Wasc final progress report for seoul foreign school 01 june 2011
SEOUL FOREIGN SCHOOL WASC Annual Update For Seoul Foreign School, 2010‐2011 Windows User 6/1/2011 Report on progress on Goals of Action Plan.
WASC Annu ual Update WASC Pro ogress Report t for Seoul Fo oreign School l 2010‐2011 General D Data School ad ddress: Head of f School: Seoul Foreign School Dr. John n Engstrom 55 Yonhi D Dong jengstro om@seoulfor reign.org Seodaemun‐gu Seoul, 120 0‐113, South Korea Enrollment f for 2010‐2011 1: Telephone: 82‐2‐330‐3 3100 British Schoo ol 3 364 Facsimile: : 82‐2‐332‐87 775 Elementary S School 4 424 Email: Ad dministrator@ @seoulforeign n.org Middle Scho ol 2 252 Website: http://www w.seoulforeign n.org/ High School 4 430 Total: 14 470 Brief Desc cription Type of Sc chool Seoul Foreign School (S SFS) was founnded in 1912 by Christian missionary pa arents to servve the needs of expatriate Seoul. It has continued as a non‐profit, e children in S , non‐denominational scho ool with a distinct Christian philosophy. The western‐style Elementary, Middle and H e school has w High School divisions aand a British S School providding Key Stages 1‐3. Korea’s first international school, Seeoul Foreign SSchool begann with one ful ll‐time teache er, eighteen s students and a single classsroom. Building on its earrly commitme ent to a challeenging education nal program p provided in a uniquely non n‐denominatio onal Christian n environmen nt, the school has grown to be ecome the pr re‐eminent scchool in Koreaa for the Engllish‐speaking business and diplomatic commu mmunity‐orie nted, western‐style co‐educational unities. Today SFS is a comday schoo ol serving alm most 1500 children from 55 5 nations in p reschool throough twelfth g grade. SFS is loca ated in a 24‐aacre setting neear the heart t of Seoul and d features mo odern facilities that have been designed to supp port student learning including three m edia center/libraries, an a auditorium, five comp ree gymnasiums, a perform puter labs, thr ming arts cennter, an artific cial turf athlet tic field and an ind door swimming pool. 1
WASC Annu ual Update Organizat tion/Governing Structure/ /Financial Ba ase Seoul Foreign School relies on tuitioon as its sole source of revvenue. In receent years the e school ‘s fac cilities have been n built or refu urbished fromm budgeted ca ash reserves, and the scho ool has not incurred any de ebt. In August 2009, Dr. Joh hn Engstrom t took over as Head of Scho ool. A one‐yeaar Interim Head of School, Dr. Nancy Price, served for the 2008‐20 009 school ye ear, succeedinng Dr. Harlan Lyso who led d the school for almost 200 years. The sschool has thrree governing g groups: a. An 11‐member Board of Dir rectors who aappoints the Head of Scho ool and set poolicy b. Th he Council, an n 11‐member r group who a appoints the Board memb bers, approves the budget, , and accts as the gua e Christian nature of the sc ardians of the chool c. Th he Jaidan, a ffive‐member body who are e considered the registere ed “owners” o of the propertties off Seoul Foreiggn School. Th his group incluudes the Hea ad of School. Student B Body Students at SFS come f from 55 coun ntries around the world. 60 0% of the student populat tion are U.S.passport h holders. Ethnnically, over h dents are Kor ean, although half of its stud h the vast ma ajority of thes se students h hold U.S. or CCanadian pass sports. While e 42% of the s students have e attended SF FS for two years or less (as is typical of an international school), there is a recentt trend of longger‐term enro ollment. Currently, tudents have been at SFS f , 27% of its st for 5 or more e years. For th he school yea ar 2010 ‐ 2011, the student enrollment has been about t 1470 in Pre‐ ‐School throu gh Grade 12. . Faculty SFS emplo oys a total of 188 teaching g faculty and 3 36 Teaching A Assistants. Divisional staff f consists of 6 6 counselor rs, 4 librarians s, a High Scho ool registrar, an IB Diplom a Coordinato or, and a part‐‐time IGSCE Coordinat tor. Administr ration The schoo ol’s eight admministrators in nclude the Heead of School, , Assistant Heead of School – Operation ns, Assistant HHead of School – Academics, four divisiion Principals s, and the Dire ector of Communi ications and D Development t. School‐wid de positions in nclude an IT D Director, two o Admissions Directors,, an Aquatics Director, Chr ristian Ministr ries Coordinaator, Activities s Director, Huuman Resourc ce Director, K‐12 Drama D Director, Director of Performing Arts, Sc chool Psycho ologist, and a School Nurse e. Classified Staff SFS emplo oys 119 classi ified staff. Meembers of its full and part‐‐time classifie ed staff are employed across thee areas of maintenance, ho ousing servicees, transporta ation, genera al accounting,, secretarial, safety andd other servic ces critical to the functioniing of the cam mpus. Classified staff employ yees are hired d locally. 2
WASC Annu ual Update Curricular r program Seoul Foreign School is s committed t to academic e excellence. It ts college preparatory curr riculum, whic ch the Internatioincludes t onal Baccalaureate Diplom ma program, a and its dynam mic learning ennvironment, challenges students to achieve their full intellect tual potentiall. Equally, its community c cherishes Christian values whhich encourag ge its students to develop strong charac cter, live and work with integrity, and accept ressponsibility fo or themselves s and others. SFS enrolls sttudents from m all religious faiths and backgroun nds, and prov vides a nurturring Christian atmosphere of acceptanc ce and tolerance. The British School uses s the UK Natioonal Curriculuum suppleme ented in certa ain areas, suc ch as math and mode ern languages s. The high school offers thhe IB Diplomaa and Interna tional Genera al Certificate of Secondary y Education. Aside from these two pro ograms, other r curriculum in the school is predomin nantly Americ can in origin. The Actio on Plan The origin nal Action Pla an in the Self‐Study was re evised, subm mitted to WAS SC June 1, 2010, and approved by WASC as part of a ssix‐year term m of accreditation 2010 – 2 2016. The fiv ve main goals s of the Action n Plan are: Goal 1: C ment, and regularly review Create, implem w a coherent t, accessible, articulated, s standards‐ba ased K‐12 curriiculum to ens sure improve ed student leaarning. Goal 2: Im mplement systems that an nalyze SFS daata in the cat egories of stu udent learnin ng and achievemment, school p programs andd processes, p perceptions, and demogra aphics. Goal 3: Id dentify appro oaches that w will accelerate e the integrat tion of techn nology to imp prove learning g. Goal 4: Cr reate a compprehensive, SF FS‐wide Profeessional Deve elopment Pla an that organ nizes and exp pands professional and staff developmennt and aligns w with school g goals. Goal 5: Endeavor to st e school’s governance str uctures whic treamline the ch include the e Board, the Council, the Jaidan, an nd the Governnors. Accomplis shment of each school‐wid de action plan n section: Goal 1: C Create, implem ment, and regularly review w a coherent t, accessible, articulated, s standards‐ba ased K‐12 curriiculum to ens sure improve ed student leaarning. During the 2010 ‐ 2011 1 school year each subject group met to o confirm or wwork toward agreement o on standardss for their sub bject area. By y May this yea ar, all subject agreed on a set of standards, t areas have aand Atlas shows that those standards are in plac ce, ready for u use in buildin ng units of ins struction. 3
WASC Annu ual Update Discussion ns, based on research artic cles and profeessional orgaanizations’ publications we ere conductedd in PK‐12 subbject groups aand in division nal teams. B Benchmarks in n each subjec ct area are a w work in progr ress and have not been com mpleted yet. Assessments s, rubrics, and d samples of sstudent work k are being collected and stored fo or sharing pur rposes in Atla as and Accred ditation Plus. There has beeen progress on making At tlas a collaboration and planning tool foor teachers, a as well as a co ollection of vi iable informa ation about SFSS’ curriculum. All teacheers have unit maps in Atlass that accurattely reflect wh hat is happenning in their c classes. The w work of revising g each unit us sing Understa anding by Des sign as a mod del is underwaay. Eight facu ulty members s were sent t to an Under rstanding by D Design weeke end workshop p, and two facculty membe ers have completed a two‐year train‐the‐trainer program m for UbD. Th ese ten peop ple serve as reesources withhin the faculty. Next year SFS will continue to provid de staff deve lopment on UUbD and to encourage the e use of UbD pr rinciples to de evelop and re efine units. Articulatio on of each ph hase of the Cuurriculum Rev view Cycle ha as been tabled d for larger discussions wit th the new CCurriculum Co oordinator wh ho will join SF FS next year. The challeng cula ge of aligning several curricacross thee four division ns makes the work of artic culation comp plex. A clear system of mo ore frequent, regularly‐scheduled su ubject‐focusedd meetings w within division ns, as well as a across divisio ons needs to b be establishe ed. Clarifyingg the roles and d responsibili ities of the Ele ementary Sch hool Curriculuum Coordinat tor, the schoool‐wide Curric culum Coordin nator, the Curriculum Liais sons in the M Middle School, , the Departm ment Chairs in t the High Scho ool, and thosee responsible for curriculu m leadership p in the British h School Key Stages will promote a more cohesiv ve school‐wid de curriculum . Goal 2: Im mplement systems that an nalyze SFS daata in the cat egories of stu udent learnin ng and achievemment, school p programs andd processes, p perceptions, and demogra aphics. The Head of School initiated the Sta ate of the Sch 010. This is a document fo hool report in the fall of 20 or the Board and d the Adminis strators which h organizes thhe various typ pes of data w we collect aboout student performance, program ms, and other demographic c and percept tion data that t we collect. This has serv ved as a starting point for disc cussions abouut the current reality and t then about possible interv ventions. The e State of th he School willl continue as an annual puublication for internal analysis of “how we are doing g.” Many addditional forms s of grade‐lev vel and course essments are e internal asse e being collected on the Shhare Drive and in Atlas. The e use of internal assessment data (DRA A, 6 + 1 writingg skills, MAP, SATs, IGCSE)) has become mmore of a focu us in divisiona al meetings, in team plann ning, and othe er settings as s we begin to shift the organ nization’s thinking toward “continuous i improvement t” and “data‐ ‐driven decisioons”. SFS wil ll be researchin ng and exami ining models for data analysis next yea r. Goal 3: Id dentify appro oaches that w will accelerate e the integrat tion of techn nology to imp prove learning g. During the fall of 2010, a One to On ne Laptop task force was foormulated too study the feaasibility of beginning g a laptop proogram at SFS. The work of that group re f esulted in sol lid philosophiical and finanncial support fr rom the Boar rd of Directors. The Metirii Group from southern Cal lifornia was id dentified as the 4
WASC Annu ual Update consultannts who would d provide the e initial bulk o of professiona al development to SFS facuulty this year and next. Elem mentary grad des 5 and 6, as well as Briti ish School Yea were chosen a ars 6 and 7 w as the first gra ades to roll out t the laptop in nitiative in the fall of 20111. Training fo r teachers in those grades s began in Jan nuary. Working o on the prepar e launch of this program ha ration for the as resulted in n: 1. Taargeted profeessional deve elopment about technolog y integration for the coho ort teachers, provided by M Metiri, both in person and o online. This in ncludes the revising of cur rrent teaching g units in Atlas, t to add value by integrating g technology when approp priate and to promote add ded earning value to the unit. le 2. Thhe addition oof 1.0 FTE acro oss the divisio ons and a red deployment o of technology teachers’ tim me to promote techn nology integra ation; ie, each division wil l have a 0.5 T Technology In ntegration Sp pecialist next year. 3. Thhe addition o to re‐distribute the worklo of 2.0 IT staff t oad of other IIT staff and to o increase thee le evel of IT supp port in all diviisions. 4. Data collectionn as a baseline measure fo or tracking the e impact of th he laptop init tiative on stud dent engagement, s student and p parent percep ption, and mo ore diversity iin the use of technology a as a ool in the clas to ssroom. 5. Opportunities to enhance a O and promote the school’s c cognitive, aff fective, and sppiritual ESLRss th hrough the infusion of tech hnology. 6. A more unified d approach to o teaching and d learning acr ross the four divisions by p promoting more: co ollaboration a among teache ers, common planning tim me, opportuni ties for cross‐divisional professional leearning comm munities to de evelop, and au uthentic reassons to incorp porate resear rch on le earning theory, technology y integration, and the prin ciples of Und derstanding by Design. Goal 4: Cr reate a compprehensive, SF FS‐wide Profeessional Deve elopment Pla an that organ nizes and exp pands professional and staff developmennt and aligns w with school g goals. The Metirri Group (http p://www.met tiri.com/ ) has s been provid ding foundatio onal researchh, data collect tion and synth hesis about SFFS students an nd teachers, and expertise e on infrastru ucture, communication systems, a and the nuts and bolts of wwhat student ts and teache rs need for su uccessful impplementation of a one to one laptop prog gram. They h have cited the e research, lin nked our data a to the resea arch, and proovided a framework and strategies for teac chers to incorrporate into u units. They encourage the e use of Atlas and UbD to doo this work; so the teacherrs are now seeing the inte r‐connectedn ness of these tools to teaching and learning. The worrk with studennt data will se et the stage foor a more inttentional mov ve toward analyzing student work k and student t data to get improved stu udent perform mance. The llaptop initiati ive provides a a drive wheel l for changing g many dimen nsions of teac ching and learning at SFS. In addition, there have e been some eexamples of o other intentio velopment that are more onal staff devclosely aligned with the school‐wide e goals listed in this Action n Plan and in the Curriculu um Review Cy ycle: a. Math consultant who worked for 4 days with math te M eachers acros ns. The topics ss the division were integrating technology and increas w sing the types s and amountts of problemm solving. 5
WASC Annu ual Update b. Fo oreign Langua age consultan nt who worke ed with teachhers on adapting the UbD t template to bbetter match the nee m eds of languag ge teachers wwho deal withh a considerab ble number o of skill‐based outcomes. c. Sm mall groups oof teachers we nferences on UbD, techno ere sponsored to attend t raining or con ology in ntegration, mathematics, SSocial Studies s, the IGCSE p program, and Internationale Baccalaureeate co ontent and asssessment wo orkshops. Next yearr will bring mo ore focus on eestablishing a a more clearly ong‐term plan for y articulated system and loa cohesivee and compre ehensive prof fessional deve elopment pla an that promo otes professio onal growth f for teachers a and a stronge er overall academic progra am for SFS stu udents. Goal 5: Endeavor to st e school’s governance str uctures whic treamline the ch include the e Board, the Council, the Jaidan, an nd the Governnors. After discussions with the Board thi is year, the Co ouncil has ag reed to dedic cate next year to reviewing the governance structure oof SFS. The only o other change that has affeected the schoool has been the change inn Korean law that now alloows students w who do not h hold foreign p passports to b be eligible to a apply to enro oll at SFS. The e law change generated d an Admissio ons Task Force at SFS, mad de up of Boar d, faculty, and administrat tors to discus ss the impact of the law on o f our admissions’ policies and practices. A Agreement o on changes ne eeded to be d done in a collab borative manner and has d demanded that the organi zation reflect t on many pra actices, assumptio ons, and traditions. This h has not been aan easy task, but has been n a healthy ex xercise for SFSS. Overall, th his has been a a productive year. Clear p progress has b been made on als, and the next n the five goasteps for e each goal hav ve been identtified. Submitted b by Dr. Shirley Dro oese, Assistant H Head of School‐A Academics 01 Jun ne 2011 6