Wasc final progress report for seoul foreign school june 2012


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Wasc final progress report for seoul foreign school june 2012

  1. 1. SEOULFOREIGNSCHO OL WASC Annual Update For Seoul Foreign School, 2011‐ 2012ReportonprogressonGoalsofActionPlan.
  2. 2. WASCAnnualUpdate 12 2012 WASCProgressReportforSeoulForeignSchool2011-12 GeneralData Schooladdress HeadofSchoolSeoulForeignSchool Dr.JohnEngstrom 55YonhiDong jengstrom@seoulforeign.org Seodaemun‐ gu Seoul,120‐ 113,SouthKorea Enrollmentfor2011‐ 2012: Telephone:82‐ 2‐ 330‐ 310 BritishSchool 347 0 Facsimile:82‐ 2‐ 332‐ 87 ElementarySchool 459 75 Email:Administrator@seoulforeign.org MiddleSchool 252 Website: http://www.seoulforeign.org/ HighSchool 477 Total: 1535 BriefDescription TypeofSchool SeoulForeignSchool(SFS)wasfoundedin1912byChristianmissionaryparentstoservetheneedsof expatriatechildreninSeoul. In the 2011/12 academic year SFS celebrated th its100 anniversary.Ithascontinuedasanon‐ profit,non‐ denominationalschoolwithadistinctChristianphiloso phy.Theschoolhaswestern‐ styleElementary (K-Gr. 5),Middle Gr. 6-8)andHighSchool divisions (Gr. 9-12) andaBritishSchoolprovidingKeyStages1‐ 3 (K-Yr. 9) Korea‟sfirstinternationalschool,SeoulForeignSchoolbeganwithonefull‐ timeteacher, eighteenstudentsandasingleclassroom.Buildingonitsearlycommitmenttoachallenging educationalprogramprovidedinauniquelynon‐ denominationalChristianenvironment,the schoolhasgrowntobecomethepre‐ eminentschoolinKoreafortheEnglish‐ speakingbusiness anddiplomaticcommunities.TodaySFSisa community‐ oriented,western‐ styleco‐ educational dayschoolservingover1500childrenfrom55nationsinpreschoolthroughtwelfthgrade.SFSislocatedina 25‐ acresettingneartheheartofSeoulandfeaturesmodernfacilitiesthathavebeendesignedtosupportstudentlearningincludingthreemediacenter/libraries,anauditorium,fivecomputerlabs,threegymnasiums,a performingartscenter,anartificialturfathleticfield andanindoorswimmingpool. 1
  3. 3. WASCAnnualUpdate 2012Organization/Governing Structure/FinancialBaseSeoulForeignSchoolreliesontuitionasitssolesourceofrevenue.Inrecentyearstheschool„sfacilitieshavebeenbuiltorrefurbishedfrombudgetedcashreserves,andtheschoolhasnotincurredanydebt.InAugust2009,Dr.JohnEngstromtookoverasHeadofSchool.A one‐ yearInterimHeadofSchool,Dr.NancyPrice,servedforthe2008‐ 2009schoolyear,succeedingDr.HarlanLysowholedtheschoolforalmost20years.The schoolhasthreegoverninggroups: a. An11‐ memberBoardofDirectorswhoappointstheHeadofSchoolandsetpolicy. b. TheCouncil,an11‐ membergroupwhoappointstheBoardmembers,approvesthebudget,and actsastheguardiansoftheChristiannatureoftheschool. c. TheJaidan,afive‐ memberbodywhoareconsideredtheregistered“owners”oftheproperties ofSeoulForeignSchool.ThisgroupincludestheHeadofSchool.StudentBodyStudentsatSFScomefrom55countriesaroundtheworld.60%ofthestudentpopulationareU.S.passportholders.Ethnically,overhalfofitsstudentsareKorean,althoughthevastmajorityofthesestudentsholdU.S.or Canadianpassports.While42%ofthestudentshaveattendedSFSfortwoyearsorless(asistypicalofaninternationalschool),thereisarecenttrendoflonger‐ termenrollment.Currently,27%ofitsstudentshavebeenatSFSfor5 ormoreyears.Fortheschoolyear2011‐ 2012,thestudentenrollmenthasbeenabout1535inPre‐ SchoolthroughGrade12.FacultySFSemploysatotalof186teachingfacultyand39TeachingAssistants.Divisionalstaffconsistsof3 assistantprincipals, 1 deputy head, 7 counselors,4librarians,aHighSchoolregistrar,anIBDiplomaCoordinator,andapart‐ timeIGCSE Coordinator and HS Athletic Director.In 2012/13 the number of assistant principals will increase to 4 with the addition of this position in theElementary School.AdministrationTheschool‟seightadministratorsincludetheHeadofSchool,AssistantHeadofSchool–Operations,AssistantHeadofSchool–Academics,fourdivisionPrincipals,andtheDirectorofCommunicationsandDevelopment.School-wide positions include a Curriculum Coordinator, an IT Director, an Educational TechnologyCoordinator, two Admissions Directors, anAquaticsDirector, aChristianMinistriesCoordinator,ActivitiesDirector,HumanResourceDirector,K‐ 12DramaDirector,DirectorofPerformingArts,SchoolPsychologist, anda SchoolNurse.ClassifiedStaffSFSemploys124classifiedstaff.Membersofitsfullandpart‐ timeclassifiedstaffareemployedacrosstheareasofmaintenance,housingservices,transportation,generalaccounting,secretarial,safetyandotherservicescriticaltothefunctioningofthecampus. Classifiedstaffemployeesarehiredlocally. 2
  4. 4. WASCAnnualUpdate 2012CurricularprogramSeoulForeignSchooliscommittedtoacademicexcellence.Itscollegepreparatorycurriculum,whichincludestheInternationalBaccalaureateDiplomaprogram, anditsdynamiclearningenvironment,challengesstudentstoachievetheirfullintellectualpotential.Equally,itscommunitycherishesChristianvalueswhichencourageitsstudentstodevelopstrongcharacter,liveandworkwithintegrity,andacceptresponsibilityforthemselvesandothers.SFSenrollsstudentsfromallreligiousfaithsandbackgrounds,andprovidesanurturingChristianatmosphereofacceptanceandtolerance.TheBritishSchoolusestheUKNationalCurriculum.ThehighschoolofferstheIBDiplomaandInternationalGeneralCertificateof SecondaryEducation.Asidefromthesetwoprograms,othercurriculumintheschoolispredominantlyAmericaninorigin. These programs are implemented using the inquiry based model embeddedwithin the Understanding by Design curriculum development framework.TheActionPlanTheoriginalActionPlanintheSelf‐ Studywasrevised,submittedtoWASCJune1,2010,andapprovedbyWASCaspartofa six‐ yeartermof accreditation2010–2016.ThefivemaingoalsoftheAction Planare:Goal1:Create,implement,andregularlyreviewacoherent,accessible,articulated,standards‐ based K‐ 12curriculumtoensureimprovedstudentlearning.Goal2:ImplementsystemsthatanalyzeSFSdatainthecategoriesofstudentlearningand achievement,schoolprogramsandprocesses,perceptions,anddemographics.Goal3:Identifyapproachesthatwillacceleratetheintegrationoftechnologytoimprovelearning.Goal4:Createacomprehensive,SFS‐ wideProfessionalDevelopmentPlanthatorganizesand expandsprofessionalandstaffdevelopmentandalignswithschoolgoals.Goal5:Endeavortostreamlinetheschool’sgovernancestructureswhichincludetheBoard,theCouncil,theJaidan,andtheGovernors. 3
  5. 5. WASCAnnualUpdate 2012Accomplishmentofeachschool‐ wideactionplansection:Goal1:Create,implement,andregularlyreviewacoherent,accessible,articulated,standards‐ basedK‐ 12curriculumtoensureimprovedstudentlearning.STANDARDS BASED CURRICULUM: Work continues on adopting and implementing astandards based curriculum for the Elementary, Middle, High School sections. The 2011/12academic yearbuilt on the standards adopted in 2010-11 for the majority of the curriculum and hasincluded: The National Standards for Social Studies for Gr. 4-8, with Foreign Languages, French,Spanish and Korean adopting the UK Modern LanguagesStandards to cover their programs.Thesestandards have been used to devise Korean placement test for students moving into the MiddleSchool Program.Christian Studies have also developed and adopted a comprehensive set ofstandards across the school.CURRICULUM DEVELOPMENT FUNDAMENTALS: With the adoption of standards largelycompleted to cover the courses offered at SFS considerable work was done on refocusing schoolsystems to support the further development of the curriculum. This involved refocusing the useofthe Understanding by Design (UbD) Curriculum Development Model as the inquiry base forcurriculum development and rejuvenation of Atlas Rubicon the school‟s curriculum mappingprogram to support curriculum development. 1. UNDERSTANDING BY DESIGN – INQUIRY BASED DEVELOPMENT MODEL:The services of school based UbD trainers were accessed to provide a comprehensive training program for a core team of 45 teachers representing grade and subject levels across the school. The role of these teachers was to support their colleagues in using UbD as the basis of their unit planning across the school. 2. CURRICULUM MAPPING – ATLAS RUBICON:Atlas Rubicon, the school‟s curriculum mapping program was rejuvenated to further support the UbD Inquiry model. Representatives from Rubicon came to the school to initially work with the curriculum coordinator and assistant coordinator to review and update data in the system. The template was redesigned to include UbD updates and school initiatives. These initiatives included more program specific information for the IB Diploma, IGCSE and the school-wide introduction of the IB Leaner Profile and Trans-disciplinary skills. The latter involved the adoption of skill setswhich supported the development of the IB Learner Profile, the school‟s st ESLRs and skills necessary for the 21 Century. Grade level specific skills based benchmarks are to be developed in 202/13. In May ‟12 Core Team Training occurred in the use of Atlas. This core team of 33 teachers was trained over 2 days in the use of Atlas to develop greater awareness of how this program is useful not just in documenting the curriculum but in analyzing and refining it to promote curriculum articulation. Again this core team is responsible to support their colleagues in this use of Atlas. The Core teams in both cases mentioned above were very supportive of the school‟s administrationdecision to allow this training to occur during the normal daily schedule. 4
  6. 6. WASCAnnualUpdateCURRICULUM DOCUMENTATION GOAL:With the adoption of standards based curriculum, 2012refocusing of UbD as the school‟s curriculum development model and Atlas as a curriculummapping program, the building blocks for building and documenting the dynamic SFS curriculumhave been laid. In 2011/12 all teachers were expected to apply their learning to develop 1 qualityunit based on UbD and have it documented in Atlas. The time line for the documentation of thestandards based / UbD curriculum has collaboratively been set for June 2015. Each year leadingup to this time subject areas will be expected to identify unit planning expectations to meet thisdeadline. Management structures are in place to monitor progress on these developments. Insetting this goal it is also understood that the curriculum is dynamic and will be continually revisedas part of the normal teacher planning process and according to the more formal review cycle.CURRICULUM DEVELOPMENT ACTION PLANNNG: In the two whole faculty work days set forthe year subjects areas meetacross divisions to develop action plans aimed at addressing schoolwide initiatives as well as identifying their own subject specific initiatives. School-wide initiativescame from WASC recommendations and included 1. Curriculum Articulation; 2. Professionaldevelopment. These formed the focus of further meetings throughout the year.CURRICULUM REVIEW:Curriculum Review continues in-line with the school‟s establishedcurriculum review cycle. 1. MATHEMATICS REVIEW: This year Mathematics progressed through the adoption phase. This entailed development of a vision statementbased on current research and best practices. This statement outlines the values and beliefs about what is to be taught and how it will be taught and how the school mission statement can be implemented in this subject area. These beliefs guided the adoption of programs and resources to support the direction set for the teaching of Mathematics at SFS. At this stage Mathematics is adopting the new „Maths In Focus‟ program K-8. The pedagogical base of this program supported the school‟s focus on a standards based program,the use of manipulatives, a variety of activities and authentic problem solvingto develop a solid conceptual understanding. 2. SCIENCE REVIEW: Science as part of the review process of the curriculum review cycle, has drafted a vision statement for the purposes outlined above. A focus being the use of scientific inquiry to support student learning. Several teachers attended conferences in the US to gain insights into programs available to support this direction. 3. FOREIGN LANGUAGES REVIEW: This is an out-of-cycle review initiated by the HOS. A task force was establish consisting of AHOS- Academics, the curriculum coordinator, IB coordinator, IGCSE coordinator, curriculum leaders for Korea, Spanish & French, the British school principal, and parent representatives from each of the four divisions. The focus of this task force was to: 1. Consider the provision of our current foreign languages courses i.e. should we consider offering more – possibly Mandarin; 2. How effective are the practices and structure of our current foreign languages program in promoting continuity of learning. This task force commenced its task in April and will continue into 2012/13. A language consultant, Greg Duncan has been contracted to work with the task force on this review.WHOLE SCHOOL LANGUAGE POLICY: The school‟s language policy is being revised. Thepolicy recognises that all teachers are language teachers. The policy will state the vision oflanguages at SFS. Sections within the document will identify philosophy and practices related to: 1The language of Instruction; 2 Support for the Language of Instruction; 3. Support for the languageof the Host country; 4. Provision of Foreign Languages; 5. Professional development.ORGANISATIONAL STRUCTURES: The work on developing organizational structures to supportcurriculum development within and across divisions is in progress with clear job descriptions,equity across divisions in expectations and allocations being considered as part of a school widefocus to promote career opportunities within the school as well as curriculum articulation. 5Transition to a structure to support positions of responsibilityis planned for over the next threeyears.
  7. 7. WASCAnnualUpdate 2012ASSESSMENT. With the adoption of standards based curriculum a focus this year has been toconnect these standards with a variety of assessment tasks. To help guide this practice the highschool has developed an assessment policy while the Middle School has been revising theirassessment methods. Both these divisions have adopted 5 common types/ Approaches ToAssessment (observations, performance / contextual product, designated responses, academicprompts, self assessment). These will be used to guide the development of the assessment tasksand then track these across the divisions to ensure this variety in assessment tasks. TheElementary and British School are also considering adopting these. Assessment will continue tobe a focus of our curriculum development. In 2012/13 the focus will be assessment andstandardisation practices with 2013/14 focusing on restructuring the reporting process.Goal2:ImplementsystemsthatanalyzeSFSdatainthecategoriesofstudentlearningandachievement,schoolprogramsandprocesses,perceptions,anddemographics.STATISTICAL REPORT: TheHeadofSchool again communicated a statistical report detailing theschool‟s academic performance with regards to standardized tests such as the Educational RecordBureau (ERB) scores; the Scholastic Aptitude Test (SAT); IB results and results from the StandardisedAssessment Tasks (SATs) and SOSCA for the British School.Thisdocumentalso communicatedstudent‟s performance in sporting events, participation in Christian Ministry events and student and staffdemographics.ATLAS ANALYTICAL TRAINING: As mentioned in the curricula section of this report, training hasbeen undertaken in the use of Atlas as a mapping tool to analyse the curriculum. Using this tool, thestandards for each curriculum area can be analysed to determine how they are being used to focusstudent learning and gather evidence of this learning. This tool allows subject groups to readilyanalyse their curriculum to identify trends to aid them in the program reviews.STUDENT DATA MANAGEMENT SYSTEM: The school has undertaken a process to acquire astudent data management system (SDMS) that integrates with its existing student data system,Power School. The preferred system being considered is the „Inform‟ system offered throughPearson. It is planned to implement this system in the 2012/13 academic year. This system willintegrate existing student demographics and achievement results currently contained within PowerSchool and collate this with standardized results from MAP, ERB, SAT and PSAT, results from IBDiploma and IGCSE as well as common internal assessment tasks. The ability to compile theseover several years willgive us a clearer indication of trends in subject, grade, class and individualacademic performance. Analysis of such data will assist in identifying and remediating trendspromptly and hence optimize student learning opportunities. 6
  8. 8. WASCAnnualUpdate 2012Goal3:Identifyapproachesthatwillacceleratetheintegrationoftechnologytoimprovelearning.ONE-TO-ONE LAPTOP PROGRAM: The one –to-one laptop program was initiated this year for Gr.5, 6 and Yr. 6, 7 in the British School. The program was overseen by the newly appointed ETcoordinator and two technology integrationalists. These ET personnel worked closely with the MetiriAdvisory group contracted to implement the program and support teachers in integrating technologyto enhance student learning. They further supported the cohort trained prior to this year‟simplementation and also trained a new cohort responsible for the expansion of the program to Gr. 8 /Yr. 9 in 2012/13. With the expansion of the program in 2012/13 two additional personnel have beenappointed to the ET dept.TECHNOLOGY TRAINING: In addition the ET dept. sourced reputable professionals to developskills and awareness in the use of technology in education. These included Jeff Utecht and SusanBrookes –Young. These presenters worked with teachers and parents to develop a communityunderstanding of the direction the school is taking with regards to technology. The ET team alsoprovided regular ongoing optional training for all teachers through-out the year on tools and devices tosupport learning. They have also developed podcasts to highlight developments and effectiveclassroom projects that embraced technology. Where possible school personnel have been sourcedto provide this training for their colleagues with funds being provided to presenters in recognition oftheir willingness to share their expertise.EDUCATIONAL TECHNOLOGY PLAN: As part of the school‟s strategic plan an EducationalTechnology Plan has been developed to outline the school‟s developments in technology. Thisprogram is developed until 2016 when it will be revised. A group consisting of the CurriculumCoordinator; ET/ IT coordinators; parent, board, administrators and teacher representatives workedfor the majority of the year to identify strengths and needs, and develop an action plan covering thenext four years. Information from the MetiriGroup and the International Society for TechnologyEducation (ISTE) were valuable for research and advice on structures and initiatives to support thedevelopment of this plan.Goal4:Createacomprehensive,SFS‐ wideProfessionalDevelopmentPlanthatorganizesandexpandsprofessionalandstaffdevelopmentandalignswithschoolgoals.EDUCATIONAL TECHNOLOGY TRAINING: TheMetiriGroup(http://www.metiri.com/)has continuedto be sourced to provide online and onsite training for teachers and advice on further developmentencapsulated in the school recently developed Educational technology Plan to promote effective use oftechnology to promote learning.CURRICULUM DEVELOPMENT FUNDAMENTALS – With the adoption of standards basedcurriculum, training was undertaken to refocus UbD as the school‟s curriculum development model andAtlas as a curriculum mapping program. These programs form the building blocks for the development ofa dynamic curriculum at SFS. 1. UNDERSTANDING BY DESIGN (UBD) TRAINING. The services of school based UbD trainers were accessed to provide a comprehensive training program for a core team of 45 teachers representing grade and subject levels across the school. The role of these teachers was to support their colleagues in using UbD as the basis of their unit planning across the school. 2. ATLAS CURRICULUM MAPPING TRAINING.In May ‟12 a Rubicon trainer trained a core team of 33 teachers over 2 days in the use of Atlas to develop greater awareness of how this program is useful not just in documenting the curriculum but in analyzing and refining it to promote curriculum articulation. Again this core team is responsible to support their colleagues in this use of Atlas. 7
  9. 9. WASCAnnualUpdate SUBJECT SPECIFIC TRAINING: 2012 Smallgroupsofteachersweresponsoredtoattendtrainingorconferenceson:technology integration;Mathematics,Science,theIGCSEand InternationalBaccalaureate programs, contentand assessmentworkshops. PROFESSIONAL DEVELOPMENT ACTION PLANNING: In the two whole faculty work days set for the year subject areas meet across divisions to develop action plans aimed at addressing school wide initiatives as well as identifying their own subject specific initiatives. School-wide initiatives came from WASC recommendations and included 1. Curriculum Articulation; 2. Professional development. These formed the focus of further meetings throughout the year. PROFESSIONAL DEVELOPMENT - FUTURE INITIATIVES:A Professional Development long-term plan has been developed based on needs identified from administrators and specific subject area needs as identified in their action plans. These are offered at a school level with several being opened to EARCOS schools. 2012/13 o Aug. 9-13 Math Training to support the new „Math in Focus‟ program K-8 – Dr. Yeap (author of the program). o Oct. 18-20 Best Practices in Assessment – Bambi Betts –School wide and also open to EARCOS schools o Oct. 22-26 P.E. Multi-skills Program: 4 day workshop SFS PE staff and also open to local schools, 1 day KORCOS workshops. Developing coaching standards and movement skills across all ages. o Oct 26-27 Brain Gym: Optional - Introduces 26 physical movements to promote cognitive Development. o Jan. date TBAMath Training follow-up o April 5,6Leadership Training for Middle Managers:Supporting SFS middle managers in their leadership responsibilities. School wide. Open to EARCOS schools.2013/14 – Identified training options. Dates TBA o Assessment – Reporting – Bambi Betts – school-wide o ESL in the mainstream –VirginaRohas – school-wide o Teaching strategies – Dr. Spencer Kagan – school-wide PROFESSIONAL DEVELOPMENT - SCHOOL BASED WEBSITE. A School Based Professional Development Google website has been createdto enhance communication of training opportunities. This site gives details of workshops available locally, and internationally. 8
  10. 10. WASCAnnualUpdate Goal5:Endeavortostreamlinetheschool’sgovernancestructureswhichincludetheBoard,theCo uncil,theJaidan,andtheGovernors. 2012Although we have not been able to make any substantial changes to our governance structure per se, I believewe are positioning ourselves for improved structure and alignment. Here are the various points of discussionand change: 1. The British Division‟s Governors have agreed with the SFS Board to place British Governor representatives on each of our Board standing Committees including the Development Committee and the Academic/Personnel Committee. The Fiscal/Property Committee and the Planning Committee already had a representative from the Governors. 2. The Governors are piloting the viability of their group serving as a standing committee of the SFS Board versus a “governance” body. They recognize that they can address many of their concerns in that structure. They also understand, rightly so, that they would be more influential in the direction of our school while participating in this fashion. This would be a good way of streamlining our school governance. 3. The School Board has implemented changes in the way it conducts business which has streamline its functions. In the 2011/2012 school year the frequency of meetings was reduced to five full-board meetings (from ten full-board meetings). The committee meetings (aside from Fiscal-Property) were reduced to four meetings per year/per committee (from ten committee meetings per year). This creates a more effective Board governance structure and paves the way for evaluating ways to improve the effectiveness of the entire governance structure. At this point, there has been no change in the Council or Juridical Person governing groups. 9