Osaka YMCA International School · Osaka YMCA International School Strategic Plan 2012-2015 ... Orientation week b-e) Weekly collaboration ... The PYP and JHS Unit Planners A1.2 Assessment

Osaka YMCA International School

Strategic Plan 2012-2015

161

Action Item A: Learner Profile

Rationale: The learner profile is central to the educational programme, a keystone to our wider philosophy. The school must determine the extent to

which students demonstrate an understanding of the learner profile to monitor and improve the effectiveness of the overall programme.

Persons Involved: Director; Principal; PYP Coordinator; OYISGB Curriculum Committee; (All Faculty).

Step A1: To ensure the learner profile and attitudes remain central to the written, taught and assessed curriculum as well as co-curricular activities.

Strategies and Learner Profile (LP) attributes

addressed

Person Responsible1

and Timeline

Resources Evidence of Progress

A1.1 Collaborative planning

(LP: Open-minded; Balanced; Communicator;

Reflective; Knowledgeable, Inquirers.)

Specific Strategies:

a) Teachers articulate the LP and attitudes

collaboratively at the beginning of every year in

the written curriculum.

b) Teachers adjust the articulation as

appropriate based on the needs of the class or

the unit.

c) Teachers discuss strategies to explicitly teach

the LP and attitudes.

d) Teachers discuss situations for using the LP

and attitudes for classroom management.

e) Teachers discuss assessment strategies for


PYP Coordinator1

a) Orientation week

b-e) Weekly collaboration

meetings

- IBO documents, the Online

Curriculum Centre and IBO

website

- The Internet

- Primary Year’s Programme East

Asia Network (PYPEAN) Meetings

and wiki

The Collaborative planning records

The OYIS POI

The PYP and JHS Unit Planners

A1.2 Assessment

(LP: Reflective; Risk-Takers; Knowledgeable;

Inquirers; Communicator; Thinkers.)


a) Students peer and self-assess both at an on-

going basis and at the end of units of study.

PYP Coordinator1 and all

teachers

a) on-going and at the

end of units



website

- PYPEAN Meetings and wiki.

- LP rubrics

Student journals, blogs, etc.

Student unit folders/notebooks

Student portfolios

Teacher anecdotal records



162

b) Teachers assess students on the LP and

attitudes anecdotally and through monitoring

student reflections.

c) Teachers make summative reports on the LP

and attitudes qualitatively in the unit comment

and in the personal and social development

comment.

b) on-going

c) once per term

Report card comments

A1.3 Using Reflection Processes

(LP: Communicator, Reflective, Open-minded.)


a) The reflection process for the unit planner is

used to refine the use of the LP and attitudes.

In the one-on-one planner feedback, the PYPC

and teachers discuss activities that develop the

LP and attitudes, as well as how to assess them.

b) Students reflect on the LP and attitudes

focused on in the units.

c) Students reflect generally on their personal

and social development through the lenses of


d) Teachers reflect on the LP and attitudes

embedded in students work samples in the

peer-to-peer process.

PYP Coordinator1 and all

teachers

a) At the end of each unit

b) As above

c-d) On-going



website

- IB and JHS Unit Planner

- PYP Coordinator notes

- PYPEAN Meetings and wiki.

- Peer-to-Peer

“Looking at Student Work”

website to guide the teacher

conferences.

- Student work

Unit planners

Portfolios, notebooks, journals, blogs,

etc.

Peer-to-peer data

A1.4 School and class displays

(LP: Communicator, Reflective.)


a) Displays of the LP and attitudes appear in

every classroom.

b) The LP and attitudes focused on during a

unit appear on the unit board or prominently in

All teachers, office staff

a) Ongoing

b) Changed with each

unit.



website

- display materials on the school

files

Classroom displays

School foyer

The Bridge newsletter



163

the classroom.

c) The Lion Learner Certificate photographs

appear displayed in the foyer of the school.

c) Changed at the end of

each unit of inquiry

A1.5 Explicit teaching of the LP and attitudes

(LP: Communicator, Reflective, Risk-takers,

Principled.)


a) Teachers use the LP in context with learning

experiences and behaviour management in the

school and the classroom.

b) Teachers refer to the unit focus attributes in

the context of the learning for the unit of

inquiry.

c) Teachers model the LP and attitudes.

All teachers

a-c) Ongoing



website

Practice in the classroom



164

Action Item B: Professional Development (PYP Standard B)

Rationale: The quality of the educational programme depends on the expertise of all staff. Improved student learning will result from the availability of a

wide-range of professional development opportunities for all faculty and staff that will keep them abreast of research-based findings, effective teaching

and assessment strategies, and current developments, theories and trends. The PYP programme also requires specific training.

Persons Involved: Director; Principal; PYP Coordinator; OYISGB Curriculum Committee; (All Faculty).

Step B1: Review and implement a Professional Development (PD) plan. The direction for PD is based on the needs of the students and the requirements

of the International Baccalaureate Primary Years Programme and the Junior High (2012 -2013 onwards).

Strategies and Learner Profile attributes

addressed

Key Person Responsible1

and Timeline


B1.1 OYIS will support and set a time in the

schedule for on-site professional development.

(LP: Reflective; Knowledgeable; Inquirers;

Communicators; Open-minded; Balanced;

Thinkers.)


a) Three professional development (PD) days

occur in the annual school calendar.

b) The PYP Coordinator, guided by the

“Collaborative Assessment Conference”

(www.lasw.org), sets peer-to-peer meetings for

teaching faculty.

c) The August orientation week, with two

additional days provided for new teachers,

allows for orientation and PD.

d) Teachers share their PD experiences during

established meeting times on Fridays or during

PYP collaborative planning times.

PYP coordinator1

a; e; and g) Variable

times each year.

b; and d) Friday general

meetings and other

schedule weekday

meetings.

c) August each year.

f) Set annually in

November and then

March of the next

calendar year.

The International Baccalaureate

website: www.ibo.org/pyp/

In-house expertise

PYPEAN (Primary Years

Programme East Asia Network)

Meetings and wiki.

PYP in-house or Regional

Workshops

PD Policy and funding

TTC & PTC

EARCOS

JCIS

JASCD

PYP Meetings.

PD Policy on the administrative drive.

School Calendar.

PYP Co-ordinator collaboration notes.

PD Three Year Plan



165

e) Money and administrative support, allows

full and part-time teachers to attend PYP

training opportunities that occur throughout

the year.

f) Two Administrators attend the annual

EARCOS Administrators’ conference. Each year

the faculty elects an EARCOS teacher

representative who attends the EARCOS

Teachers’ Conference.

g) As an IB World School authorized to offer the

PYP, all new teachers must have MTPYPH and

all re-contracting teachers will take subsequent

workshops as PD funds are allocated with the

school’s development in mind.

International Baccalaureate

Documents

B1.2 In cooperation with the Administration,

the PYP Coordinator identifies key PYP training

needs each year and tailors workshop

involvement to address those needs.

(LP: Reflective; Knowledgeable; Inquirers;

Thinkers.)

PYP coordinator1;

a) Variable times each

year.


website:

www.ibo.org/pyp/

PD Record updated annually

PYP Budget Record

PD Three Year Plan

B1.3 Each year, the Principal reviews the PD

policy, updating it as required.

(LP: Reflective; Knowledgeable; Open-minded;

Thinkers.)

Principal1

a) Yearly review in June.

PD Policy

Modifications (if any) to the PD policy



166

B1.4 The Teacher professional

development/evaluation process will be

revamped based on the Danielson Model. This

process will set out teaching standards, an

evaluation model, professional goal guidelines,

classroom formal and informal observation

system and teacher portfolios.

Principal1

a) From September

2013

Teacher Professional

Development/Evaluation Policy

The policy

Professional goals

Classroom observations reports

Teacher portfolio



167

Action Item C: Curriculum Evaluation Initiative

Rationale: To ensure the school offers a rigorous, challenging, and coherent educational programme that meets the needs of the stakeholders, we will

coordinate the implementation of units of inquiry/curricular programmes and ensure the effective, sequential flow and thorough evaluation of learner

outcomes through all grade levels. Special attention will focus on meeting the needs of individual learners through differentiation including EFL

demands.

Persons Involved: Principal; PYP Coordinator; OYISGB Curriculum Committee (All Faculty).

Step C1: Sustain a systematic process of curriculum review and analysis.


addressed

Person Responsible1

and Timeline


C1.1 A teacher subgroup will review the current

documents and research and suggest any

relevant changes.

(LP: Reflective; Inquirers; Communicators;

Open-minded; Balanced.)

A. Working collaboratively, the whole

school will discuss these suggestions,

amend them as necessary, implement

and review them periodically.

B. A timeline of curricular review will

ensure uniformity and inclusivity in the

review process.

Principal1

A. Periodically

2013-2014:

Language Arts Scope &

Sequence (PYP & JH)

2014-2015:

Language Arts and Math

Scope & Sequence (PYP &

JH)

2015-2016:

Language Arts and The

Arts Scope & Sequence

(PYP & JH)

2016-2017:

Science, Social

Studies/Humanities and

PE Scope & Sequence

(PYP & JH) - Pre-5 focus


Documents


website:

www.ibo.org/pyp/



Meetings and wiki.

PYP Action Plan C1.21

The Ontario Curriculum

www.edu.gov.on.ca

Curriculum adopted from other

sources

Text books and Internet sites.

PYP Meetings

Updated curriculum documents

available on the Administrative drive

and some will appear on the OYIS

webpage.

Grade POI, UOI planners, Junior High

units and Pacing Guide

Meeting agendas and drafts kept in

electronic and/or paper format.

The grade scope and sequence

tracking document.



168

set by new PYP scope and

sequence documents to

be released in 2016 and

IBO Self-Study Report

2017-2018:

Language Arts, PSPE and

Japanese Scope &

Sequence (PYP & JH)

2018-2019:

Language Arts Scope &

Sequence (PYP & JH)

PD Days

C1.2 Data will be collected throughout the

year.

(LP: Reflective; Principled; Thinkers.)

A. The data will undergo periodic analysis

and reflection which will guide

curricular improvements and enable

greater student tracking.

B. All homeroom and specialist teachers

meet to score student work samples

and become familiar with holistic

scoring techniques and rubrics for

summative tasks as well as the use of

formative assessment to determine if

curricular standards have been met.

These peer to peer meetings will also

Principal1

a) each December and

June

b) each month.

ACER ISA testing

Year-End writing tasks

Houghton-Mifflin/Fountas &

Pinnell Leveled Reading

LAS Links

Rubrics

Portfolios

Assessment Policy

Typical assessment tasks, such as

quizzes, tests, writing

An analysis of three consecutive years

of ACER ISA results will occur in May

and June of the 2014 school year,

adding to the two three year analyses

already completed.

The Year-End Writing Tasks results are

kept on Excel spreadsheets on the

administrative drive. An analysis of

three years of data on the Year End

Writing Task occurred in February of

2011. From September 2012 a new

writing task will be set and used in

October and May each school year.

The results will be recorded as above.

Teacher Feedback



169

help inform student assessment, and

identify student needs.

C. We will apply the Guskey model of 1)

using assessment as sources of

information for both students and

teachers; 2) following assessment with

high-quality corrective instruction; and

3) giving students second chances to

demonstrate success. Regular student

assessments such as quizzes, tests,

writing assignments, and other

assessments will support the process.

c) collected, reflected

upon and corrected on a

week by week basis.

assignments, and other

assessments that teachers

administer on a regular basis in

their classroom.

Looking at student work, ACER data,

Writing Task data and UOI summative

assessment data in peer-to-peer

meetings which is then stored

digitally.

C1.3 Implementation of the IB PYP (Refer to the

PYP Action Plan)

PYP Coordinator1

Timeline: Refer to the PYP

Action Plan


Documents

PYP Action Plan


website:

www.ibo.org/pyp/



Meetings and wiki.

PYP Meetings

Professional Development

PYP Plan

OYIS POI

UOI Planners

Pacing Guides

Report Cards

Portfolios

Google Docs collaboration planning

files

2012 Authorization Report

PD Plan

C1.4 Junior High School teachers will develop Junior High School The Ontario Curriculum Junior High units and tracking



170

and implement the Junior High School

curriculum

(LP: Principled; Knowledgeable; Thinkers; Risk-

takers; Communicators.)

A. The two teachers will divide the subject

areas as follows: a humanities teacher of

Language Art and Social Studies allied with

a Math and Science specialist.

B. The teachers will systemically define

measurable benchmarks based on the

Ontario Curriculum and MYP Individuals

and Societies subject to ensure students

are adequately prepared for the next stage

of their education.

C. Peer-to-peer meetings will be used to

assist in this process and validate student

work against the benchmarks.

Coordinator1

From September 2012

onwards

A. From September

2013

www.edu.gov.on.ca

Curriculum adopted from other

sources

Text books and Internet sites.

Professional Development

documents

Report Cards/Parent-Teacher

Conferences/Student-led Conferences

Google Docs collaboration planning

files

PD Plan

Step C2: Integrate content learning outcomes, and ongoing assessment.


addressed

Person Responsible

and Timeline


C2.1 Collaboration

(LP: Principled; Thinkers; Reflective.)

Specific strategies:

a) The matching of student work to the scope

and sequence phases will serve as an exercise

in defining the phases.

PYP Coordinator1

a) Termly peer-to-peer

meetings

-IBO documents, the Online


website

-PYP Action Plan C4

-Teacher library

PYP meeting, Collaboration meeting

and Peer-to-peer meeting agendas

Scope and sequence tracking

documents.

Scope and Sequence documents



171

b) The collaboration meetings will discuss unit

outcomes and practices.

c) The ESS planning meetings will discuss

reading and writing outcomes and practices.

d) Friday collaborative meetings will review and

highlight the reading and writing scope and

sequence documents.

e) The design and development of Google

forms and spreadsheets as conferring and on-

going formative assessment tools will arise out

of collaborative dialogue.

f) We will discuss methods of differentiation

based on interest, ability and learning

modalities, as well as how to address individual

learning needs.

b) Weekly collaboration

meetings

c) Weekly ESS planning

meetings

d) Once per term in the

PYP meetings

e) Ongoing

-Internet sites

-PYPEAN network and wiki.

-Google school account

Teacher anecdotal and conferring

records.

Report Cards/Parent-Teacher

Conferences

Portfolios/Student-led Conferences

Student work

C2.2 Assessment tools and reporting methods

(LP: Reflective.)


a) iPads will facilitate conferring.

b) Google forms and/or Google spreadsheets

will serve as conferring tools and will record

on-going assessment.

c) Community of practice conversations will

occur within and outside the school.

PYP Coordinator1

a-c) On-going

-The OYIS Assessment Policy



website

-PYPEAN Meetings

-PYP Meetings

-Professional Development

Teacher conferring and anecdotal

records

Student work

Collaborative and Peer-to-peer

meeting agendas and records

Rubrics for summative or formative

assessment

12 iPads purchased in Autumn 2012

C2.3 Differentiation

(LP: Open-minded, Reflective, Principled.)


a) Teachers pre-assess students based on

PYP Coordinator1

a-d) On-going

-The OYIS Assessment Policy



website

Teacher conferring and anecdotal

records

Student work



172

ability, interest, and learning modalities.

b) Teachers make on-going anecdotal records.

c) Teachers group students based on interest,

ability or the needs of the student.

d) Teachers provide on-going support based on

the needs of the students.

-PYPEAN Meetings

-PYP Meetings

-Professional Development

Student interviews

Step C3: Innovation and learning perspective: OYIS will provide systems for students to use new technologies in their learning.


addressed

Person Responsible1

and Timeline


C3.1 The IT Director will ensure that the OYIS

homepage provides a suitable platform for

teaching, learning, presenting and

collaboration.

(LP: Communicators; Thinkers.)

IT Director1

Ongoing

OYIS Homepage

Web resources

IT plan

Class web pages will provide

information and showcase student

work.

Google docs and blogs will be

available to be used as research and

collaboration tools.

Library and After-School Clubs also

have a web presence.

Photo and Video galleries will

showcase events and student work.

PE and Music e-Portfolio section.

Remote access will allow students to

utilize ICT resources off site.

C3.2 The IT Director through recommendations

from the IT team, will ensure that computer

hardware can accommodate current software

and internet based systems and support

IT Director1

Ongoing

OYIS Budget Hardware inventory



173

interactive and collaborative learning by

network monitoring and maintaining an up to

date hardware inventory.

(LP: Knowledgeable; Inquirers.)

C3.3 The IT Director through recommendations

from the IT team will actively seek to extend

the ratio of students to devices in the school to

ensure equity of access to information and

technology.

(LP: Balanced; Inquirers; Thinkers.)

IT Director1

Ongoing (IT Plan)

OYIS Budget Hardware Inventory

IT Plan

Responsible Use policy



174

Action Item D: Integrated Marketing

Rationale: “Integrated marketing involves the widespread acceptance and incorporation of marketing and marketing practices to the level that it

becomes part of the fundamental set of values of all staff” (Holmes 2003). Integrated marketing has a major impact on the school’s culture and depends

on the alignment of key marketing strategies.

Persons Involved: OYIS Leadership Team (Director; Principal; Business Manager); Saturday School administrative personnel; and the IT Director.

Step D1: OYIS must build good relationships with potential, current and past parents and students, as well as with the local community.


addressed

Person Responsible1

and Timeline


D1.1 The Leadership Team will review yearly

what items will garner the most attention from

prospects for both the International School and

its Saturday School and Intensive Programmes.

(LP: Reflective.)

Director of Operations1

Once a term

OYIS webpage, Database, In-

house events, OYIS Community,

OYIS Alumni, Open Days

Minutes of Leadership Team’s

meetings

Enrollment figures for the

International School, Saturday School

and Intensive Programmes

D1.2 The IT Director will periodically update the

content of the OYIS Homepage and ensure its

accessibility to a wider audience.

(LP: Thinkers.)

IT Director1

Various times throughout

the year.

OYIS Newsletter’s IT section, OYIS

Webpage Community Access

Professional development

opportunities for administrative

staff

Stakeholders survey, “Coffee

with the Principal”, PTA, EAW,

“The Bridge”

IT Plan

D1.3 OYIS will begin the process of forming an

alumni group, especially by means of the

creation of a database.

Business Manager1

OYIS Newsletter’s IT section, OYIS

Webpage Community Access

Increase parents involvement in

Homepage Alumni section



175

(LP: Communicators.)

Reviewed each term

events, i.e. Christmas Bazaar,

Christmas Decorations,

International Festival stalls

Stakeholders survey, “Coffee

with the Principal”, PTA, EAW,

“The Bridge”

OYIS Alumni

D1.4 Parental involvement in school events will

be increased through greater use of

communication tools and methods.

(LP: Communicators.)

Administrative

Representative to the

PTA1

Reviewed each term

OYIS PTA

Mailing list

OYIS Website

PTA meeting minutes

D1.5 The school, through the appointment of a

Community Liaison Officer, will institute an

outreach programme with the local community

and environs

(LP: Risk-Takers; Communicators; Principled.)

Community Liaison

Officer 1

Teaching at Nakatsu

Elementary School each

Wedneday afternoon.

OYIS Webpage

In-house events

Open Days

OYIS Newsletter

Visitation

School calendar

Step D2: Employees are a valued asset upon which a competitive advantage can be built.


addressed

Person Responsible

and Timeline


D2.1 OYIS will analyze their competitiveness in

recruiting and retaining fulltime teachers.

(LP: Caring.)

D2.1 OYIS will enhance its competitiveness in

recruiting and retaining fulltime teachers by

OYIS Leadership Team

Principal1

During recruitment

EARCOS

JCIS

OYIS Budget

The use of various media to advertise

vacancies.

The OYIS employment package.



176

- actively advertising employment

opportunities to prospective teachers

both within Japan as well as abroad;

- offering an attractive salary and

benefits package (competitive with

other international schools in Japan)

and regularly reviewing it;

- retaining quality fulltime teachers

though incentives such as an annual

increment, inquiry allowance, three-

year service bonus, professional

development opportunities, collegial

atmosphere with shared decision-

making as appropriate, and celebration

of significant events/achievements.

season in October each

year and during annual

budget planning in

February

Stakeholders Survey

TIE Online

JCIS Employment Package

Surveys

Retention data.

D2.2 OYIS will add to library media centre and

online resources

(LP: Balanced: Inquirers; Knowledgeable.)

Library Media Specialist1

Each week, and often

every day.

OYIS Media Centre

IT Resources

OYIS will continue to add to its

resources, garnered from the IBO,

ASCD and other educational sources,

to improve staff knowledge.

D2.3 OYIS will actively seek and show

appreciation for volunteers

(LP: Risk-Takers, Caring.)

OYIS Leadership Team

Principal1

At events and ceremonies

as per the OYIS calendar

OYIS Budget OYIS will ensure that volunteers are

actively sought and shown

appreciation for contributions made

to the school.



177

Step D3: The articulation of “a clear identity and profile” showcasing the uniqueness of OYIS must be communicated to “potential and existing

customers” (Holmes 2000). This involves the promotional and advertising aspects of marketing.


addressed

Person Responsible1

and Timeline


D3.1 The school will carry out targeted

advertising campaigns annually.

a) The school will use publications as a

marketing tool.

b) One-percent of gross revenue is allocated

towards marketing the school.

(LP: Risk-Takers; Communicators.)

Business Manager1

a) Various times

throughout the year and

reviewed at the end of

the year

b) From September of

2013.

Budgetary allocation; media

Yearbook, calendar, “The

Bridge”, flyer and brochure

Targeted campaigns will be organized

by the Administration and reported

on to OYISGB.

D3.2 The school will utilize and continue to

develop specific annual events as marketing

opportunities especially within the new local

communities.

(LP: Risk-Takers, Communicators.)

Business Manager1


the year as per the school

calendar.

Budget; staff /faculty; PTA;

students; community; Yearbook,

calendar, “The Bridge”, flyer and

brochure

The Administration, working in

conjunction with the faculty and staff,

will continue to promote the school

through the yearly calendar events

and create new events when deemed

appropriate.

D3.3 The school will continue to promote its

Saturday School and Intensive Courses,

thorough various means such as promotional

flyers, open house, homepage, and events.

(LP: Principled, Communicators.)


Various times

throughout the year but

especially in November,

March and June.

Saturday School staff; curriculum;

community; calendar, “The


The Administration, working closely

with Saturday School personnel, will

continue to make appeals to the

general community in promotional

materials.

D3.4 The school will continue to communicate

the opportunity of a scholarship as a means of

attracting students strong academically and

linguistically.

Director Principal1

Various times

throughout the year but

especially when receiving

admission queries.

Scholarship budgetary allocation;

The Bridge”, brochure

Scholarship students’ acceptance and

review process.



178

D3.5 The school will continue to renew its

organizational memberships and seek out new

opportunities to develop partnerships/

sponsorships.

(LP: Balanced; Principled.)

Business Manager1


the year but especially in

planning major calendar

events.

Budgetary allocation; events;

organizations;, “The Bridge”, flyer

and brochure

The school will continue to maintain

and expand, if necessary, its

professional and charitable

organizational memberships.

D3.6 Given the linguistic makeup of the school

community, OYIS will encourage greater

communication and understanding of the core

beliefs, strategic plan and curricular

programmes.

(a) The use of translations and translators

in specific situations, e.g. conferences

(b) Parent information sessions such as

Coffee with the Principal, assemblies

and other events

(c) The use of media, both print and digital

(LP: Communicator; Knowledgeable;

Principled.)

Principal1

Conferences in

November, March and

June.

Monday Assemblies and

Coffee three times per

grade per term

Events; organizations, “The


References to the Core Beliefs,

Strategic Plan and curricular

programmes will be evident in the

resources mentioned.



179

Action Item E: Resource Areas

Rationale: In order to further strengthen the curriculum and instruction offered at OYIS, it is essential to ensure the necessary development and

provision of resources.

Persons Involved: Director; Principal; Business Manager: PYP Coordinator; OYISGB Curriculum Committee; (All Faculty); Office Administration Staff;

Step E1: OYIS will review and provide necessary resources for students and teachers.


addressed

Person Responsible1

and Timeline


E1.1 The school will develop resources for all

grades, Preschool to Grade Eight students.

(LP: Resourceful; Knowledgeable.)

Principal1

Review of the Resource

Plan in June

OYIS funds/budget

PTA Fund

Donations

Fundraising event

PYP publications

Catalogues

Publishing Company sales

Representatives and/or

sponsored workshops

Keep compiling the resources

inventory list and library inventory.

Individual class accounting report

E1.2 The IT Director and the Library Media

Specialist will develop and design the library

media centre and its collection (both texts and

computer based resources) in the Nakatsu

campus in line with student and curriculum

needs.

(LP: Resourceful; Caring; Inquirers; Thinkers.)

IT Director1

The Librarian1


the year.

OYIS funds/budget

Publishing Company sales

Representatives

Actual Library and IT room

The IT Three Year Plan

The Library Three Year Plan

OYIS accounting report

Library World (online catalogue)



180

E1.3 OYIS will build up a better relationship

with the PTA and the new local community to

have human resources and volunteers.

(LP: Resourceful; Knowledgeable.)

Business Manager1

PTA monthly meetings;

Weekly liaison with local

schools; school events as

per the OYIS calendar

PTA

Local Community

PTA Meeting Minutes



181

Action Item F: Facility

Rationale: In order to further strengthen the curriculum and instruction offered at OYIS, the Nakatsu facility will be renovated and, eventually,

expanded.

Persons Involved and Responsible1

for Monitoring Progress: Director1; Principal

1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee;

(All Faculty); Office Administration Staff;

Step F1: A renovation plan will be put in place and monitored


addressed

Person Responsible1

and Timeline


F1.1 A renovation plan will be put in place and

updated annually in accordance with the OYIS

community needs.

The plan will include the following:

- major exterior renovation;

- the provision of modern furnishing;

- the building of a new wing and the

redistribution of usage of the present

building;

- safety audits;

- fundraising.

(LP: Inquirers; Caring).


From September 2011

and annually thereafter

Strategic Planning

Meetings held on average

twice a month

OYIS Budget

Donations

PTA fund

The Renovation Plan

OYIS Budgetary allocation

Physical plant

Physical renovations

Audit results

Fundraising results



182

Action Item G: Student Support

Rationale: Students from the initial admissions process until graduation/departure from OYIS need our full support so as to grow in body, mind spirit and

international-mindedness.

Persons Involved and Responsible1

for Monitoring Progress: Director1; Principal

1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee;

(All Faculty); Office Administration Staff;

Step G1: The Admissions process will be updated.


addressed

Person Responsible1

and Timeline


G1.1 The admissions process will undergo

review and become part of the admissions

policy.

(a) The policy will be adjusted to take into

account the role of the teacher through

the class observation and feedback

process

(b) The teacher will arrange to meet with

the parent and child prior to or shortly

after enrollment depending on time

constraints

(LP: Reflective; Thinkers.)

Business Manager1

From September 2013

Admissions procedures

OYIS Admissions Policy

Revamped admissions procedures

that balance the needs of the

incoming student with those of the

receiving class and teacher.

Step G2: The school will provide an avenue for student voice.


addressed

Person Responsible1

and Timeline


G2.1 OYIS will establish a student council,

consider a student ambassador programme

and create more student leadership

opportunities.

(LP: Caring; Risk-takers; Balanced; Principled.)

Teacher Advisor1

From September 2013

Students; Faculty; Procedures

garnered from other JCIS schools

Student Council

Student Ambassador Programme

Student leadership opportunities

reported on the school website and

“The Bridge”.



183

Step G3: The school will actively identify and address student needs


addressed

Person Responsible1

and Timeline


G3.1 Through the use of the school wide

survey, feedback from stakeholders and other

means, OYIS will identify student needs.

OYIS will seek to address the needs thus

identified

(LP: Thinkers, Knowledgeable, Reflective.)

G3. 2 We will formalize a policy and put in

place a structure to identify and support

students with socio-emotional struggles,

learning challenges, and special needs.

(LP: Caring; Reflective: Principled.)

G3.3 Expand a centralized resource bank of

professional books to support teaching and

learning, as well as provision of relevant PD

opportunities

Principal1

Spring each year

Each month

Annually

Students; Faculty; Other

stakeholders: Survey

Student Support Team

Outside agencies, e.g. YMCA

professionals

The school will update present and/or

establish new mechanisms to meet

student needs

A policy will be put in place