PATHWAYS TO EXCELLENCE - MZS

PATHWAYS TOEXCELLENCE

ENGAGING LEARNERS FORAN INNOVATIVE FUTURE

2019-2022

Mission Driven. Vision Led.

FoundationalGuiding

Statements

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PATHWAYS TOEXCELLENCE

Mount Zaagkam School (MZS) after more than 40 years of rich history serving the dependents of

Freeport McMoran expatriate employees, has reached a further stage in its development.

This strategic guidebook to action was developed through an inclusive process designed to define our

dreams for the next three academic years. Stakeholders gathered in various forums as part of the

school’s WASC and IB self study over the academic year 2018-19 to further understand the mission

and values of the school, and to plan the journey toward the MZS vision. The school’s foundational

statements, community generated ideas, feedback from school surveys and findings of our

Accreditation were the basis for designing Pathways to Excellence - Engaging Learners for an

Innovative Future.

This guide should serve as a compass to guide MZS on a journey to 2022. The guidebook presents

three pathways for school improvement, each one followed by a listing of key foci, actions to achieve

the outcome, and milestones to gauge our progress.

The MZS vision will be realized not only by our actions but also by the stories we continue to tell as

we intentionally move towards our dream-inspired future. The MZS journey has been and will

continue to be all about learning. Our goal for the future is personalized learning for each and every

one of our students and community members, preparing us all to be reflective, risk-taking, open-

minded, caring citizens.

We invite you to join us on the exciting learning adventure that is Mount Zaagkam School.

Warmly,

Mark Jenkins

MZS Head of School

"A vision without astrategy remains

an illusion."

Lee Bolman

Pathway to Excellence #1Growing Contemporary LearnersStudents are faced with increasingly complex decisions. We require learners to be

better thinkers, more agile users of knowledge and more collaborative and creative

problem-solvers. To be excellent in this landscape requires us to be unrelenting in our

expectations about student learning. This means we will design engaging and inspiring

learning, empower learners, use evidence from a variety of sources to inform teaching,

personalize the learning experience to cater for the needs and cultural backgrounds of

every student, and use inquiry to explore multiple solutions within ethical frameworks,

and build transferable insights. Our Learners will discover and develop their

capabilities, realize their unlimited potential, and achieve at high levels.

Learning spaces increase flexibility, with learning taking place outside the boundaries

of the schoolhouse and beyond the school day, requiring connected access to

resources anywhere, anytime.

We require teachers to be learners and see learning through the lens of students.

There is an internal locus of motivation. A collective organizational intelligence provides

consistency of practice and clarity of purpose through transparent policies and

procedures. We will support the professional learning of teachers through coaching,

mentoring and timely feedback. We seek reflective, empathetic teachers.

Empowered Learners Learners are at the center. Agency is the power to take meaningful and intentional action, and acknowledge the rights and responsibilities of the

individual, supporting voice, choice and ownership of learning. Learning transcends location in relevant and valued ways, connected to families,

educators, communities and networks. Learners are empowered to understand their needs, strengths, interests and approaches to learning. Learners

progress at their own pace based on demonstrated competencies. The learning environment is flexible designed to provide space for individual, shared

and collaborative learning beside spaces to make and tinker. Learning design is eloquent, engaging and inspired by provocation around life-worthy

concepts, and rigorous in the pursuit of transferable understanding across disciplines.

Action

Build a shared understanding ofpersonalized learning and agency withinthe context of MZS to empower learners.

Use students’ cultural background,personal interests, and learning styles topromote voice and choice in theclassroom.

Develop a mathematical mindset toinspire ALL students to be creative andincrease achievement

Milestones

A clear definition and indicators of personalized learning.Agency is observable in practice as demonstrated bystudent feedback, learning walks and learning pathways.

Students have a student profile documented in theirpassport folder.Student surveys attest to increased student agency.

‘YouCubed’ training courses for Elementary and Mathteachers.Documented improvement in Math scores onstandardized testing.

IB Standards & PracticesAlignment

A.3.a The values of the Primary Years Programme as indicated in the curriculumdocuments have an explicit impact on the decision making and functioning ofthe school.

A.3.c The school is committed to a constructivist, inquiry-based approach toteaching and learning that promotes inquiry and the development of critical-thinking skills.

A.4 The school develops and promotes international-mindedness and allattributes of the IB learner profile across the school community.

C3.2 Teaching and learning engages students as inquirers and thinkers.

C3.2a The school ensures that inquiry is used across the curriculum and by allteachers.

Agency and Personalization

Time-Frame &Responsibil it ies

Faculty and Leadership, 2021-2022Leadership, ongoing 2019-2022

Faculty and leadership, 2019-2021

Leadership, June 2020, 2021 and 2022

March - June 2020. Budget Assigned for Prof.LearningFaculty and Leadership, ongoing 2020-2022

Action

Develop inquiry units that promoteunderstanding, transferable concepts andaddress life-worthy issues to engage studentsand build relevance.

Create opportunities for students to explorepassions to increase engagement and providechoice.

Engender emergent curriculum in the EarlyYears to promote curiosity and students as‘shapers of their worlds’.

Use the MZS Learning Framework andFoundational Statements to documentcurriculum inclusive of pedagogical agreements.

Develop timetable that allow for in-depth inquiryinto the transdisciplinary and disciplinarydimensions of the curriculum.

Milestones

Units that address Sustainable DevelopmentGoals as confirmed by Curriculum Maps andthe Program of Inquiry.The essential elements are mapped out inthe POI, as per PYP requirements.

Personal Projects in the Middle School.Passion Projects as ECA choices

Student generated units-projects [See Katzand Chard - Project Approach]

Develop Mathematics & Literacy CurriculumHandbooks. Continue to design units alignwith the PYP and UbD framework.

Ensure inquiry is the main vehicle forteaching and learning. Lessons provideenough time for teachers and students tofollow the workshop model/ inquiry,including personalization of learning andconferencing.


A.3.a The values of the Primary Years Programme as indicated in thecurriculum documents have an explicit impact on the decision makingand functioning of the school.

A.3.c The school is committed to a constructivist, inquiry-basedapproach to teaching and learning that promotes inquiry and thedevelopment of critical-thinking skills.

A.4 The school develops and promotes international-mindedness andall attributes of the IB learner profile across the school community.

C2.6 The written curriculum incorporates relevant experiences forstudents.

C3.2 Teaching and learning engages students as inquirers andthinkers.

C3.2a The school ensures that inquiry is used across the curriculumand by all teachers.

B.2.10a The student schedule or timetable allows for the requirementsof the programme(s) to be met.

C1.1c Planning at the school addresses all the essential elements tostrengthen the transdisciplinary nature of the programme.

Learning Design


Head of Learning and Faculty, 2020-2022

Activities Coordinator and PDHPE Department, 2020-2022


Head of Learning & Literacy/Mathematics Coaches[2019-2021]

Head of Learning & Pedagogical Team. 2019-2022

Action

Modernize [with student input] learningspaces for individual, shared andcollaborative learning to shape flexiblelearning experiences.

Milestones

Redesigned Science Laboratories including safetycompliance requirements [Safety Shower, Eye Wash, FireBlanket, Extinguishers]

Reconfigured Libraries to guarantee learners have accessto functioning and active libraries consisting of adequatecombinations of people, places, collections and services.

Add part time-librarian to coordinate initiatives for libraryimprovement and resources management,

A Plan of Action for the enhancement of the library.

Development of library policies for both campus.

Additional classrooms/exploratory spaces in the TPRAcampus.

Contemporary Learning Environment Specifications

IB Standards &Practices Alignment

B1.5 The school develops and implements policiesand procedures that support the programme(s)

B2. Resources and support.

B2.6 The library/multimedia/resources play a centralrole in the implementation of the programme(s).

Learning Environment

Time-Frame &Resposibilt ies

Head of Campus. Prioritized Furniture and FacilitiesBudget for 2020

Head of Learning, Curriculum budget for 2020

Head of Schools, Head of Learning, Head ofCampuses. 2020-2022.

Leadership. Furniture and Facilities budget 2020.

Measuring Learning – Measures that MatterLearning is guided by measures of Conceptual Learning, Learning Competencies and Values of Character. Feedback drives a responsive approach

where ‘growth mindsets’ are promoted and authentic performance valued. Learning is defined and evidence guides decision making and pedagogy.

Principles grounded in research guide assessment, and evaluation is based on fairness and equity. ‘How students learn’ promotes transferable skill and

supports high levels of success.

Action

Develop a continuum of learning to assess andmonitor the integration of the SLOs into the fabricof learning.

Train teachers in strategies to ensure the SLOs arean explicit part of the instructional process.

Promote awareness of the SLOs through studentself-assessment and goal setting to increaselearning capacities.

Incorporate SLOs in Learning Design to ensure theMZS Learning Framework is integrated into theinstructional and assessment process.

Milestones

A Continuum of Learning that describes adevelopmental progression of the SLOs.Demonstrated growth and progress in the acquisitionand development of the SLOs.

A repertoire of strategies for teaching the SLOs-Approaches to Learning [i.e. Split Screen Lesson,Thinker Keys]

Student Self-Assessment Artifacts and Goals.

Curriculum mapping analyses for the SLOs.


A.3 The school community demonstrates anunderstanding of, and commitment to, the programme(s).

A.4 The school develops and promotes international-mindedness and all attributes of the IB learner profileacross the school community.

B1.5 The school develops and implements policies andprocedures that support the programme(s).

C3.2 Teaching and learning engages students asinquirers and thinkers.

C4.6a Student learning and development related to allattributes of the IB learner profile are assessed andreported

School-wide Learner Outcomes [SLOs’]


Head of Learning, Faculty and Leadership in 2020Faculty from 2019 to 2022

Faculty from 2019 to 2022


Head of Learning and Committee, 2020-2021

Action

Develop visual data analytics to monitorstudent learning, and school effectivenessparameters including achievement indicators.

Train faculty in ‘Datawise’ protocols to analyzelearning evidence and develop interventionresponses.

Review and refine Passport Folders - studentrecord sheets to monitor students progress,achievement and support internal transitions

Milestones

A Data inventoryA Learning Dashboard Documented improvements in student learningindicators

A suite of data review protocols.

Digital Passport Folders housed in an onlineplatform [ALMA]


C4.1a Assessment at the school is integral with planning,teaching and learning.

Data and Analytic Systems


Leadership and Data Team, 2019-2021

Leadership, 2020-2021

Tech department and Leadership, 2020-21

Action

Review the School-wide Assessment Policy tobuild a greater assessment literacy in theschool..

Align assessment tools and strategies with ourlearning framework goals to ensure valid andreliable evidence of learning.

Develop progressions of learning for subjectsthrough the curriculum review process tosupport student pacing and developmentallearning.

Conduct training on Assessment Practices toensure consistent application of policy.

Milestones

A revised and research based Assessment Principles,Policies and Practices.

An Assessment Matrix defining assessment purpose-method-match.Assessment Rubrics focused on conceptual,competency and values based learning

.Learning progressions for all subjects

Assessment Workshops


A.3 The school community demonstrates an understanding of, andcommitment to, the programme(s).

A.3.c The school is committed to a constructivist, inquiry-basedapproach to teaching and learning that promotes inquiry and thedevelopment of critical-thinking skills.

C2.9a There is a system for regular review and refinement of theprogramme of inquiry, individual units of inquiry and the subject-specific scope and sequences.


C4.1a Assessment at the school is integral with planning, teachingand learning.

C4.2 The school communicates its assessment philosophy, policyand procedures to the school community.

C4.1a Assessment at the school is integral with planning, teachingand learning.

Assessment Principles and Processes


Head of Learning and Leadership, 2020-2021

Head of Learning and Leadership, 2020-2021

Faculty and Leadership, 2020-2022

Faculty and Leadership, 2022

Faculty and Leadership, 2020-2021. Consultancyand PD budget.

Action

Establish a universal Grading Policy andGuidelines to ensure equitable and fairevaluation practices.

Conduct Professional Learning on Grading toestablish shared understanding and confirmpolicy implementation.

Implement Consensus Moderation andExamining Student Work Protocols to confirmcommon grading practices.

Confirm a standard based gradebook toguide grading practices

Milestones

A research based Grading Policy.

‘Grading for Learning’ and a ‘Repair Kit for Grading’Workshops.

Exemplars of student work [Writing] and consultancy-moderation protocols.

A standardized gradebook built on Grading Policies andPrinciples


C4.2 The school communicates its assessment philosophy,policy and procedures to the school community

Grading for Learning



Faculty and Leadership, 2020-2022. PD andConsultancy budget.

Faculty, Head of Learning and Head of Campus,2020-2022


Support for LearningLearning happens when all students are included, challenged and engaged. We value diversity, promote multilingualism and support learners to realize

their capacities and maximize potential. Models of support facilitate learning, realize success, expand opportunities, and nurture respect. Self-

management and regulation grow empathy and a ‘culture of care’.

Action

Develop a Language policy to clarify processesand structures to support language learning,including mother tongue, host country language,and other languages.

Implement WIDA as a tool to support studentaccess to curriculum and learning.

Incorporate language choice and pathways tosupport mother tongue, host country and worldlanguage development within the schoolprogram and ECAs.

Milestones

A school-wide Language Policy.

An established WIDA Toolkit for English LanguageDevelopment.

Online and school-based language pathwaysaccessed through blended learning modalities.



A.4 The school develops and promotes international-mindedness and allattributes of the IB learner profile across the school community.Practice

A7. The school places importance on language learning, including mothertongue, host country language and other languages.Requirement

A7.b. The school supports mother tongue and host country languagelearning.

B1.5.a The school has developed and implements a language policy thatis consistent with IB expectations.

C3.7 Teaching and learning addresses the diversity of student languageneeds, including those for students learning in a language(s) other thanmother tongue

ELLs and Multilingualism


Faculty and Leadership, 2021

Support for Learning, 2020

March - June 2020. Budget Assigned forProf. Learning

Action

Develop a framework-model for implementingsocial and emotional learning at MZS[i.e.Counselling, Child Protection, Bullying,Advisory], including the promotion ofmindfulness.

Train key personnel in counselling andrestorative-restitution practices to ensureadequate services and provision for students

Milestones

Revised Support for Learning HandbookAdvisory and Friendship GroupsA Restorative Discipline Model

Certified and accredited training coursesCounselling Professional Resources


B2.8 The school provides support for its students withlearning and/or special educational needs and supportfor their teachers.

Socio-Emotional


Support for Learning and Leadership, 2020-2021Support for Learning, ongoing since 2019Leadership and Support for Learning, 2020


Action

Develop processes and intervention modelsto support students with learning challenges,within the learning, language and socio-emotional domains.

Implement a robust referral system to ensureresponsive intervention inclusive of ILPs

Milestones

Tools for diagnosis and intervention: WIDA, Fountas andPinnellDatabase and Information System for Caseload students

A Child Study-Guidance Team

A referral process and ILP System documented in theRevised Support for Learning Handbook


B2.8 The school provides support for its students withlearning and/or special educational needs and supportfor their teachers.

Intervention Systems


Faculty and Leadership, ongoing 2019

Leadership and Support for learning, 2020-2022

Leadership and faculty, ongoing 2020

Support for Learning, 2020-2022

Schools that LearnThe school has a shared vision for learning articulated in its foundational statements. We are united by a moral purpose and unrelenting in our pursuit of

excellence. We optimize skills and talents and support creative, reflective co-creators and designers of learning. We recruit exceptional practitioners

who share our vision and entrepreneurial spirit. Our classrooms are creative. We celebrate our strengths and reflect on practice, constantly creating

structures and teaming to meet our dreams. Our philosophical intent is one of appreciative inquiry and grounded in emotional resilience. We optimize

our collective skills and talents to support organizational capacity. There is an ethos of innovation. We sustain learning through a range of modalities of

professional learning and appreciative inquiry. We will champion pioneers and empower faculty to lead, coach and innovate.

Action

Consolidate processes, structures and systemsfor recruitment to ensure timely acquisition andmobilization of quality teachers.

Develop ‘A Profile of an MZS Teacher’ and rubricsto support recruitment decisions and ensurerecruitment provides for organizational needs andcontemporary learning priorities.

Review all job profiles to ensure alignment withMZS Foundational Statements and organizationalneeds and the pedagogical capacities of MZS.

Consider attendance at job fairs to streamlinerecruitment timelines and source quality teachers

Milestones

Systems and flowcharts to facilitate all GOI visaformalities.Timelines and critical path analyses for Recruitment

Profile for the MZS Teacher.Recruitment Rubrics

A Library of Job Profiles

Registration and attendance at a Regional recruitmentFair


A.3 The school community demonstrates an understanding of,and commitment to, the programme(s).

A.3.c The school is committed to a constructivist, inquiry-basedapproach to teaching and learning that promotes inquiry andthe development of critical-thinking skills.

B2. 2 The school provides qualified staff to implement theprogramme(s).

B1.5 The school develops and implements policies andprocedures that support the programme(s).


C3.2a The school ensures that inquiry is used across thecurriculum and by all teachers.

Recruitment


Head of School, 2019-20

Leadership, 2020

Leadership, 2020

March - June 2020. Budget Assigned for Prof.Learning

Action

Optimize skills and talents of faculty andsupport champions to disperse-distributeschool initiatives and maximize organizationalcapacity - The Fishnet Principle: NewLeadership Literacies.

Continue to develop systems to engageteachers in professional practice and trainteachers in collaborative skills.

Continue dialogue on organizationalintelligence and the qualities of theEmotionally Intelligent Teacher to developempathy and adaptable growth mindsets

Milestones

Distributed positions of responsibility - Project teams for keyinitiatives: Literacy Coaches, Government Liaisons, ServiceLearning-Activities Coordinator

Professional Learning Teams - PLCs based on Dufour [2009]Learn by Doing: A Handbook for PLCs at WorkMZS Collective CommitmentsMZS Collaborative Skills

Climate and EQ Surveys and inventories that attest to acollaborative culture.


A.3.b The school as a community of learners iscommitted to a collaborative approach to curriculumdevelopment.

Organizational Intelligence


Leadership, ongoing 2019

Faculty and Leadership, ongoing 2019

Leadership, 2019Leadership, 2019

Leadership, 2020

Pathway to Excellence #2Creating Innovators Learning with clear purpose and connection to the real-world is critical to

developing the capabilities, dispositions and literacies required to

participate in society and to deal with the complexity of issues and change.

Pivotal to learning is the innovative application of technologies to create

new dimensions. We want to play with ideas, develop personal passions

and ultimately become gripped by a sense of purpose that supports

sustainability and addresses matters of human commonality.

Core Values in PracticeThe heart of our community is our core values of reflectiveness, care, open – mindedness, and risk-taking – moving from the known to the unknown. We

will engage with these core values to nurture our community. We will engage with the commonalities of the human spirit, and contribute to a diverse

and global community in concrete, actionable and innovative ways. We will experience learning through a cycle of action and reflection and seek to

achieve sustainability goals and solutions for the local and global community, and a deeper understanding of self.

IB Standards & Practices Alignment

A.4 The school develops and promotes international-mindedness and all attributes of the IBlearner profile across the school community.

A.5 The school promotes responsible action within and beyond the school community.

A.8 The school participates in the IB world community.

B2.7 The school ensures access to information on global issues and diverse perspectives.


C3.12 Teaching and learning develop student attitudes and skills that allow for meaningfulstudent action in response to students’ own needs and the needs of others.

C3.12 Teaching and learning develops student attitudes and skills that allow for meaningfulstudent action in response to students’ own needs and the needs of others



Leadership and faculty, starting 2020

Service

Action

Define service learning through a rationale ofaction to guide social agency and nourishcommunity partnerships.

Identify key projects-initiatives across theschool that address the SDG to promotesocial agency - an SLO

Milestones

A Definition of Service learning

A suite of scalable projects focused onlocal community action [ie The NokenProject.]


Head of Learning, ongoing 2019

Activities Coordinator and Leadership,ongoing from 2020

Sustainable Development Goals [SDG]

Action

Use the SDG as a lens for action projectsto seek solutions for local and globalissues.

Embed SDG into the Middle SchoolExtended Studies Program to promotean ethos of service.

Milestones

Integrated within units, personal projects,ECAs, service learning and extended studies.

Experiential Learning with Habitat forHumanity grounded in self-reflection andsocial agency


A.3.c The school is committed to a constructivist, inquiry-based approach to teachingand learningthat promotes inquiry and the development of critical-thinking skills.

A.4 The school develops and promotes international-mindedness and all attributes of theIB learner profile across the school community.

A.5 The school promotes responsible action within and beyond the school community.

A.8 The school participates in the IB world community.B2.7 The school ensures access toinformation on global issues and diverse perspectives.


C3.12 Teaching and learning develop student attitudes and skills that allow formeaningful student action in response to students’ own needs and the needs of others.

C3.12 Teaching and learning develops student attitudes and skills that allow formeaningful student action in response to students’ own needs and the needs of others

The Innovators MindsetWe want to create something new and better. We want to redefine learning to leverage time, resources and choice. We want to collaborate,

communicate and create in innovative ways. We want to use technology to learn anytime, anywhere and anyhow. We want to leverage Design Thinking

to provide a solution-based approach to solving complex problems - ideate, prototype and test in re-iterative ways. We want to blend learning by

embracing the advantages of teaching in the classroom, ICT supported learning, and virtual experiences.

Action

Develop a philosophy statement andimplementation guide to support aninnovative mindset.

Provide structures, tools and resources tosupport an Innovators mindset for teachingand learning at MZS.

Milestones

An ‘Anywhere, Anytime, Anyhow’ Learning withTechnology’ policy manual.

A Makers Design Lab Technology Resources-Junior Leggo, Ultimaker 3D PrinterIntegrated Innovation Projects in inquiry units


C3.11 Teaching and learning incorporates a range of resources,including information technologies

B1.5 The school develops and implements policies andprocedures that support the programme(s)

C3.11 Teaching and learning incorporates a range of resources,including information technologies.

Learning with Technology


Tech Department, 2020-21

Tech Department, 2020-2021. Budget Priority

Action

Explore online learning platforms to expandand deepen students subject pathways.

Use blended learning to support passionprojects.

Educate all stakeholders on the appropriateuse and context for online platforms.

Embrace the advantages of teaching in theclassroom, ICT supported learning, and virtualexperiences.

Milestones

Pamojo as an online PlatformRegistration with the Global Online Academy and otheropen source sites.Redesigned Elective Options for Personalized coursechoices including world languages

Online mentorships focused on personal projectsExpert Collaborations

Workshops for stakeholders on Blended Learning andonline Safeguarding strategies

A SWOT Analysis as a basis for blended learningimplementationA Framework for BL implemnattion


C3.11 Teaching and learning incorporates a range ofresources, including information technologies.



Blended Learning [BL]


Tech Department and Leadership, 2020-2022.Designated budget.

Tech Department and Leadership, 2020-2022.Designated budget.

Tech Department and Leadership, 2021-2022.



Action

Provide a solution-based approach to solvingcomplex problems - ideate, prototype andtest in re-iterative ways.

Use the Creative Arts to communicate andcreate in innovative ways.

Implement a range of ICT courses based ondesign thinking to provide opportunities forstudents to innovate

Milestones

The 5 Principles of Design Thinking

A Performance Based - PBL approach for the CreativeArts

New Courses on Robotics, Maker Space and Design


C3.11 Teaching and learning incorporates a range of resources,including information technologies.


C3.2a The school ensures that inquiry is used across thecurriculum and by all teachers.


Design Thinking & Creativity


Leadership, ongoing 2020-2022

The Arts Department, 2020-2022

Tech Department and Leadership, 2020-2022

Pathway to Excellence #3 Nurturing Collaborators As a community of collaborators we talk, work, learn and create something

unique together in different spaces and modalities – online, offline,

synchronously or asynchronously. Partnerships are nourished to support

students’ learning. We promote consistency of practice and clarity of

purpose by robust structures and systems. Transparency is fundamental.

Communication and ‘stories of practice’ define our learning journey now

and into the future. Information is clear, easily accessible and relevant. We

collaborate intensely and engage in conversations of practice to maximize

learning for all.

Partnerships and CommunityEffective schools are built on partnerships. We engage with our community in support of programs. We welcome new members and seek information to

assimilate and transition. We seek collaboration and build networks to expand our reach and seek entrepreneurial opportunities. Our extended

community is participatory.

Action

Develop robust programs for all stakeholders to fostereffective and seamless transitions.

Incorporate opportunities for students to develop life skillsin order to ease their transition to boarding school inclusiveof a Boarding Selection Handbook.

Facilitate a Boarding School Virtual Fair to successfullytransition students and parents.

Develop a survey to gather information from MZS’ alumni.

Establish a formal buddy system for new staff including standardized communication materials to minimize stressand support transition.

Liaise with FMI HR to align the mobilization process.

Milestones

A visitors guide for consultantsA flowchart to guide admissions and enrollmentMoving on Ceremonies for Grade 8New Parent Education SeriesA Welcome Pack for New studentsA Frequently Asked Questions on the MZS Website

A Transition to Boarding ElectiveA Guide for Boarding Transition

A Virtual Boarding Fair

Alumni Survey and transition Database

An orientation manual for teachersA Buddy System

A schedule and timeline for key mobilizationprerequisites



B2.9 The school has systems in place to guide andcounsel students through the programme(s).

Transitions


Leadership 2019Leadership, ongoing 2020Leadership 2020-2021Leadership 2020-2021Leadership 2020-2021Tech Department, 2020-2021

ECA Coordinators, ongoing 2019Leadership, 2020-2021

Leadership, ongoing from 2020-2021

Leadership, ongoing from 2020-2021Leadership, ongoing from 2020-2021

Leadership, ongoing from 2020-2021

Action

Create Professional Learning Networks toseek resources, reduce professional isolationand expand worldwide partnerships tosupport learning.

Build regional networks to support sport andcultural collaborations and maximize studentengagement in a small community school.

Collaborate with community organisationsand local experts to support student learning,personal projects and the SLO-Researchers.

Expand Collaboration with YPJ to create newlearning opportunities

Continue to build opportunities for systematicintergrations within the curriculum.

Milestones

A Database of Teacher PLNsSchool subscribed professional associations: ASCD,Learning Forward, Common Ground Collaborative, NewFrontier for LearningMembership of Regional Associations

Collaborations with Sekolah Buin-Sumbawa, HillCrestSentani, ANPS, JASIS, Bali Island School, CannguCommunity SchoolEARCOS Leadership Conference

A Database of Experts and Collaborators for StudentAccess: Company Experts, International Researchers,Innovators, Authors, Scientists, Politicians, Influencers

A schedule of regenerative programs/events related tosport, Creative Arts and Professional Learning

Unit review protocolsVertical and horizontal teamsCurriculum commitees



A.3.b The school as a community of learners is committed to acollaborative approach to curriculum development.

C1.1 Collaborative planning and reflection addresses therequirements of the programme(s).

C1.2 Collaborative planning and reflection takes place regularly andsystematically.

C1.3 Collaborative planning and reflection addresses vertical andhorizontal articulation.C1.3.a There is a systematic approach tointegration of the subject-specific scope and sequences and theprogramme of inquiry

C1.4 Collaborative planning and reflection ensures that all teachershave an overview of students’ learning experiences.

C2.9a There is a system for regular review and refinement of theprogramme of inquiry, individual units of inquiry and the subject-specific scope and sequences.

Creating Networks


Leadership, ongoing from 2020-2021Head of Learning and Tech Department, 2019Leadership, 2019-2022


Faculty and Committee, 2019-2021


Had of Learning and Faculty, ongoing 2019

Teachers and Head of Learning. Ongoing 2019

Organizational Systems and StructuresWe will team and collaborate to improve learning around critical and fundamental questions of learning and guided by collective commitments. Fiduciary

and procurement processes will be maximized in support of learning and our dreams.

Action

Consolidate the tenets of the PLC. to promote a singularfocus on student learning, engage in professionaldialogue, deprivatise practise and collectivelyi mprovelearning.

Provide structured time for PLCs to do the work andpresent success measures for student learning

Milestones

PLC Smart GoalsDocumented evidence of Improved Student learning

Structured and timetable time for PLC Meetings


A.3 The school community demonstrates an understandingof, and commitment to, the programme(s).

A.3.c The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotesinquiry and the development of critical-thinking skills.


B2.3 The school ensures that teachers and administratorsreceive IB-recognized professional development

Professional Learning Community [PLC]



Teacher Teams ongoing 2020

Action

Develop a flow chart and timeline for effectiveprocurement and purchasing.

Develop a facilities management plan to guidelearning environment -learning spaceenhancements.

Develop a Budget Expenditure monitoringsystem to ensure financial compliance and cashflow management.

Develop a secure and accessible Document andCurriculum Management system to ensureaccessibility and currency.

Revise the MZS Faculty Handbook to ensureaccuracy, alignment and compliance to FMIPolicies beside transparent access tooperational policy

Milestones

Purchasing Flowchart, Guidelines and schedule forProcurement.

Facilities Plan for TPRA and KK.

Financial Compliance Reports linked to quarterly Financeand Accounting Reports

A Curriculum and Document System accessed throughan online portal

A Revised Handbook ratified by the MZS Board




Management Systems


Head of School, 2020


Head of School, ongoing 2019

Tech Department and Leadership, ongoing 2020

Head of School by March 2020

Communication and Information SystemsWe will centralize information, expand accessibility and communicate in effective and engaging ways. Our stories and dreams will be celebrated. Our

policies will be clear and transparent. Our learning and teaching will be documented systemically. Information will be secure and accurate.

Action

Utilize an outside provider to build a web portal-website that gives differentiated access toparents, teachers and stakeholders

Milestones

A Revised Website with a web portal A brief for the provider to build the website to MZS specificationsand needs.



B1.1 The school has developed systems to keep thegoverning body informed about the ongoingimplementation and development of the programme(s).

Web Portal - Website


ICT Coordinator by August 2020. Budgetassigned.

Action

Consolidate ALMA as the Information Platformto centralize information in a secure andaccessible system.

Train faculty and staff on ALMA

Milestones

An information system for:Attendance, Medical Alerts,Formalities Documentation, Emergency Contacts,Reports [and archive], Gradebook.

Schedule of ‘just in time’ training



Information Systems [ALMA]


Tech Coordinator by August 2020. Budgetassigned

Tech Coordinator, ongoing 2019.

Action

Create promotional literature and multimedia fornew students, parents and teachers in support ofseamless transition.

Implement an embedded google calendar systemto effectively communicate and schedule events.

Generate web-based and searchablecommunications to inform stakeholders andmanage information effectively.

Develop a Parent Code of Conduct to guidecommunity interaction and collaboration andacknowledges MZS core policies

Develop a matrix for communicationmodalities/applications to inform purpose, protocoland audience. The matrix to be grounded on ourresponsible user policy and digital citizenshipprinciples

Milestones

A Promotional video

A tiered Calendar system with designatedadministrative responsibility

Stylized and professional communications at aprescribed frequency and interval

A signed Parent Code of Conduct

A Communications Matrix inclusive of applicationssuch as SEESAW, Whats App, Email, Phone, WebEX,Web Portal.


A.3 The school community demonstrates an understandingof, and commitment to, the programme(s).

B1.1 The school has developed systems to keep thegoverning body informed about the ongoing implementationand development of the programme(s).

Communication Systems and Modalities


Tech department and Leadership, 2020-2021

Tech department by Dec 2019


Tech Department, 2020-2022

ANNEX 1: Review & ImplementationTimelineSEPT 2019- SEPT 2022

WASC Accreditation Feedback Review

Nov 2019

Incorporate WASC feedback tostrategic plan Re-structure the domains of thestrategic plan Confirm actions/goals withmaximum leverage

Annual ReviewMay/June 2020 & 2021

Internal Stakeholders

Strategic LeadershipSummit

June 2022

WASC Mid Cycle ReviewDevelopment of Strategic Plan2022-2025

IB Accreditation Feedback Review

Feb 2020

Incorporate IB matters to beaddress to the strategic plan

ANNEX 2: Alignment WASCIndicators and IB StandardsACS WASC Focus on Learning

Cat A. Organization for Student Learning

A1. School Purpose

A2. Governance

A3. School Leadership

A4. Staff

A5. School Improvement Process

A6. Resources & Resource Planning

IB Self-Study

Standard A. Philosophy

Section B: Organization- Standard B1. Leadership and structureStandard B2. Resources and support (2.1, 2.3, 2.12)

Standard B2. Resources and support (2.5, 2.6, 2.7,

ACS WASC Focus on Learning

Category B. Curriculum, Instruction, andAssessment

B1. What Students Learn

B2. How Students Learn

B3. How Assessment Is Used

B4. How assessment is used

IB Self-Study

Standard A. Philosophy---Practice A7Section C: Curriculum---Standard C1. Collaborative planningSection C: Curriculum---Standard C2. Written curriculum

Standard A. Philosophy---Practice A3Section B: Organization-- Standard B2 (2.4, 2.10, 2.11)Section C: Curriculum-- Standard C3. Teaching and Learning

Section C: Curriculum--Standard C4. Assessment

ACS WASC Focus on Learning

Category C. Student Support for Personal and AcademicGrowth.

C1. Student Connectedness

Category D. Resource Management and Development

D1. School Environment and Child Protection

D2. Parent/Community Involvement

Action Plan A. Description of updated plan B. Specific strategies for subjects or program areas alignedwith overall schoolwide action plan areas C. Description of school’s follow-up process

IB Self-Study

Standard A. Philosophy---Practice A8Section B: Organization, Standard B2 (2.8, 2.9)

Standard A. Philosophy---Practice A6Section B: Organization, Standard B2 ( 2.9)

Standard A. Philosophy---Practice A4, A5

Conclusions on the Self-Study Process

Approved on 13th November 2019 by MZS Leadership Team

Documents

PATHWAYS TO EXCELLENCE - MZS