly revised School Philosophy, and both Elementary and Middle School teachers are using a backward design approach to develop thematic units of study. The Team notes that there appears to be a renewed sense of purpose and direction among the teachers in the Department. During the Team visit, teachers demonstrated a variety of teaching and learning strategies. Furthermore, teachers responded flexibly to student needs: in one writing class where elementary students were struggling with the concept of Voice in their piece of writing, the teacher quietly started to model the process using an overhead projector. On the other hand, the Team observed that writing assignments in the Middle School Humanities classes was more content-driven than literary in nature. The Visiting Team observed in action: Literature Circles, the writing process, independent reading, role-playing and group presentation projects. Relations between teachers and students are obviously warm and familiar and students are grouped to maximize collaborative work. The atmosphere in the various classes is purposeful and comfortable. Some teachers report that class size of more than 20 students is not conducive to individualizing instruction, particularly in the area of writing where individual conferencing and feedback is critical to the development of writing skills. The School should consider the impact of growing enrolment numbers on teaching and learning. While the Department states that it meets Standard nine, the Team notes that there exists dissatisfaction with the efficacy and provision of resources to support the curriculum. In particular, the Department reports that the erratic supply of Internet and some out-dated equipment, particularly in the Elementary and Middle School, would appear to inhibit the quality of teaching and learning possibilities. The Visiting Team noted with dismay the general lack of quality reading material in classrooms. Elementary and Middle School classroom libraries are shabby, unappealing and out of date; the PreK center was surprisingly lacking in stimulating print materials that might invite children’s interest in reading. While there may exist differences in English-language proficiency among some of the students, there are clear structures in place with ESOL and LRC to support these students so that teachers felt they were able to meet the needs of these students. The English/Language Arts teachers believe in multifaceted assessment of reading, writing, oral, and critical thinking activities. Rubrics, student models, and objective tools are used on a regular basis. The Elementary School feels it is making strides in its assessment of reading and writing skills. The team observed the Elementary School is conducting annual school-wide assessments by grade level and has in


place annotated exemplars to guide evaluation of student writing. Students engage in self and peer assessment as well as receive teacher critiques. In this way they gain the skills and confidence to evaluate their own learning and that of others. Teachers in the Department believe that critical thinking is a process that requires individual reactions and, therefore, encourage students to explore literature from a personal viewpoint. The choice of literature is predominantly multicultural and the Middle School teachers are in the process of updating the reading curriculum in order to incorporate more Kenyan authors.


SECTION B: ENGLISH COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The English Department for the warm and caring atmosphere evident in its classes.

2. The English Department for their collective leadership in striving to keep abreast of current research and implement best teaching practices in order to revise curriculum and improve instruction.

3. The English Department for its selection of multicultural literary resources, which enhance the learning experience of the students.


Recommendations

1. The School take immediate steps to provide up-to-date and inviting classroom libraries to support a rich learning experience for students, especially in PreK, Elementary and Middle School.

2. The Department continue to review and improve writing instruction, especially in the Middle School.


SECTION B: INFORMATION TECHNOLOGY Rating



M*


M


M


D*


M


M


M


M


M


M


M*


D*


M


M

COMMENTS: 1. Only Elementary School (grades K-5) curriculum is documented fully. There are no required IT courses for grades 6 – 12. IT courses at this level are offered as electives. 4. There is no documentation of IT curriculum beyond the Elementary School. 11 There is no official assessment policy for IT except for IB Computer Science course. 12. There is no structured IT curriculum in the Middle and High School.


SECTION B: INFORMATION TECHNOLOGY OBSERVATIONS All students in Elementary School attend an Information Technology class each week. The curriculum is in place from Pre-K to Grade 5 and is well documented. Middle School and High School students are not required to take any courses relating to Information Technology. However, IT instruction is offered as a series of electives, which include Middle School Exploratory course of 9 weeks, Web Page Design at core level and Advanced Web Page Design. At IB level, the Computer Science syllabus is followed as an elective course. The Self-Study report noted and the Visiting Team confirmed the absence of a structured Information Technology course in Middle School and High School. Some students appear to lack some basic skills and knowledge, and this limits their use of technology in other subject areas. However, the Visiting Team noticed extensive use of technology by students in the various disciplines such as integrating IT with Music and creating PowerPoint presentations in the English class. ISK recognises the importance of Technology as an educational tool to support and enrich the curriculum and has invested heavily in this area. IT provision and support includes a newly appointed Director of Technology, a Technology Manager, an Elementary School Technology Integration Coordinator, hardware technicians, software technicians and Lab coordinators. IT resources have been upgraded considerably in the last two years as a result of the Five-Year Technology Plan, which was initiated in 2007. There are 4 fully equipped IT labs each with 25 computers. In addition, there are three mobile laptop carts stationed in the Elementary School, Middle School and in the High School Science labs. Each full-time staff member on the faculty and in the Administration has a desktop or a laptop computer. All teachers have access to departmental printers. This includes laser printers and several digital photocopiers. In addition there is a wide range of hardware and software, which is ably managed by the Technology Team. Despite the resources available, teachers and students expressed dissatisfaction with inadequate Internet speed, electricity fluctuations and power interruptions which affect the integration of IT in teaching. With the increased budget approved by the Board, upgrading of the equipment is ongoing. Currently, there are no professional standards or expectations in the area of IT. The Technology Department provides support and professional development for classroom teachers. While many teachers take advantage of this opportunity, there are some who feel insecure and are reluctant to admit their weakness in this critical area.


SECTION B: INFORMATION TECHNOLOGY COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The School for investing in technology and planning for on-going development of technology throughout the School.

2. The Elementary School for a well-documented IT curriculum in keeping with the School’s philosophy.


Recommendations

1. Basic information technology courses be available to all students in the Middle and High School to provide continuity of IT skills.

2. The School establish professional expectations in the area of technology for all faculty.


SECTION B: MATHEMATICS Rating



M


M


M


M


M


M


M


M


M


M


M


M


M


M


SECTION B: MATHEMATICS OBSERVATIONS The Mathematics curriculum, in its content, design, implementation, assessment and review, reflects the School’s Philosophy, Objectives and Policies. The Mathematics curriculum has recently been revised and is now comprehensively documented and designed to provide for the varied developmental, academic, social, physical, and emotional needs of students. The written documentation for this discipline is a compilation of the published documentation from the Elementary, Middle and High School divisions. Articulation among the three divisions seems to be improving. Teachers do have opportunities within the schedule to meet with grade and division-level partners, and several teachers reported that this time is now being used to share, plan and collaborate within divisions. However, more could be done in order to strengthen vertical curriculum articulation, especially between the Middle and High Schools. Most recently, the Elementary and Middle Schools have adopted the same math program – University of Chicago Math – and a consultant from the textbook company was brought in to help with the implementation of this program. Parents were invited to attend sessions at the beginning of the school year to better understand the new math program.. As reported in the Self-Study, all new textbooks and supplemental materials were ordered and distributed this year. As these programs require a paradigm shift in how instruction is delivered (Everyday Math involves much more preparation), teachers reported that they have differing levels of comfort with this program. The School should provide more support to teachers to allow them to increase their ability to effectively deliver this new program. Teachers should continue to use formative assessment data to differentiate in all divisions. Math instruction in the High School appears to be text and test-driven. The High School Math Department should consider ways to better embody the skills of critical thinking and problem-solving and more authentic ways of assessing understanding. The School is well resourced in terms of math materials and manipulatives, and recent efforts to store these items in shared spaces should enhance collaboration, as well as keep funding for consumables more consistent. More technology resources could benefit Mathematics instruction, provided that teachers receive training in how to use them effectively. The School provides ongoing professional development in order to improve implementation of the curriculum. Over the past year, all Elementary and Middle School teachers have had ongoing discussions and have had access to a consultant in order to implement the new math program. The teaching faculty implements the curriculum through a range of approaches and teaching strategies that recognize diverse learning styles. Such strategies include teacher or student-centered lessons, peer tutoring, portfolio usage, calculator and manipulative usage, both large and small group instruction, reinforcement games, mental math, and problem solving techniques. The Math Department is in the process of developing and using common and year-end assessments in the Elementary and Middle Schools. Teachers hope to use this data to effectively measure student understanding.


The Visiting Team noted that the Math Department is effectively following the curriculum review cycle. Plans are in place to continue to monitor and evaluate both the program and teacher effectiveness in implementing the program. As student achievement data should be available this year, the School should be able to begin the process of recording, analyzing and reporting to appropriate members of the school community the results of school and student performance.


SECTION B: MATHEMATICS COMMENDATIONS The Visiting Team commends: Number Commendations

1. The Math Department and the Curriculum Coordinator for the effective

use of the curriculum review model.

2. The Board for supporting the adopted program with ample resources and initial training.

3. The School for encouraging and providing time for faculty to meet within grade levels in order to develop and review the new curriculum.


1. The School continue to find ways to facilitate collegial discussion in order

to strengthen vertical curriculum articulation, especially between the high school and middle school.

2. Teachers use data from assessments (both internal and external) to improve teaching and learning.

3. The Administration continue to provide support and resources to teachers as they implement the new math curriculum.


SECTION B: MODERN LANGUAGES Rating



M


M


M


M


M


M


M


M


M


M


M


M


M


M


SECTION B: MODERN LANGUAGES OBSERVATIONS French, Spanish and Kiswahili are the three designated modern language courses offered at ISK. Kiswahili is a required language in grades 1 – 3, but is discontinued and offered only as an optional language in grades 9 - 12. Students choose to learn either French or Spanish in Elementary and continue into Middle and High School where they are grouped according to two levels in either Spanish or in French. In IB classes, some standard and higher-level classes are taught simultaneously in the same classroom, and teachers reported that this arrangement works well. A statement of philosophy exists for general foreign language learning at ISK, but does not exist specifically for the target languages. The curriculum contains a list of Essential Agreements, a list of Modern Language Strands and Descriptors and Standards that define learning outcomes at each grade level. It is evident that the curriculum document shows a clear linguistic progression and helps to develop an appreciation of a foreign culture, but the variety of different frameworks contained in this document presents a disjointed and confusing picture. Teachers are working to remedy this by using common planning time as well as the on-line Drop Box program to produce a unified planning document across divisions to help strengthen vertical articulation. Class size is mostly adequate but there are several classes of over 20 students, which challenge teachers who want to individualize or differentiate instruction. Observed classes were mostly teacher-directed, but a range of approaches and teaching strategies was observed. There was further evidence of group work, learning centers and more creative, individualized student projects to accommodate students’ diverse learning styles.

Teachers reported that they would like more access to technology to support their instructional program. In the High School, two e-Mac computers have been allocated recently to each classroom, and while these computers, for the most part, were not in use during visits, they give scope for audio recording activities, podcasting, movie-making and individual language reinforcement activities. Smartboards were in operation in some classes.

Teachers noted that resources were up to date and plentiful, and there was an abundant supply of periodicals, journals, newspapers and alternative reading material on hand to enrich a predominantly textbook curriculum.

It appears that cross-curricular connections occur mostly at the IB level where the students’ language proficiency facilitates integration with other departments such as art and drama.

Classrooms are spacious and comfortable and seating is grouped to optimize collaborative work. Classes are mostly conducted in the target language and some teachers encourage use of the language orally, although some students lack the linguistic ability to be able to participate effectively. Kiswahili is only taught in grades 1 – 3 and is not offered again until 9th grade. The Team believes that the School’s rationale for not teaching the language of the host country in grades 4 – 8 seems to run contrary to the spirit of cultural diversity espoused in ISK’s Core Values Statement.


SECTION B: MODERN LANGUAGES COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The Modern Languages Department for the warm and caring atmosphere evident in its classes, which promotes risk-taking among the students.

2. The Modern Languages Department for its dedicated staff in devoting time and effort to make improvements and continuous revision to curriculum practices.


Recommendations

1. The Department complete the task of creating a clearly articulated, unified curriculum document.

2. The Administration reconsider providing a continual program of instruction in Kiswahili across divisions in keeping with the School’s commitment to cultural diversity and its appreciation of the host culture.


SECTION B: PHYSICAL EDUCATION Rating



*E


M


M


M


M


M


M


E


*M


M


M


M


*M


M

COMMENTS: 8. Students in Physical Education Classes demonstrate a wide range of abilities and talents. Each course offering within the Physical Education program presents a wide range of challenges for students. The Physical Education Faculty aptly accommodates students of all levels of ability. 9. Currently, the Physical Educational facilities do not always allow for full curriculum implementation. 1&13. Assessment policies and practices are being developed to align with curriculum and methodology.


SECTION B: PHYSICAL EDUCATION OBSERVATIONS ISK reflects a strong philosophical commitment to Physical Education at all levels and employs qualified and experienced staff to implement and manage the Physical Education program. Complete documentation of the Physical Education curriculum was made available to the Visiting Team. The curriculum is closely aligned with the School’s Mission, Vision and Philosophy. The development of this documentation is ongoing. Considerable attention has been paid to curriculum over the past few years. While the curriculum design does, for the most part, provide for the varied developmental, academic, social, physical and emotional needs of the majority of its students, there are exceptions to this. Grade 6, 7 and 8 students currently are a mixed grouping, which creates difficulty in delivering a student centered and appropriate curriculum. Furthermore this arrangement often results in duplication of curriculum from year-to-year. There is a well-developed written curriculum, which prepares students to become lifelong learners. The cultural diversity of the community is used to enrich this curriculum. In addition, the School conducts a sports program that encourages students to participate in individual and team competitions throughout the year. The School is an associate member of ISSEA and has achieved excellent results, which have contributed positively to school community spirit. The Visiting Team found that the teaching staff implements the curriculum through a range of approaches and teaching strategies that recognize the diverse learning styles of students. Although the Physical Education Department does have adequate resources (instructional equipment and budget) to ensure that the curriculum objectives and philosophy are met, the Physical Education Faculty indicates that it lacks sufficient indoor facilities and adequately maintained outdoor facilities to fully deliver all curricular expectations. In addition, the Physical Education Faculty indicates that this lack of sufficient indoor space and maintenance of outdoor space, limits the scope and frequency of varsity and co-curricular activities. Faculty suggests that any direct expansion of the co-curricular and varsity program should be contingent upon the development or availability of additional indoor facilities. The community at large also commonly uses the Physical Education facilities. This usage does serve a very important function in fostering community relations. It may also impact negatively on the quality and availability of the facilities for school use. Teachers communicate clear expectations to students and parents. The Visiting Team recognized that assessment practices vary from teacher to teacher and are not consistent across divisions. Aligned assessment practices could be used as the basis for the ongoing evaluation and revision of the curriculum and teaching methodologies employed.


SECTION B: PHYSICAL EDUCATION COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The School for providing a wide variety of activities and opportunities for learning in Physical Education.

2. The School for ensuring that Physical Education resources and equipment are well supported and funded.


Recommendations

1. The School embark on a process to carefully plan facility enhancements that meet the needs of students in an era of expanding enrolment.

2. The School review the use of facilities by outside groups and its impact on the Physical Education curriculum and Sports Program.

3. Division principals examine scheduling options that would maximize use of Physical Education facilities.


SECTION B: SCIENCE Rating



M


M*


M


M*


M


M


M


M


M


M


M


M


M


M

COMMENTS: 2 & 4: Review of the curriculum is currently in progress. Documents showing clearly defined science strands, standards and Scope and Sequence are in place.


SECTION B: SCIENCE OBSERVATIONS The Science curriculum at ISK has a clear statement of Philosophy and Objectives and its application is evident in the classroom where students seem to be actively engaged. Science Learning Strands, Standards and Benchmarks as well as Scope and Sequence are identified and documented for all levels from Pre-K to grade 12. The curriculum review is ongoing and a committee has been formed to identify assessment practices.. The High School Science program consists of core and elective subjects and ensures that all students can be challenged by and benefit from the selection of offerings. In the IB program, students may select from Physics, Chemistry and Biology at higher and standard levels in Grades 11-12. Integrated Science is offered in Grade 9, and Space Science, Earth Science, General Biology, Chemistry and Conceptual Physics in grades 10 -12. These courses are practical-based and focus to a high degree on skills such as critical thinking, problem-solving and gathering, processing and presenting information in different ways. With a high number of students opting for the IB program, teachers reported that there is a need for more discussions regarding placement of students in IB sciences. This concern appears to be in contrast to the School’s goal of open admission. To a certain extent there is evidence of vertical and horizontal articulation in the Science curriculum throughout the School to ensure continuity within and among divisions. There are various cross-disciplinary activities for students especially in the Middle School and Elementary School, which integrate science with technology, art and writing. For example, a unit on ‘Houses and Homes’ in the Elementary School involved creative arts (architecture), technology (home design) and library research. Teachers meet regularly within the department and team teaching sometimes takes place. Recently there has been a move towards vertical articulation of the curriculum emerging from the Self-Study process, with more collaboration between science teachers in the three divisions. However, the Visiting Team saw no evidence of meetings with colleagues from other disciplines. Teachers felt that the School does not provide adequate opportunities for developing the curriculum. Professional development funds are available for teachers to apply to their areas of specialty, and the Visiting Team noted that a number of Science teachers have made use of these funds to enhance teaching strategies. There are four Science laboratories in the High School which are interconnected and thus, allows for cooperation and collaboration between teachers as well as ease of sharing resources. The labs appear to be well-equipped and with sufficient material to be able to carry out advanced studies. The Administration has been supportive in providing a satisfactory budget for continual upgrading of resources. The Head of Department oversees the purchasing of the required resources. IT is used extensively by teachers and students as a teaching and learning tool. There are enough computers/laptops for students and Internet accessibility is available for research. The labs are well maintained by laboratory assistants. Safety procedures are in place in all laboratories. The Middle School Science is taught by three qualified science teachers in classrooms which also double as laboratories. Basic equipment is available including a computer cart with laptops. Although technology resources are available, many students lack basic computer skills necessary for recording science data and


reporting. However, teachers report that they struggle to implement the program with current facilities and resources. Lessons are activity-oriented and students seem to be fully engaged. Different teaching methodologies and assessments are utilized but emphasis on quizzes and tests is all too evident. In Elementary School Science teaching is inquiry-based and is taught in the classroom. Many Elementary School teachers report discomfort in teaching in-depth science lessons; this combined with the lack of proper laboratory and resources, results in fewer hands-on activities in this division. The intercultural trips could provide ample opportunities to extend science education outside the classroom. The biological diversity in this country offers many ways in which it can be included in the science curriculum at all levels. In the Self-Study report, teachers commented on the fact that the IB curriculum often does not allow time for as many activities/experiences as teachers would like. The Visiting Team feels that exploring this unique environment could only enhance science learning experiences at ISK.


SECTION B: SCIENCE COMMENDATIONS The Visiting Team commends: Number Commendations

1. The High School Science faculty for strong instructional practices of

integrating technology in the teaching of Science.

2. The School for providing a range of course offerings in the Sciences which cater to students’ needs and foster an atmosphere in which students enjoy science.


1. More support and resources be made available in Elementary School

and the Middle School to enable teachers to deliver a more activity-oriented science program.

2. The Science teachers continue to articulate the curriculum from Pre-K – Grade 10.

3. The Science and Technology departments continue to explore ways by which IT can be integrated into the curriculum to support the Science program.


SECTION B: SOCIAL STUDIES Rating



M

2. The curriculum shall be comprehensively documented. *M 3. Curriculum design shall provide for the varied developmental,

academic, social, physical and emotional needs of students. M


*M


E


M


M


M


M


M


M


*M


M


M

COMMENTS: 2. The Middle School Social Studies curriculum is insufficiently documented, but discussions with faculty show that this is currently being addressed by teachers and supported by Administration. 4. The Middle School Social Studies curriculum is not currently aligned with the elementary and high school curriculum, but the Visiting Team saw evidence to support the fact that this is being addressed and is a work in progress. 5. The School has recently undertaken efforts to formally incorporate local culture within the Social Studies curriculum at every grade level. This includes and extends beyond field trips. 12. While curriculum revisions have been made on a regular basis in the Elementary division, Middle School curriculum is only now being revised.


SECTION B: SOCIAL STUDIES OBSERVATIONS The Social Studies curriculum, in its content, design, implementation, assessment and review, reflects the School’s Philosophy, Objectives and Policies. The Elementary and High School Social Studies curriculum has recently been completely revised and is beginning to be documented and designed to provide for the varied developmental, academic, social, physical, and emotional needs of students. The written documentation for this discipline is a compilation of the published documentation from the Elementary, Middle and High School divisions. Articulation among the three divisions seems to be improving. Teachers do have opportunities within the schedule to meet with grade and division-level partners, and several teachers reported that this time is now being used to share, plan and collaborate within divisions. In addition, release time was provided for grade and division teams to collaborate and develop units. However, more could be done in order to strengthen vertical curriculum articulation, especially in the Middle School. One of the strengths of the Social Studies program is the utilization of the host country resources. In the Elementary and Middle School, at least one unit each year explores the culture of Kenya, often culminating in day and overnight field trips, allowing students to complete field study and research. The School is well-resourced in terms of Social Studies materials and the Library regularly orders new materials to specifically support Social Studies units. In addition to these materials, the Visiting Team observed consistent use of technology resources in terms of research and presentations in the Middle and High Schools. Observations showed less consistency in the Elementary division. The School provides ongoing professional development in order to improve implementation of the curriculum. The School has recently moved to a backwards design style of unit planning and is developing enduring understandings and essential questions. The School should continue to support teachers in their understanding and growth in this area so that this becomes more routinely practiced. The faculty implements the curriculum through a range of approaches and teaching strategies that recognize diverse learning styles. Such strategies include teacher or student-centered lessons, discussion, research, field study, role-play, interactive games and scenarios, projects, oral presentations and media presentations. The Social Studies department is in the process of developing assessments for the new curriculum in the elementary division. The Visiting Team observed Social Studies teachers using authentic assessments in order to measure student understanding. The School is following a curriculum review cycle, which calls for the School’s programs to be formally reviewed and revised at least every five years. From discussions with teachers and administrators, the Visiting Team concludes that the Social Studies curriculum did not follow the timeline of the curriculum review cycle. Written documentation provides evidence of the Elementary and High School Social Studies departments developing units using the outcomes and themes of Social Studies. It should be noted that each grade level includes a strand, which explores the host country.


Although the Middle School is only beginning this unit planning process, a renewed spirit and sense of urgency has resulted in commendable progress. Currently, the Middle School Social Studies curriculum is embedded in the humanities courses. The Elementary teachers are in the reflection stage of their curriculum. Plans are in place to continue monitoring and evaluating both the curriculum itself and teacher effectiveness in implementing the new curriculum in all divisions.


SECTION B: SOCIAL STUDIES COMMENDATIONS The Visiting Team commends: Number Commendations

1. The Faculty for revising and re-thinking its approach to Social Studies

instruction.

2. The Social Studies Faculty for its use of collaborative planning to create, revise and reflect on its curriculum.

3. The Social Studies department for developing rich host country units at each grade level, some of which integrate other subjects.

4. The Social Studies department for designing a variety of creative and performance-based assessments to measure student learning.


1. The School continue to find ways to facilitate collegial discussion in order

to strengthen vertical curriculum articulation, especially in the Middle School.

2. Teachers continue to build and revise common assessments in order to measure student understanding and effectiveness of curriculum and implementation in Social Studies.


SECTION C: GOVERNANCE AND MANAGEMENT Rating

E, M or D 1. The governing body shall be so constituted, with regard to

membership and organization, as to provide the school with sound direction, continuity and effective support.

M

2. There shall be a co-operative and effective working relationship between the governing body and the school head.

M

3. The school head, although accountable to a higher authority, shall be the responsible leader of the school.

M*

4. The school shall have educational and financial plans for the short, medium and long term, with strategies for accomplishing the school’s goals and for assessing the effectiveness of the actions taken.

M

5. The school shall observe legal and ethical principles in all its dealings with the school community.

M

6. The governing body shall have clearly formulated policies set out in a policy manual to give consistency and order to its operations, and it shall ensure that these policies are understood by the school community.

M

7. The financial resources of the school shall be capable of sustaining a sound educational program, consistent with its stated philosophy and objectives, and of providing for the long-term stability of the school.

M

8. The management of the school’s finances shall be, at all times, in accordance with the standards which operate in the host country and shall be consistent with best practice in international schools.

M

9. Parents or others enrolling students shall be informed in advance of the precise nature and scope of the financial obligations and be given an estimate of the total expenses.

M

COMMENTS: 3. The difficulties which compelled the Board to involve itself in otherwise administrative concerns during the 2007-08 school year have reportedly been rectified. The Board and the Director now operate with a good understanding of the roles each has.


SECTION C: GOVERNANCE AND MANAGEMENT OBSERVATIONS ISK was founded in 1976 through the joint efforts of the United States Embassy and the Canadian High Commission to establish a school that would provide an appropriate education for the children of families from these two embassies. The School actually has two governing bodies: The Board of Governors and the Board of Directors. Board of Governors has seven members, all of whom are appointed. Three of the Board of Governors are appointed by the Canadian High Commissioner and four are appointed by the United States Embassy. The Board of Governors meets twice a year. It is the Board of Governors that has responsibility for conducting the Annual General Meeting of the parents of ISK students. The Board of Directors has nine members, six of whom are elected by parents of current students. Additionally, two members are appointed by the Canadian High Commissioner and one member is appointed by the US Ambassador. The Board of Directors meets at least seven times a year. Board training is undertaken annually, normally with an external facilitator in the month of August, before the first Board meeting. The Board of Directors has done most of its work through four committees, including Finance, Policy, Security, Buildings and Grounds, and Communications and Marketing. Following its annual Board Retreat in August 2009, a Governance Committee was formed. During the 08-09 school year an ad hoc Strategic Planning committee started work on a new strategic plan. This committee is an active committee and evidence of its work was available to the Visiting Team. The work of the Board is done primarily through the Board committees. After thorough discussion and research, the committees submit recommendations to the full Board for final decisions. Ultimately the Director and Board, through its treasurer and finance committee, are responsible for the funding, planning and implementation of the School’s budget. Once the budget has been set, the Director is responsible for the day-to-day implementation. The School employs a Business Manager, who oversees a staff of five, including a Chief Accountant and Assistant Accountant, a paying Cashier and a receiving Cashier, plus an Assistant who gives clerical support to the office. As noted in the Self-Study, during the 2007-08 school year difficulties in the School’s Business Office resulted in the Board providing guidance and direction to the Director beyond what might normally be considered acceptable practice. The situation was dealt with discretely by the Board in conjunction with the Director. Board members reported that they realized they were taking an unusual step in direct intervention. By its own admission, the Board became involved in personnel matters normally handled by the Director. Since then, however, the situation has been corrected. The Board and the previous Director went through an extensive period of dialog, working through issues of trust and mistrust in order to better understand how the problem got to the point that it did. More than one Board member commented to the Team that this very difficult process laid the foundation for even more extensive dialog in anticipation of a new Director.


During the annual Board Retreat in August 2009 under the guidance of a seasoned facilitator, the Board crafted a Board Covenant outlining the basis for a good working relationship between Board and Director in accordance with accepted practices. Additionally, the Board committee structure was re-defined to include a Governance Committee that has the potential to offer greater transparency both with the Board-Administration relationship as well as with the greater school community. The Boards – both the Governors, whose sole responsibility is the oversight of finances and building, and the Board of Directors which is charged with policy oversight and the hiring of the Director for day-to-day management of the School – are once again functioning as outlined in the School’s Policy Manual and Constitution. The School’s Policy Manual is regularly reviewed and updated by the Board of Directors. While the Board of Directors and the Director have a formal evaluation process that they use on an annual basis, no such evaluation process or protocol exists for the Board of Governors. During the course of the Team Visit, the Visiting Team became aware of a newly-launched Strategic Plan initiative. From discussions with Board members, the Director, and various ISK staff, it is clear that this initiative has been driven by a number of factors, but most definitely by everyone’s desire to move beyond the difficult year of losing key administrative personnel, the appointment of a new Director, and the realities of a huge jump in enrolment during the summer of 2009. The Strategic Plan itself is in its beginning stages and was not subject to the filters and scrutiny of the accreditation protocol. The finances of the School are ultimately the responsibility of the Director and the Board with oversight from the Treasurer and Finance Committee. The Business Manager reports directly to the Director as do all the Division Principals, the Curriculum Coordinator, the Director of Technology, the Director of Admissions, the Development Officer and the Human Resources Manager. The School is well insured against the many contingencies that present themselves in a location such as this. Included in these policies is coverage for: Director and Officer Liability, Medical, Evacuation and Repatriation, Workman’s Compensation, Fire and Peril (for buildings, furnishing at the School) as well as All Risk Coverage (for equipment) and money coverage. While the School has a current loan of approximately $3 million for construction of the new High School facility, it has been essentially debt free for most years of its existence. The current enrolment of the School is robust, the largest in the School’s history. This recent influx of students has positively and significantly impacted on the revenue of the School. Additionally, the School holds approximately $1.5 million as “reserve funds” and the Board is committed to adding to and maintaining those funds at reasonable and prudent levels to sustain the School under any significant emergency.


SECTION C: GOVERNANCE AND MANAGEMENT COMMENDATIONS The Visiting Team commends: Number

Commendations

1. The Board for it’s efforts to re-establish trust with the Director and the greater community and to provide greater transparency in its work.

2. The Board for its commitment and proven ability to maintaining the long-range financial stability of the School.


Recommendations

1. The Board continue to seek ways to foster greater transparency to instill confidence in the community for its work.

2. The Board work to complete a viable Strategic Plan that will support the mission of the school.


SECTION D: STAFF Rating

E, M or D 1. The school shall have management, teaching and support staff,

sufficient in numbers and with the qualifications and competencies to carry out satisfactorily the school’s programs, services and activities.

E*

2. The school head shall ensure that there is a co-operative working relationship with all staff to facilitate proper utilisation of their abilities.

M*

3. Staff shall act professionally in carrying out all their duties and responsibilities.

M

4. There shall be written and available personnel policies and practices for all staff.

M

5. All staff shall be employed under written contracts which state the principal terms of agreement between members of staff and the governing body, and which provide for adequate salaries, and fringe benefits.

M

6. There shall be a clearly defined and effective system of appraisal of staff, based on pre-determined and explicit criteria.

M

7. The school shall have a program of professional development for staff related to appraisal procedures and other priorities identified by the school.

M

COMMENTS: 1. Curricular and co-curricular programs are supported by a remarkably high number of administrative, teaching and support staff, and staff members are highly qualified and experienced in their areas of specialty. 2. ISK faculty report that trust has somewhat eroded among staff, following recent exposure of questionable practices in both the finance and operations departments. The newly appointed director will need to rebuild confidence and develop a culture of transparency.


SECTION D: STAFF OBSERVATIONS The ISK faculty is a highly qualified, international group of educators with many years of experience. Staff is sufficient in numbers to implement curriculum and provide meaningful learning experiences for students. Contracts, salary scales, appraisal instruments and handbooks are comprehensive and board policies adequately address personnel issues. The Team noted, however, that lingering sentiments of mistrust and insecurity as a result of changes in last year’s administration are still evident among some faculty members. Moreover, some of the staff raised concern with what appears to be an erosion of salary and benefits over the past several years. The Board and Administration should define and share with staff the factors that drive decisions surrounding salary and benefit packages. The director noted that an external consultant has been contracted to work with the Board and staff next semester to address these issues. Professional development opportunities are provided for all employees. Teaching staff shares the responsibility with administration in planning professional development programs, and is also allotted sizable funds to pursue personal programs of study. However, the Team noted some levels of dissatisfaction among staff with the current process of distributing professional development funds. The Team further noted that the high number of initiatives in the areas of curriculum development, ESOL teaching strategies, assessment practices, differentiation, technology, etc. may warrant the use of external consultants, and additional funding may be necessary. The Team recommends that the administration and staff review and evaluate all aspects of the professional development programs to align with the School’s Mission and Vision Statements and to improve teaching and learning. The Team believes that most programs are well staffed and provide excellent service to students. As the School continues to grow in size, however, the Board and Administration should carefully analyze the impact of increased enrolment on delivery of programs, staffing, facilities and student services.


SECTION D: STAFF COMMENDATIONS The Visiting Team commends:


1. The Board and Administration for their commitment to providing professional services to students with special learning needs by maintaining a high number of well-qualified staff in the areas of ESOL instruction, counselling services, health care and learning resources.

2. The Board and Administration for their commitment to ensuring a quality education program by maintaining a highly competent and dedicated Curriculum Coordinator.

3. The ISK staff for its commitment to working cooperatively in an effort to establish and maintain a positive school climate.



1. The Board and Administration carefully analyze the impact of increased enrolment on delivery of programs, staffing, facilities and student services.

2. The Administration and staff review and evaluate all aspects of the professional development programs to align with the School’s Mission and Vision Statements and to improve teaching and learning.

3. The Board and Administration define and share with staff the factors that drive decisions surrounding salary and benefit packages.


SECTION E: STUDENT SUPPORT SERVICES Rating

E, M or D

1. There shall be effective procedures for identifying the learning needs of students, both at admission and thereafter.

M

2. If children with learning or other disabilities or remedial needs are admitted, the school shall provide specific curricula and programs to meet those needs.

M

3. The school shall have the trained special needs personnel needed to serve students with identified learning disabilities.

M

4. There shall be effective practices to address the needs of students of exceptionally high ability, achievement, and/or talent.

*M

5. If students whose native or first language is not English (and whose English is not sufficiently developed to follow the full school curriculum) are admitted, the school shall provide English Language Support ELS.

M

6. The school shall provide appropriate guidance services, including academic and personal counselling as well as career/tertiary education advice for secondary students.

E

7. The school shall work cooperatively with parents and keep them informed of the academic and social development and progress of their children.

M

8. The school shall provide opportunities for students to take all appropriate tests, including those for admission to institutions of higher education, and shall assist parents and students in processing required application materials.

M

9. The school shall provide adequate health care, and shall insure provisions for emergencies on-site and at school functions which take place away from the school premises.

E

10. The school shall have a health policy which includes collection of medical information for all staff and students, immunisation against common diseases and the maintenance of comprehensive records.

*M

COMMENTS: 4. Faculty, in the Self Study, indicated that Gifted and Talented students are not fully recognised or provided formal instruction. The Visiting Team observed that some teachers effectively differentiate the curriculum to meet the learning needs of this group of students. Further, the Visiting Team believes that the current curriculum review process will address this issue if the needs of exceptionally high students are taken into account. 6. The Visiting Team recognized the level of support devoted to counselling services. One counsellor for each division and the recent addition of a college Placement Counsellor exceeds the expectation. 9. ISK has full time highly qualified medical personnel on campus at all times. Certified first aide trained personnel accompany students on all off campus excursions and appropriate measures are taken to ensure the safety of students at events on and off campus.


SECTION E: STUDENT SUPPORT SERVICES OBSERVATIONS: ISK has an inclusive philosophy and seeks to meet a wide range of student needs. The Student Support Services work with a clearly articulated School Policy and Procedure to identify the learning needs of students, both at the point of admission and thereafter. The Self Study team expressed concern over maintaining consistency and acting on information of special needs in the admission process. The Visiting Team recognized the problem as a communication problem between divisions when accepting students from families with multiple siblings applying to different divisions of the School. The Visiting Team believes that the recent approval by the Board to hire an Admissions Director to centralize the admissions process will address this problem and concern. Additional staffing for Learning Resource, ESOL Support, and College Counseling were added at the beginning of the current school year. This, in addition to the availability of a full-time Guidance Counsellor at each division, represents a considerable improvement in Student Support Services staffing. The Visiting Team noted an effective collaborative approach between and among Student Support Services personnel. This team approach serves to provide strong alignment in philosophy and practice from K-12. The Visiting Team recognizes that the academic, social, emotional and physical needs of the student are central to the curricular program offered by the Student Services Team. Moreover, the School’s comprehensive co-curricular program provides for a broad variety of extension activities for students of all abilities. The Schools Learning Resource Program is well staffed and resourced. The program includes a good balance between inclusion and resource at all three divisions. The Learning Resource teachers all comment that they work closely with subject and classroom teachers to meet the unique needs of the students they serve. The Student Services Team commits itself to providing for English Speakers of Other Languages (ESOL), those students whose native or first language is not English (and whose English is not sufficiently developed to follow the full school curriculum). Adequate ESOL staffing and resources are in place. The addition of an ESOL teacher in response to currently increasing enrolment has been regarded as a positive development this year. The Team notes that a consultant has worked with all ISK Faculty on differentiation, which included ESOL support issues. However, the School needs to continue to provide ongoing training to all faculty on how to use strategies to support ESOL students in the mainstream classroom. The Visiting Team commends the School for the Guidance support available at the School. One Counsellor dedicated to each division plus a full time College Counsellor more than adequately meets the social and emotional needs of students. The School offers ongoing emotional and social support for students as well as a curricular-based classroom guidance program in the Elementary and Middle Schools. Counsellors conduct an Advisory Program at the Middle School Level and an informal mentor program at the High School. They conduct new student groups as part of the New Student Orientation Program. They also make available transition support for exiting students, and they are integrally involved in admission testing for new student applications.


The Student Support Services Team has addressed a system of reporting and is proud of its communication and partnership with parents in the context of the academic growth, social development, and progress of their children. The School provides opportunities for students to take all appropriate tests, including those for admission to institutions of higher education, and assists parents and students in processing required application materials. The recent addition of a College Counsellor has been designated to oversee these activities. The School’s current health care facilities are excellent and staffed by highly qualified medical personnel. The facility does cater to student health and privacy. The School Staff receives regular first aid training. While medical records are required of all students, the absence of an electronic database leads to inadequate access to records and dissemination of appropriate information. A written health care policy is currently in the final stages of development.


SECTION E: STUDENT SUPPORT SERVICES COMMENDATIONS The Visiting Team commends: Number Commendations

1. The School for developing effective admission criteria and a clearly

defined referral system

2. The School for providing an exceptionally well staffed ESOL, Learning Support and Guidance programs across all divisions

3. The School for providing well resourced health care that insures provisions for emergencies on-site and at school functions, which take place on or away from school premises.

4. The Student Support Team for developing an inclusionary Learning Support, ESOL and Guidance Program.


1. The School purchase, as soon as possible, a student data management

system that digitally centralizes data that can be accessed by relevant personnel.

2. The School, when reviewing curriculum, consider the differentiated needs of all students including those of exceptionally high ability.


SECTION F: RESOURCES Rating

E, M or D 1. The school shall provide or arrange for such services as are required

in support of its program offerings, and shall ensure that these services with respect to food, security, transportation, cleaning, and others meet acceptable standards of safety and comfort.

M*

2. Personnel employed to provide student services shall be adequate in number, have appropriate qualifications, and receive sufficient training to perform their functions effectively.

M*

3. The school shall meet safety requirements of the local authorities and of the accrediting association(s).

M

4. Written rules and policies governing access to and use of school resources shall be available to the school community.

M

5. The school grounds, buildings, technical installations, basic furnishings, and supporting equipment shall be adequate for effective support of the total school program.

M

6. The school's Information and Communication Technology (ICT) shall appropriately support the school's operations.

M

7. The library/media centre shall be conveniently accessible, be of adequate size, and have sufficient staff and resources to meet the educational needs of students and staff.

D

8. The library/media staff shall provide an ongoing program of instruction in effective use of resource materials and equipment, and shall apply appropriate policies for library use and the means of assessing effectiveness.

M*

9. The facilities shall be maintained and operated in a manner that assures the safety and comfort of students and staff.

M

COMMENTS: 1. The standards of cleanliness in food preparation at the Student Canteen were of serious concern. 2. The Secondary Librarian, currently assigned as Yearbook Advisor, should serve as a dedicated full time library/media specialist. 7. The existing library building does not provide adequate space, an attractive and stimulating learning environment, or sufficient resources to support the School’s Mission, Vision and Philosophy Statements. 8. The library staff does not utilize any formal means to assess effectiveness of program or service.


SECTION F: RESOURCES OBSERVATIONS Facilities ISK owns nearly 25 hectares of land in a suburban setting, approximately 12 kilometers from Nairobi’s city center. The spacious campus is surrounded by a secure wall and supports a large number of buildings of varying shapes and sizes, comprising more than 70 classrooms, 45 work spaces and offices, a dedicated central administration area, computer labs, science labs, a central library and a Creative Arts Centre with an auditorium. Circular shaped buildings, referred to as Pods, are divided into four Elementary classrooms and a shared storage space. In many cases, classroom size is not adequate for the number of assigned students. The showcase, a newly constructed High School complex and Administration building, consists of 20 inter-connected classrooms, teacher work spaces and central offices with adjoining conference rooms. Classrooms and offices are well equipped with furnishings and appropriate technology; however, not all space appears to be used efficiently at this time. The School’s inviting, extensive green space creates a tranquil park-like setting and provides ample space to support out-door educational activities, recreational play, and organized sports. Currently, there are two playing fields, three tennis courts, an indoor gymnasium and a large outdoor multi-purpose court, a solar heated swimming pool, designated playgrounds and three gated entrances with space for parking lots. Facilities Planning ISK presently serves a population of 774 students in PK through grade 12. Plans have been announced recently by the Board and Administration to grow the School population between 900 and 1200 students. Although there is ample space for facility expansion, at this time only the High School buildings have room for growth in enrolment. The Board and Administration are prepared to undertake the process of developing a Masters Facilities Plan to guide future renovation and construction projects. The Team acknowledges the School for its efforts to approach planning through systematic means; however, the Team strongly recommends that the School devote a significant amount of time to analyzing and prioritizing projects. Although there is some reference to the limitations of the Library Building in the Self-Study and in discussions with staff, it would appear that the Board and Administration do not recognize the central role of a school’s library in fulfilling its Mission and Vision. A rich academic program fostering critical thinking and inquiry requires an up to date, inviting and well resourced library facility. The current library building is not conveniently accessible to all students, space is inadequate to accommodate the current student population and resources do not meet the needs of students or the educational programs. The libraries are notably under-funded and cannot support a program of excellence as defined by the School’s Mission and Vision Statements. Furthermore, the secondary librarian is assigned to other tasks and does not operate as a full-time librarian. Librarians also do not participate in school wide curriculum development, nor do they conduct formal


evaluation of their programs and services. Until the situation is remedied, the School will not be fulfilling the central tenets of its Mission, Vision and Philosophy. The Visiting Team notes that the School’s Organization Chart includes no reference to the Library or Librarians. The Visiting Team believes that the existing library building, the library program and library resources require immediate attention and should be placed at the forefront of facilities and program planning. The PK Program is housed in an isolated 2-room building that borders the bus parking lot and the workers’ kitchen/storage area. This year PK has experienced nearly a 50% drop in enrolment, resulting in one operating classroom with 12 students. Although the structure is adequately maintained, the classroom environment is not very stimulating or child friendly, nor is the space well resourced with appropriate educational materials, inviting print resources or creative games and toys. The Visiting Team believes that the School should take immediate action to address the inadequacies of PK facilities and program.

Operations The Visiting Team noted that the School has not filled to date the vacated position of an Operations Manager. The School Director and Business Manager assured Team members that the vacancy had been posted and that active recruitment was underway. Food Service Food service is outsourced and kitchen staff is not under ISK supervision. Team members visited the preparation areas on several occasions during the week. Each time, floors were littered with food, surface areas were unclean and food was improperly stored. Quality of food was inconsistent and a number of students and staff noted that food was over-priced. Separate from the School Canteen, a Staff Kitchen is available to prepare and serve meals primarily to maintenance and security staff, although a number of teachers take their meals in this area. Cooks and cleaners in the Staff Kitchen are employees of ISK. Meals feature local cuisine at affordable prices, and kitchen/dining areas are clean and well maintained. Transport Services Nearly 65% of the students utilize transportation service provided by the School at a reasonable cost. The School maintains a fleet of 14 buses and vans and employs 26 drivers and monitors. All vehicles are subject to an annual inspection by the Transport Licensing Board to conform to the laws of public transport vehicles. All vehicles contain first aid kits, fire extinguishers, and radio phones. Bus drivers participate annually in defensive driving training and monitors receive first aid training. The School provides adequate supervision during loading and unloading of school vehicles. Cleaning Services ISK is a place of beauty. The extensive natural landscape with its profusion of trees and flowering plants is impressive. The campus, however, is not well maintained at this time (e.g., bathrooms are not cleaned frequently; older sidewalks are cracked and uneven). There was a noticeable lack of supervision of grounds and maintenance workers that was confirmed in discussions with the Business Manager. Funding for supervisory positions in both cleaning and gardening has been approved recently by the Board.


Security Services The ISK campus is surrounded by a perimeter wall and maintains three secure gated entries points. The School employs 17 day guards and 12 night guards and one general supervisor. Access to the campus is restricted to those who have passes or car stickers; however, guards do not always account for all passengers in cars. Security guards escort visitors to the central office or they accompany visitors around the School’s campus. All classrooms are equipped with a public address system. The School can readily access the local police, fire service, ambulance service, sponsoring embassies, the UN or a nearby health care facility. The School employs a local security company to accompany school buses and at times, employees who leave the School’s campus after dark. While tighter security measures were noted in some areas, Team members believe that Administration should constantly review and assess the School’s vulnerability, particularly because of the sheer size of the campus. Informational Technology IT resources at ISK have been upgraded considerably in the last two years as a result of the Five-Year Technology Plan initiated in 2007. There are 4 fully equipped IT labs each with 25 computers. In addition, there are three mobile laptop carts stationed in the Elementary School, Middle School and High School Science labs. Each full-time teacher and administrator has a desktop and some of the staff has laptops. All teachers have access to departmental/pod printers (laser printers and several digital photocopiers). Audio Visual equipment includes digital still cameras, digital video cameras, LCD projectors, overhead projectors, Smartboards and TVs, VCRs, DVD players, all of which are housed and accessible in each division. Overall there are 400+ Macintosh computers on the local area network and an additional 50 network peripherals, such as printers connected to the local network area. Despite the resources available dissatisfaction was expressed by some teachers and students with regards to inadequate internet speed and other factors, such as energy fluctuations which affect the amount of IT integration in classroom learning activities. With the increased budget approved by the Board, upgrading equipment is underway. Staffing for the provision and support of IT includes a newly appointed Director of Technology, Technology Manager, Elementary School Technology Integration Coordinator, hardware technicians, software technicians and Lab Coordinators.

Safety Services The School conducts a number of safety inspections through the US Embassy, the Traffic Police Department, Fire Service and Ministry of Health. On file, are a comprehensive Emergency Manual and a 2009 Statutory Safety and Health Audit Report.


The swimming pool is surrounded by a high chain-link fence and gates are equipped with child safety locks. During instructional time, 3 assistants provide support and added assistance to the swim instructor. The Visiting Team initiated a fire drill during the visit. The process of initiating the drill was simple and the drill proceeded relatively smoothly. Members of the Visiting Team were located at various points around the campus to observe the way in which students and staff responded to the drill and to take note of any unusual circumstances. While all students and staff had assembled in pre-arranged points on the campus and were eventually accounted for, there were, nonetheless, a few significant items that need to be addressed to ensure the safety and well-being of students and staff in the event of an actual fire or emergency. These include:

o Need for a louder, more compelling signal. The signal did not sound in the classrooms, but rather through exterior speakers. Students near the canteen or out on the athletic fields could not hear the signal. The signal was only faintly heard in and around the Administration Building. In some cases, teachers and students could not hear the signal, especially if there was significant background noise in the classroom.

o While ISK academic staff and students were accounted for, there seemed to be no system to establish the safety and whereabouts of maintenance and security staff, visitors or non-ISK personnel – e.g., the canteen staff in particular was both unsure of what to do and how to be logged in.

o High School students and staff seemed disinterested in the whole exercise and some were joking and noisy.

o Some doors were locked after the beginning of the drill. This was observed in and around the High School administration building.

Health Care ISK employs highly qualified medical personnel – a full time physician/nurse and a health care assistant. The Team suggests that the School invest in administrative software to centralize all data collection, particularly information documented in student health records.


SECTION F: RESOURCES COMMENDATIONS The Visiting Team commends:


1. The School for incorporating the natural beauty of the landscape into the School’s campus.

2. The School for the recent construction of high school and administration buildings that support state of the art learning environments.



1. The Board and Administration recognize the central role of a school’s library in fulfilling its Mission and Vision.

2. The Board and Administration invest immediately in new construction or major renovation of existing library facilities, and allot appropriate funds to staffing, resources and equipment.

3. The Librarians have direct input into the development of the ISK curriculum at all levels.

4. The School take immediate action to address the inadequacies of PK facilities and program.

5. The School address hygiene issues in the School’s canteen.

6. The School’s Administration refine the emergency evacuation plan and establish means by which to account for the safety and whereabouts of maintenance and security staff, visitors or non-ISK personnel on campus at any time.


SECTION G: STUDENT AND COMMUNITY LIFE Rating

E, M or D 1. Relationships among the school management, staff and students

shall be ethical, and shall be characterized by fairness and mutual respect among individuals and between groups.

M

2. The School shall have processes and forums to enable students and parents to remain well informed on all appropriate issues of school life.

M

3. The School shall have effective processes, which enable students and parents to offer appropriate input before important decisions are made.

M*

4. The curricular and/or co-curricular program shall serve the broad needs and interests of the student body.

M

5. The School shall actively promote intercultural and international awareness.

M

COMMENTS: 3. While this standard was met at the time of the Self-Study, continued progress has been made in this area to increase parent input in decision- making. The creation of the Director’s Q & A quarterly sessions and monthly Parent Advisories in each division allows parents to share input and express concerns regarding the School’s decisions.


SECTION G: STUDENT AND COMMUNITY LIFE OBSERVATIONS The lively, welcoming, and friendly atmosphere at ISK impressed the Visiting Team. There is clearly a climate of mutual respect and collaboration among all members of the community. Interactions with students left the Visiting Team with the perception of a very positive and happy student body. New students recounted how welcome and accepted they felt. The same was true of the parent community who indicated their overall satisfaction with the School. While at the time of the Self-Study, behavior expectations and established consequences seemed to be a major concern, the Visiting Team notes that the School is moving forward throughout the Elementary and Middle Schools. The Respect, Resourcefulness, and Responsibility code of conduct guidelines and Peer Helpers program in the Elementary School, and the B.L.U.E. Program in the Middle School have resulted in significant improvements in climate reported by students and staff alike. The School has created numerous ways of informing students and parents about their School. The Thursday Thoughts, The Tattletale (Elementary), weekly newsletters by division, progress reports, report cards, and the school website keep parents informed of all events and activities at ISK. Although initially ill received, a recent plan to send correspondence via email is cutting down on paper use at ISK as well. Handbooks with information about programs, co-curricular activities, expectations and general information are available for all school divisions. Overall, parents feel that ISK keeps them well informed about the School. Students feel that their voices are heard and respected in the running of ISK. The PRIDE, STUCO, ASB and other student groups note that they have the opportunity to provide input into the decision-making process. They feel that the teachers listen to and deal fairly with them. Parents are happy with the approachability of staff. They also feel that the Administration listens to their views, and they appreciate the invitation to voice their concerns at monthly discussions with principals and the Director. ISK offers a wide program of co-curricular activities, including clubs, sports, and community service activities. Students also have an opportunity to suggest new activities if they have enough membership and a teacher sponsor. Students report that sometimes there is too much to choose from. Parents also contribute considerably to the co-curricular activities at ISK. The Visiting Team was impressed with the PTO’s involvement at school, planning welcome activities, orientations, the Holiday Bazaar and the International Day, to name a few. The PTO clearly enhances the students’ life at ISK and creates a sense of community that is experienced by all. ISK promotes intercultural and international awareness. The extensive inter-cultural program in grade 3 to 11 fosters an appreciation of the host culture. Students were very keen to make the Visiting Team aware of the positive interactions among students of differing cultural, linguistic and national communities, particularly in the Elementary. Previously an Elementary School event, this year’s International Day was celebrated school-wide - a step in the right direction to encourage more cultural appreciation throughout the whole student body. Community Service programs, while more developed in the High School, are currently being revised in the Elementary and Middle Schools to ensure that students


are involved in hands-on service experiences. The Visiting Team notes that the Elementary School is committed to a plan that states that “every student in the Elementary School will be involved in community service this year” (Elementary School Faculty Meeting minutes, October, 2009), either in individual classroom initiatives or with a grade level team. In the Middle School, a plan is in the works for students to propose a community service project related to a theme, ensuring that students meet hourly requirements that vary by grade level. The Visiting Team notes that Kiswahili is not taught at several grade levels. The Team believes that continued instruction in the Kiswahili language would contribute to greater understanding of the host country culture.


SECTION G: STUDENT AND COMMUNITY LIFE COMMENDATIONS The Visiting Team commends: Number Commendations

1. The School and community for the warm and friendly learning

environment at ISK.

2. The School for its commitment to a vibrant and meaningful intercultural program with strong links to the broader curriculum; what many schools strive to build, ISK has already achieved.

3. The School for the wide range of co-curricular activities that appeal to the diverse interests of the student body.


1. The Elementary and Middle Schools continue their efforts of formalizing

the community service opportunities for students, focusing on “hands on” activities.

2. The School provide a continuous program of instruction in Kiswahili.

3. The School continue to investigate strategies to foster a mutually respectful learning environment at all levels.

4. The School continue to keep the channels of communication open between the parents, the Board, and the School.


LIST OF MAJOR COMMENDATIONS The Visiting Team commends: A: PHILOSOPHY AND OBJECTIVES 1. The School community for its inclusive and meaningful process in defining

its Mission, Vision, Philosophy and core values.

B: CURRICULUM B1: Elementary School 2. The Elementary School Administration for providing collaborative planning

time to support horizontal and vertical alignment of the curriculum across all grade levels.

B2: Middle School 2. The Faculty and Administration for their work in creating and maintaining a

friendly, welcoming, respectful, inclusive and safe learning environment. B3: High School 1. The High School, for the spirit of openness, acceptance, inclusion and

warmth that permeates interactions among students and faculty. B4: Creative Arts 2. The Creative Arts department for cross-disciplinary expression in the arts; a

rich, varied program; connections with local communities (i.e. Born Free Foundation lion project); Kenyan art; local artists and musicians.

E: STUDENT SUPPORT SERVICES 2. The School for providing an exceptionally well staffed ESOL, Learning

Support, Guidance programs across all divisions F: RESOURCES 1. The School for incorporating the natural beauty of the landscape into the

School’s campus.

2. The School for the recent construction of high school and administration buildings that support state of the art learning environments.

G: STUDENT AND COMMUNITY LIFE 2. The School for its commitment to a vibrant and meaningful intercultural

program with strong links to the broader curriculum; what many schools strive to build, ISK has already achieved.


LIST OF MAJOR RECOMMENDATIONS The Visiting Team recommends that: A: PHILOSOPHY AND OBJECTIVES

1. The School place a high priority on developing and implementing a clear and practical action plan for determining the success of the implementation of the Mission, Vision and Philosophy

B: CURRICULUM B1: Elementary School

1. The Elementary School Faculty and Administration establish clear assessment guidelines reflective of the Schools Philosophy and Objectives, including a review of the current quarterly reporting format.

2. The School provide funding immediately to update classroom libraries and the elementary resource room.

3. The School provide funding immediately to create a stimulating child-centred environment in the Pre-K classroom.

B2: Middle School 4.

The School examine the scheduling and staffing, particularly in regards to crossover teachers.

5.

The School re-examine how student achievement is reported.

B3: High School

1. The High School continue documentation of its curriculum to recognize and foster differentiation in instruction and authentic assessment.

B5: English

1. The School take immediate steps to provide up-to-date and inviting classroom libraries to support a rich learning experience for students, especially in PreK, Elementary and Middle School.

B8: Modern Languages

2. The Administration reconsider providing a continual program of instruction in Kiswahili across divisions, in keeping with the School’s commitment to cultural diversity and its appreciation of the host culture.


F: RESOURCES 1. The Board and Administration recognize the central role of a school’s

library in fulfilling its Mission and Vision. 2. The Board and Administration invest immediately in new construction or

major renovation of existing library facilities, and allot appropriate funds to staffing, resources and equipment.


TEAM COMMENTS WITH RESPECT TO PART THREE OF THE SELF-STUDY Although the Visiting Team recognizes that many of the Team’s commendations and recommendations match those which were identified in the ISK Self-Study Report, the Visiting Team is most concerned about the Report’s lack of rigorous analysis, a unified voice and a shared sense of the School’s direction. While most of the Team’s Major Recommendations are also reflected in Part III of the Self-Study Report, there are some notable differences. The Library, identified in a long list of facility needs, was simply recorded as one of many competing programs. The current state of the library media center in terms of space, aesthetics, resources and staffing falls far short of any school with a student population the size of ISK and one that promises to deliver an exemplary education in its Mission, Vision and Philosophy statements. At this time when the Board and Administration are preparing to initiate a Master Facilities Plan that will guide and direct future expansion and renovation projects, the Visiting Team strongly urges that the School incorporate the Major Recommendations identified by this report in all new initiatives. The Library should not only emerge as the School’s priority in building expansion projects, but should receive immediate investment during the interim to meet the needs of an ever-increasing student population and to ensure appropriate delivery of all programs. The Self-Study Report also failed to express any significant concern for the apparent lack of instructional materials and resources in the Pre-K Program and Elementary School. The Visiting Team recognizes the School’s need for more adequate buildings, but strongly recommends that the School redirect a substantial amount of energy and funds into the more short-range issues of resourcing both programs immediately. The context of the Team Visit is important to note at this point. A new Director arrived at ISK in the time between the completion of the Self-Study and the start of the Team Visit. There is a palpable sense of new energy and drive evidenced by a number of initiatives – strategic planning, facility planning, curriculum revision, etc – and while that energy is a positive one indeed, there is the impression that much is happening quickly without a clear sense of assessing and prioritizing the needs of the School. There were, and are many voices on this campus, but as the new Director becomes further integrated into the school community, there should emerge a stronger sense of unity that will provide for sustained and planned growth at ISK.


CONCLUDING STATEMENT The International School of Kenya has come through a period of rapid growth and change in recent years that has tested its strength as a school. The impressive high school and administration buildings are the most recent evidence of how a school community can muster considerable resources to provide excellent facilities to support students and to promote a quality educational program. Less evident but equally important are the many political influences – both on and off campus – that have shaped and influenced the School over the past few years. It is a real credit to the ISK community that the School has continued to be a strong educational presence in Nairobi. As the School enters a new phase of growth, with new and energetic leadership, there is every reason to believe that it will offer exemplary education to the sizeable international community in Nairobi. The Visiting Team hopes that the recommendations that it has made will contribute to the on-going dialog and development of the School, especially as the community works to unite behind common, rather than competing, objectives. The hospitality, openness, and honesty of the ISK community – faculty, staff, students, administration, parents, and Board –were an enormous help to the Visiting Team in carrying out its responsibilities on behalf of CIS and MSA. In particular the Team thanks Ms. Jodi Lake, the School’s Curriculum Coordinator, and Mr. John Roberts, its Director, for their generous hospitality and help in making this visit an especially memorable one. The team is hopeful that its work and recommendations will serve to assist the ongoing school improvement process. Philip L. Clinton, Chair (CIS) Mary Jo Heatherington, Co-Chair (MSA)


TEAM LIST No. Name and Address Position on the team

1. Phil Clinton

Superintendent Khartoum American School SUDAN

CIS Chair

2. Mary Jo Heatherington School Director American International School of Mozambique Maputo MOZAMBIQUE

MSA Co-Chair

3. Elly Nkya Senior Teacher International School Moshi Moshi, Kilimanjaro TANZANIA

CIS Member

4. Mary Dyer-Hartnett 6th Grade Homeroom Teacher American School of Bilbao Vizcaya SPAIN

CIS Member

5. Joe Atherton Elementary School Principal American International School of Budapest Nagykovacsi HUNGARY

CIS Member

6. Renee Comesotti Curriculum Coordinator The American School of Kinshasa Democratic Republic of CONGO

MSA Member

7 Michael Emborsky Middle and High School Principal International School of Dakar SENEGAL

MSA Member

8. Rita Moltzan Grade 3/4 Teacher American School of Douala Republic of CAMEROON

MSA Member

9. Juliet Sakindi Administrative Assistant International School of Uganda Kampala UGANDA

CIS Team Secretary