Seoul Foreign School developed a strategic plan from 2011-2016 with three strategic initiatives:
1) Ensure educational excellence through a high quality curriculum, standardized testing, university acceptance rates, and educational technology.
2) Enhance their leadership position in Asia Pacific through attracting top students, faculty, and administration.
3) Grow their finances responsibly to provide for current and future students.
The plan was developed over 18 months through stakeholder interviews, focus groups, market research, and setting goals and objectives to support the mission and vision.
The document discusses the key roles and responsibilities of school principals as instructional leaders. It outlines three dimensions of instructional leadership: providing a sense of purpose by communicating and implementing the school's mission and values; safeguarding learning through supervision, evaluation, and monitoring of teachers and students; and setting a positive school climate and standards for learning. Effective instructional leadership requires defining school goals, developing stakeholders, and promoting a supportive school environment. The document also provides best practices for principals to work with school personnel, lead instructional improvements, and develop impactful relationships that motivate staff and students.
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
The document outlines King Middle School's student support team and school improvement plan. The student support team is comprised of various staff members and parents who identify and plan alternative instructional strategies for students experiencing academic or behavioral issues. The school improvement plan focuses on standards-based teaching and learning, providing targeted students with frequent progress reports and tutoring programs, and using data from assessments to monitor students and guide interventions. Key data sources discussed include CRCT scores, benchmarks, teacher assessments, and demographic and program information to track student performance and perceptions.
School Improvement Plan (SIP) and Child Centered MethodologyRahman Ali
This document outlines a project to improve education in Paktika Province, Afghanistan through developing school improvement plans, child-centered teaching methodology training, and review meetings. The project will develop improvement plans for 100 schools through workshops involving 2,000 stakeholders, conduct follow-up review meetings, and provide training in child-centered teaching to 12 trainers and 600 school staff. The goal is for children to have friendly, high-quality learning environments.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
The document provides information about Akron Firestone High School's focus teams that are used to set up school improvement efforts. It includes:
1) Background information on the school including enrollment numbers, performance ratings, and feeder middle schools.
2) Descriptions of the missions and charges for 7 focus teams: Curriculum & Instruction, Professional Development, Guidance & Advisement, Evaluation & Assessment, Transition & Bridge, Environment & Public Relations, and Faculty Advisory Council.
3) Contact
The School Advisory Council (SAC) aims to improve communication about school issues and design an effective School Improvement Plan (SIP). The SIP focuses on improving achievement in reading, math, and other subjects for all student subgroups. While some goals were met in 2013, reading and math scores need more work. To address this, the school implemented daily 30-minute reading periods, teacher training in reading strategies, and voluntary math tutoring before school. The SAC also distributes climate surveys and shares information at open meetings to better engage with students, parents, and the community.
The document discusses the key roles and responsibilities of school principals as instructional leaders. It outlines three dimensions of instructional leadership: providing a sense of purpose by communicating and implementing the school's mission and values; safeguarding learning through supervision, evaluation, and monitoring of teachers and students; and setting a positive school climate and standards for learning. Effective instructional leadership requires defining school goals, developing stakeholders, and promoting a supportive school environment. The document also provides best practices for principals to work with school personnel, lead instructional improvements, and develop impactful relationships that motivate staff and students.
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
The document outlines King Middle School's student support team and school improvement plan. The student support team is comprised of various staff members and parents who identify and plan alternative instructional strategies for students experiencing academic or behavioral issues. The school improvement plan focuses on standards-based teaching and learning, providing targeted students with frequent progress reports and tutoring programs, and using data from assessments to monitor students and guide interventions. Key data sources discussed include CRCT scores, benchmarks, teacher assessments, and demographic and program information to track student performance and perceptions.
School Improvement Plan (SIP) and Child Centered MethodologyRahman Ali
This document outlines a project to improve education in Paktika Province, Afghanistan through developing school improvement plans, child-centered teaching methodology training, and review meetings. The project will develop improvement plans for 100 schools through workshops involving 2,000 stakeholders, conduct follow-up review meetings, and provide training in child-centered teaching to 12 trainers and 600 school staff. The goal is for children to have friendly, high-quality learning environments.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
The document provides information about Akron Firestone High School's focus teams that are used to set up school improvement efforts. It includes:
1) Background information on the school including enrollment numbers, performance ratings, and feeder middle schools.
2) Descriptions of the missions and charges for 7 focus teams: Curriculum & Instruction, Professional Development, Guidance & Advisement, Evaluation & Assessment, Transition & Bridge, Environment & Public Relations, and Faculty Advisory Council.
3) Contact
The School Advisory Council (SAC) aims to improve communication about school issues and design an effective School Improvement Plan (SIP). The SIP focuses on improving achievement in reading, math, and other subjects for all student subgroups. While some goals were met in 2013, reading and math scores need more work. To address this, the school implemented daily 30-minute reading periods, teacher training in reading strategies, and voluntary math tutoring before school. The SAC also distributes climate surveys and shares information at open meetings to better engage with students, parents, and the community.
The document is the 2010-2011 school improvement plan for Tech High School. It outlines 5 measurable goals for the school year: 1) to increase academic achievement for all students, 2) to provide a safe and orderly learning environment, 3) to promote engagement and collaboration of stakeholders, 4) to provide support services that support student success, and 5) to employ and retain highly qualified staff. Each goal includes initiatives and action steps to work towards meeting the goal.
Heads of Department and School Development PlanningMark S. Steed
An INSET for Heads of Department at Berkhamsted School, England, on how to write a Departmental Development and the role of HoDs in School Development Planning.
Led by Mark S. Steed, Principal of Berkhamsted School
Strategic Plan Presentation to School BoardJay Marino
The document outlines the strategic planning process undertaken by Dunlap Community Unit School District #323. A committee of 38 representatives from teachers, administrators, staff, parents and community members met over 6 meetings to develop the strategic plan. Key themes in the plan focus on preparing students with 21st century skills and engaging learning. Next steps include formalizing the mission statement, creating action plans, measures of progress, and ensuring alignment between the district plan and school/classroom goals. Schools and classrooms will track data and student progress to monitor implementation and outcomes.
The document provides an overview of the Advanced Studies in Teaching and Learning (ASTL) program at George Mason University. It describes the program's mission, core values, structure, courses, and admissions process. The program offers a Master of Education degree with various concentration options. It is designed for practicing teachers and consists of 12 credits of core courses focusing on research, pedagogy, and leadership, along with 18-21 credits in the chosen concentration area. The core courses cover topics like how students learn, assessment, education and culture. The program can be completed fully online or through face-to-face instruction.
Staying on target: Intentional implementation of the school improvement planedornan
1) The document discusses the school improvement plan (SIP) process at Nelson Elementary school in Bethel School District. It outlines the steps in the SIP cycle of gathering data, analyzing it to set goals and objectives, developing a plan, implementing it, and monitoring progress.
2) Principal Kelley Boynton ensures teacher buy-in and that the SIP reflects their input. Teams analyze school data and research best practices. They create action plans with measurable steps and regularly revisit progress.
3) Boynton focuses on developing high-functioning professional learning communities (PLCs) to sustain the SIP. Teachers define criteria for effective PLCs and track their time spent on areas like unpacking standards and assessing student learning.
This document provides information about George Mason University's IB Advanced Certificate in Teaching & Learning Research program. The 30-credit program consists of an 18-credit IB concentration and a 12-credit ASTL core. The core focuses on research, pedagogy, and leadership skills, while the concentration covers IB philosophy, curriculum, and instruction. Courses are offered online and in a blended format. The program prepares teachers to be student-centered leaders who conduct classroom-based research to improve learning.
The document provides an overview of a seminar for post-primary school principals on school self-evaluation (SSE). The seminar consists of 3 sessions that: 1) introduce the SSE guidelines and process; 2) illustrate the 6-step SSE process through a literacy example and provide guidance on target setting; and 3) focus on SSE through numeracy. Key messages are that the primary purpose of SSE is to improve learner outcomes through an internal reflective review process using evidence to inform improvement planning. The seminar outlines the SSE process and guidelines to help schools evaluate aspects of teaching and learning over a 4-year period to improve student outcomes.
Team Efforts Are Gate Ways for School Improvement Plan By Sajjad Awan PhD Sch...Malik Sajjad Ahmad Awan
Teamwork is essential for school improvement according to the author. The document outlines the benefits of teamwork including improved student discipline, education standards, attention, learning, and better academic results. It also discusses establishing team roles and responsibilities, providing support and resources to teams, and appreciating effective teamwork. While teamwork has some challenges like slower decisions, it is still vital for teaching and school improvement when done properly under the right conditions.
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Curriculum development process in pakistanMohsin Awan
Curriculum Development.
Educational process in Pakistan.
curriculum design.
how to develop curriculum.
curriculum standards.
standards based curriculum.
characteristics of a quality curriculum standards.
benchmarking in curriculum.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
This document outlines the curriculum cycle used at an International Baccalaureate school. It discusses evaluating the PYP, MYP, and DP programs against IB standards and practices. The curriculum cycle includes needs assessment, development, implementation, and reflection phases. It emphasizes collaborative planning and ensuring students have a continuum of learning. Departments examine where they want to go, how to get there, and what resources are needed to develop the written, taught, and assessed curriculum. The action planning process documents progress and priorities to meet student outcomes and IB standards.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
Curriculum development at elementry and secondary levelsobia sultan
The document discusses curriculum development at the elementary and secondary levels. It defines curriculum as the subjects that are most useful for living in contemporary society. It describes the roles that teachers, curriculum wings, and textbook boards play in the curriculum development process. Teachers serve on committees to help develop and revise curriculum. Curriculum wings review and approve curriculum. Textbook boards are responsible for developing textbooks to align with the approved curriculum. The process involves committees drafting curriculum, obtaining reviews and approval at the provincial and national levels before textbooks are produced.
The document evaluates progress made since the 2012 improvement plan. It summarizes that:
1) Children in early years education have exceeded national averages in assessments and entered Key Stage 1 at expected levels.
2) Attainment has risen by 2 sublevels in English and Math in Key Stage 1 since 2012.
3) A £40,000 investment in information technology infrastructure and desktop computers has led to improved access to technology across the curriculum.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
The strategic plan outlines 3 strategic initiatives for Seoul Foreign School from 2011-2016:
1) Ensure educational excellence through curriculum, faculty, and inspiring students.
2) Enhance the school's leadership position in Asia Pacific through visibility, reputation, and communicating the mission.
3) Enrich fiscal growth and responsibility through long-range planning, benchmarks, and exploring opportunities.
The plan provides goals, objectives, and leaders for each strategic initiative.
The document discusses how sustainability has become an important consideration for businesses facing pressure from customers. It argues that sustainability means reducing waste and inefficiency throughout supply chains. The key is taking a holistic approach - redefining core philosophies, improving design and processes, and increasing collaboration across the supply chain to create closed-loop systems. Examples like HP's D2545 printer show how sustainable products and processes can be developed through considering waste from start to end of life.
The document is the 2010-2011 school improvement plan for Tech High School. It outlines 5 measurable goals for the school year: 1) to increase academic achievement for all students, 2) to provide a safe and orderly learning environment, 3) to promote engagement and collaboration of stakeholders, 4) to provide support services that support student success, and 5) to employ and retain highly qualified staff. Each goal includes initiatives and action steps to work towards meeting the goal.
Heads of Department and School Development PlanningMark S. Steed
An INSET for Heads of Department at Berkhamsted School, England, on how to write a Departmental Development and the role of HoDs in School Development Planning.
Led by Mark S. Steed, Principal of Berkhamsted School
Strategic Plan Presentation to School BoardJay Marino
The document outlines the strategic planning process undertaken by Dunlap Community Unit School District #323. A committee of 38 representatives from teachers, administrators, staff, parents and community members met over 6 meetings to develop the strategic plan. Key themes in the plan focus on preparing students with 21st century skills and engaging learning. Next steps include formalizing the mission statement, creating action plans, measures of progress, and ensuring alignment between the district plan and school/classroom goals. Schools and classrooms will track data and student progress to monitor implementation and outcomes.
The document provides an overview of the Advanced Studies in Teaching and Learning (ASTL) program at George Mason University. It describes the program's mission, core values, structure, courses, and admissions process. The program offers a Master of Education degree with various concentration options. It is designed for practicing teachers and consists of 12 credits of core courses focusing on research, pedagogy, and leadership, along with 18-21 credits in the chosen concentration area. The core courses cover topics like how students learn, assessment, education and culture. The program can be completed fully online or through face-to-face instruction.
Staying on target: Intentional implementation of the school improvement planedornan
1) The document discusses the school improvement plan (SIP) process at Nelson Elementary school in Bethel School District. It outlines the steps in the SIP cycle of gathering data, analyzing it to set goals and objectives, developing a plan, implementing it, and monitoring progress.
2) Principal Kelley Boynton ensures teacher buy-in and that the SIP reflects their input. Teams analyze school data and research best practices. They create action plans with measurable steps and regularly revisit progress.
3) Boynton focuses on developing high-functioning professional learning communities (PLCs) to sustain the SIP. Teachers define criteria for effective PLCs and track their time spent on areas like unpacking standards and assessing student learning.
This document provides information about George Mason University's IB Advanced Certificate in Teaching & Learning Research program. The 30-credit program consists of an 18-credit IB concentration and a 12-credit ASTL core. The core focuses on research, pedagogy, and leadership skills, while the concentration covers IB philosophy, curriculum, and instruction. Courses are offered online and in a blended format. The program prepares teachers to be student-centered leaders who conduct classroom-based research to improve learning.
The document provides an overview of a seminar for post-primary school principals on school self-evaluation (SSE). The seminar consists of 3 sessions that: 1) introduce the SSE guidelines and process; 2) illustrate the 6-step SSE process through a literacy example and provide guidance on target setting; and 3) focus on SSE through numeracy. Key messages are that the primary purpose of SSE is to improve learner outcomes through an internal reflective review process using evidence to inform improvement planning. The seminar outlines the SSE process and guidelines to help schools evaluate aspects of teaching and learning over a 4-year period to improve student outcomes.
Team Efforts Are Gate Ways for School Improvement Plan By Sajjad Awan PhD Sch...Malik Sajjad Ahmad Awan
Teamwork is essential for school improvement according to the author. The document outlines the benefits of teamwork including improved student discipline, education standards, attention, learning, and better academic results. It also discusses establishing team roles and responsibilities, providing support and resources to teams, and appreciating effective teamwork. While teamwork has some challenges like slower decisions, it is still vital for teaching and school improvement when done properly under the right conditions.
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
Curriculum development process in pakistanMohsin Awan
Curriculum Development.
Educational process in Pakistan.
curriculum design.
how to develop curriculum.
curriculum standards.
standards based curriculum.
characteristics of a quality curriculum standards.
benchmarking in curriculum.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
This document outlines the curriculum cycle used at an International Baccalaureate school. It discusses evaluating the PYP, MYP, and DP programs against IB standards and practices. The curriculum cycle includes needs assessment, development, implementation, and reflection phases. It emphasizes collaborative planning and ensuring students have a continuum of learning. Departments examine where they want to go, how to get there, and what resources are needed to develop the written, taught, and assessed curriculum. The action planning process documents progress and priorities to meet student outcomes and IB standards.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
Curriculum development at elementry and secondary levelsobia sultan
The document discusses curriculum development at the elementary and secondary levels. It defines curriculum as the subjects that are most useful for living in contemporary society. It describes the roles that teachers, curriculum wings, and textbook boards play in the curriculum development process. Teachers serve on committees to help develop and revise curriculum. Curriculum wings review and approve curriculum. Textbook boards are responsible for developing textbooks to align with the approved curriculum. The process involves committees drafting curriculum, obtaining reviews and approval at the provincial and national levels before textbooks are produced.
The document evaluates progress made since the 2012 improvement plan. It summarizes that:
1) Children in early years education have exceeded national averages in assessments and entered Key Stage 1 at expected levels.
2) Attainment has risen by 2 sublevels in English and Math in Key Stage 1 since 2012.
3) A £40,000 investment in information technology infrastructure and desktop computers has led to improved access to technology across the curriculum.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
The strategic plan outlines 3 strategic initiatives for Seoul Foreign School from 2011-2016:
1) Ensure educational excellence through curriculum, faculty, and inspiring students.
2) Enhance the school's leadership position in Asia Pacific through visibility, reputation, and communicating the mission.
3) Enrich fiscal growth and responsibility through long-range planning, benchmarks, and exploring opportunities.
The plan provides goals, objectives, and leaders for each strategic initiative.
The document discusses how sustainability has become an important consideration for businesses facing pressure from customers. It argues that sustainability means reducing waste and inefficiency throughout supply chains. The key is taking a holistic approach - redefining core philosophies, improving design and processes, and increasing collaboration across the supply chain to create closed-loop systems. Examples like HP's D2545 printer show how sustainable products and processes can be developed through considering waste from start to end of life.
The document presents 50 excellent personal projects with the title "50 Excellent Personal Projects: Learning to Laugh is Learning to Live!" and is copyrighted by the International Baccalaureate Organization in 2009. The document encourages personal growth and development through various hands-on projects but does not provide any details on the specific projects.
Art Beats is a magazine that focuses on contemporary art and culture. It provides in-depth profiles of emerging artists and their work. The magazine also reviews recent exhibitions, performances, and publications across visual arts, music, film and literature to give readers a sense of exciting new creative developments.
The document outlines 50 excellent personal projects that could be done for an "Inner Beauty Magazine". It provides tips and ideas for personal development projects that focus on inner beauty, self-reflection, community involvement, creative expression and personal growth. Some of the proposed projects include starting a gratitude journal, volunteering with a charity, learning a new language through an application, and organizing a clothing or toy drive.
The document presents 50 excellent personal art projects centered around the theme of "Art Beats" that individuals can undertake. The projects involve creating art through a variety of mediums such as drawing, painting, photography, sculpture and more. They are intended to inspire creative self-expression and exploration of artistic skills outside of a classroom setting. Brief descriptions of each project are provided along with the title to give readers ideas for independent creative pursuits.
The document discusses building an eco-home and becoming an "Individual Gaia" by undertaking personal projects to live more sustainably. It describes 50 excellent projects one can do at home, including creating an organic garden, choosing renewable energy sources, utilizing green cleaning products, and reducing waste and environmental footprint. The goal is to make positive changes at the individual level that are better for the planet.
The document provides an overview of the foreign language program at Seoul Foreign School. It offers Spanish, French, and Korean from middle school through high school. The program is designed as a continuum from beginner to proficient levels. In middle school, the focus is on developing basic vocabulary and language skills. In high school, students can take IGCSE level 1 and 2 courses, as well as IB Language B and Ab Initio courses to further develop their language abilities and cultural understanding. Placement depends on teacher and student recommendations as well as test results. The goal is to provide students with practical language skills to interact in everyday situations and interpret the literature and culture of the host country.
The Scholar Blogs or Today, Tomorrow: Practices and Perceptions of Value, Imp...Carolyn Hank
The document discusses research into how academic scholars perceive blogging and its preservation. It presents results from questionnaires and interviews with 153 scholar bloggers. Key findings include:
- Blogs are seen as part of scholars' scholarly record when they are publicly available, allow use and exchange, and subject to critical review.
- Blogging improves various aspects of scholarly life like visibility, teaching, and productivity. It also leads to more invitations to present, collaborate, publish, and serve.
- Scholars see themselves and hosting platforms as most responsible and capable of preserving blogs long-term, though preserving blogs is a lower priority than other scholarly works. Personal back-ups and export tools are the main preservation methods.
- Most
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Et student survey results spring 2011 sfs all schoolsRoss
This document contains a series of statements for students to rate on a scale of how true or false each statement is in regards to their classroom experiences and learning. The statements cover topics such as engagement and interest in schoolwork, the perceived relevance and clarity of lessons, collaboration and creativity, and feedback in the grading process.
The document provides an overview of the foreign language program at Seoul Foreign School. It offers Spanish, French, and Korean from middle school through high school. The program is designed as a continuum from beginner to proficient levels. In middle school, the focus is on developing basic vocabulary and language skills. In high school, students can take IGCSE level 1 and 2 courses, as well as IB Language B and Ab Initio courses to further develop their language abilities and cultural understanding. Placement depends on teacher and student recommendations as well as test results. The goal is to enable students to communicate in everyday situations and interpret the literature of the target culture.
The document contains survey results from 271 students about their use of laptops in school. Some key findings include:
- Most students (36%) were in elementary school, followed by middle school (35%) and British school (29%). 52% were in Grade 5/6.
- Responses were split evenly between male (49%) and female (51%) students.
- The majority of students agreed that having a laptop makes school more enjoyable and helps them finish homework faster. However, some students reported difficulties with assignments and technical issues interfering with learning.
- Laptop use varied by subject, with most frequent use in Math and English, and less frequent in subjects like Geography and Foreign Languages
The document contains the results of a survey given to 271 students about their use of laptops in school. It shows that most students are in elementary school (36%) and middle school (35%), with 29% in a British school. The largest group of students (52%) are in Grade 5/Year 6. Nearly equal numbers of male (49%) and female (51%) students responded. Most students agree that having a laptop in school makes it more enjoyable (88% agree) and that they finish homework faster using a laptop (69% agree). However, some students are sometimes confused about assignments (43% agree) or would rather learn without laptops (28% agree).
This document summarizes key points from a session on standards-based assessment for an elementary school. It discusses defining assessment, features of standards-based assessment like tagging assessments to specific standards and using assessments to differentiate instruction. It also covers rubrics, including their purposes and characteristics of effective rubrics. Sample writing criteria and a self-assessment tool for developing curriculum leadership skills are also included.
This document discusses assessing individual student learning within collaborative group projects. It begins by outlining the agenda, which includes confirming the definition of assessment, exploring issues with assessing individuals in groups, and considering possible strategies. It then discusses reasons for using group assessments, such as authentic tasks and opportunities to develop team skills. However, the document argues strongly against using group grades or assessments, providing seven key reasons: they are unfair; debase report cards; undermine motivation; convey the wrong message; violate individual accountability; are a source of resistance to cooperative learning; and may be challenged in court. The document advocates for individual accountability and assessing each student's learning and performance separately.
1) The document discusses best practices in assessment, presenting beliefs about assessment, assessment principles considered essential or not essential, where assessment fits in the curriculum, traditional vs current focuses of assessment, and key learnings on assessment. 2) It addresses common assessment practices seen in schools and which learning would cause teachers to reconsider those practices, and includes practices around backwards design of assessments, beginning with clear intended learning, and aligning assessment tools with intended learning. 3) The document provides information to help teachers design effective assessments, including understanding the purposes of assessment, different types of learning to assess, and matching assessment types to learning being assessed.
El documento proporciona información sobre el uso de bases de datos en Microsoft Access. Explica que al crear una base de datos se debe elegir su nombre y ubicación, y que la primera vez que se guarde puede ser al principio o después de definir las tablas. También cubre temas como dónde se almacenan los elementos de la base de datos creados y cómo abrir, cerrar y cambiar de base de datos.
El documento describe los cinco reinos biológicos: Reino Monera (que incluye las bacterias), Reino Protista (organismos unicelulares con núcleo), Reino Fungi (organismos que se mantienen enraizados y absorben nutrientes), Reino Vegetal (especies que usan la fotosíntesis), y Reino Animal (organismos complejos con sistemas nerviosos y que consumen alimentos).
Seoul Foreign School received WASC accreditation from 2010 to 2016. During this six-year period, the school was tasked with addressing five main recommendations: 1) Create and regularly review a standards-based K-12 curriculum to improve student learning, 2) Implement systems to analyze student data related to learning, programs, perceptions and demographics, 3) Identify ways to accelerate technology integration to improve learning, 4) Create a comprehensive professional development plan aligned with school goals, and 5) Streamline the school's governance structures including the Board, Council, Jaidan and Governors.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
The document discusses the roles and competencies of school heads, including their responsibilities as instructional and administrative leaders. It outlines the National Competency-Based Standards for School Heads (NCBSSH) which defines the competency standards that school heads are expected to demonstrate. The document also discusses domains and competencies for school heads in Southeast Asia, focusing on instructional leadership, administrative leadership, and strengthening relationships between schools and communities.
THE IMPORTANCE OF STAFF DEVELOPMENT.pptxRhodaLipata
The document discusses the importance of staff development and school planning. It describes staff development as programs that enhance employees' skills and performance. An effective school plan involves collaborative review, design, implementation and evaluation of the school's goals and priorities to promote staff development, effectiveness, and improvement. It provides a framework for developing strategies to achieve the school's aims of meeting students' needs.
Contemporary Strategy and Strategic Plan Presentation to European University ...Refika Bako?lu
A presentation presented in 27 March 2017 to the European University Association Team Members for self evaluation report of Marmara University related its strategy development process and plan for 2017-2023. In the presentation, you will find unique approach in its strategy development process and new contemporary strategy model application to universities that is developed for businesses, and also many insights for discipliner large team management and strategy development with large diversified teams.
CCE stands for Continuous and Comprehensive Evaluation. It was introduced by the Right to Education Act of 2009 to holistically evaluate children's physical, social, cognitive and emotional development throughout the school year. Instead of one annual exam, CCE involves multiple tests and assessments over the course of the year to reduce pressure on children. The National Council for Teacher Education developed the National Curriculum Framework for Teacher Education in 2009 to improve teacher education based on the RTE Act and constitutional principles. The framework outlines three areas of curriculum - foundations of education, curriculum and pedagogical theory, and school internship and practicum. It aims to prepare ideal, innovative and humane teachers through major shifts needed in teacher education.
This document provides guidance for schools on conducting self-evaluation of teaching and learning as part of a school improvement process. It describes school self-evaluation as a collaborative and reflective process whereby schools evaluate their work, identify strengths and areas for improvement. The key aspects of the process include gathering and analyzing evidence on outcomes, learning and teaching; drawing conclusions; developing an improvement plan; and implementing and monitoring the plan. Schools are advised to start by focusing on a specific area like literacy or numeracy, and to involve teachers, students, parents and leadership in the self-evaluation.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
WHAT IS CURRICULUM
MEANING AND ITS DEFINITIONS
PROCESS OF CURRICULUM DEVELOPMENT
ITS STAGES (CURRICULUM DEVELOPMENT )
GUIDELINES FOR CURRICULUM DEVELOPMENT
FACTORS AFFECTING CURRICULUM DEVELOPMENT.
REFERENCES
Roles and Competencies of School Heads _Mabaquiao_ Ensepedo.pptxReyEnsepedo
The document outlines domains and competencies for school heads in Southeast Asia. It discusses the roles of administrative and instructional leaders. Administrative leaders focus on strategic thinking, stakeholder engagement, and managerial leadership, while instructional leaders focus on curriculum implementation, creating a learner-centered environment, supervising teachers, and delivering learning outcomes. Personal excellence, another domain, relates to both instructional and administrative leadership by supporting continued professional development.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
STRATEGI PENGEMBANGAN SBI OLEH SURYA DHARMAMIAlIhsan5
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It also presents characteristics of SBI, including rigorous international curriculum, well-qualified teachers, modern facilities, strong student support, and high expectations. The document argues that SBI are important to improve national competitiveness and presents challenges to developing SBI such as teacher competencies, resources, culture and policies.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
This document provides an overview of concepts related to educational development in Pakistan. It discusses key dimensions of educational development including faculty development, instructional development, curriculum development, and others. It also outlines approaches to educational development at the individual, organizational, and sector levels. Additionally, it highlights some historical milestones in Pakistan's educational development, including various national education plans and commissions from 1947 onwards. The document aims to define and explain the concept of educational development in Pakistan.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
The document provides the 2014-2015 school calendar for Seoul Foreign School. It includes:
1) Key dates for the school year such as start and end dates for each term, parent conferences, holidays, and other important events.
2) A monthly calendar breakdown showing the dates and whether it is a school/non-school day for students and teachers.
3) A note explaining the different types of non-school days for students and teachers.
This conference aims to provide educators with the latest research on neuroscience and brain function in order to enhance learning. It will bring together education professionals from various fields with world-class experts to examine new ideas and tools to implement positive change. Sessions are designed for those working with learners of all ages. Topics will include digital technologies, brain-based teaching, emotion, memory, executive function and more.
This document provides information and application guidelines for Nova Southeastern University's Doctor of Education program offered in Asia in a blended format with both online and on-site components. The program is offered at sites in Shanghai, Seoul, and Kuala Lumpur with intakes in January, May, and August 2013 respectively. The document outlines the application process and requirements including submitting transcripts and recommendations, as well as information on program concentrations, course schedule, tuition costs, and contact details.
Wasc revised action plan draft final 8 may 2010Ross
The document summarizes the revised school-wide action plan with 3 goals focused on: [1] Creating and implementing a coherent K-12 curriculum with standards, benchmarks, and assessments; [2] Improving student support services; and [3] Accelerating technology integration to improve learning. Each goal outlines specific action steps, timeline, responsibilities, and steps to measure progress. The plan aims to address recommendations from an external accreditation review to improve student learning.
Wasc final progress report for seoul foreign school june 2012Ross
Seoul Foreign School provided its annual update report to WASC detailing progress made on its action plan goals from 2011-2012. Key accomplishments included adopting standards-based curriculums across subjects, implementing the Understanding by Design model for curriculum development, and training teachers on the curriculum mapping system Atlas Rubicon. The school also analyzed student performance data, reviewed mathematics and began reviewing other subjects' curriculums. Going forward, the school aims to fully document standards-aligned curriculums by 2015 and improve assessment practices and reporting.
Wasc final progress report for seoul foreign school 01 june 2011Ross
Seoul Foreign School is a non-profit, non-denominational international school in Seoul, South Korea founded in 1912. It has over 1,400 students from 55 countries in preschool through grade 12. The school relies on tuition as its sole source of revenue and has modern facilities without debt. It has a Board of Directors, Council, and Jaidan that govern the school and a staff of over 300 teachers, administrators, and other personnel.
This document provides an overview of the integrated science curriculum for grades 6-8 at Seoul Foreign Middle School for the 2012-2013 school year. It outlines the units covered in each grade, including topics like ecology, states of matter, the solar system, life's structure and function, earth materials and processes, and human impact on the environment. Many units are multi-week and cover core concepts in various scientific disciplines like physics, chemistry, and biology.
This document provides a unit overview report for the Science department of Seoul Foreign High School for the 2012-2013 school year. It outlines the various biology, chemistry, physics, and environmental science courses offered to students in grades 11 and 12, along with the topics and timeline covered in each course over the school year. Courses include Biology, Chemistry, Physics, and Environmental Systems and Societies, and topics range from cells and genetics to thermodynamics and human population dynamics.
- The document is a unit overview report for the science department of Seoul Foreign High School for the 2012-2013 school year.
- It outlines the various science courses offered to students from Grades 9-12, including the topics covered and timeframe for each unit across the biology, chemistry, physics, and coordinated science courses.
- The report provides a comprehensive listing of all science topics and units taught at the high school level for the academic year.
This document provides a unit overview report for the science curriculum at Seoul Foreign British School from 2012-2013. It lists the various science units taught each year from Year 5 through Year 9. Each year covers 6 units per academic year, focusing on topics like the earth, life cycles, forces, light, and chemistry. The report is certified by a teacher as being complete and accurate.
This document provides an overview of the science curriculum and unit titles for each year level from Reception to Year 4 at the Seoul Foreign British School for the 2012-2013 school year. It includes 38 units across 5 year levels, covering topics like cupcakes, plants, light and dark, forces and movement, teeth and eating, circuits, habitats and rocks/soils. The overview is certified by the named teacher as being complete and accurate.
This document provides an overview of the science curriculum for 6th, 7th, and 8th grades at Seoul Foreign Middle School for the 2012-2013 school year. It outlines the units covered in each grade, including topics like ecology, states of matter, the solar system, and forces and energy for 6th grade; what is science, life structures and functions, and earth materials and processes for 7th grade; and units on the nature of science, genetics, water and climate, and other chemistry topics for 8th grade. The curriculum covers 38 weeks total for each grade.
This document provides an overview of the science curriculum for the 2012-2013 school year at Seoul Foreign Elementary School. It lists the science units taught by grade level from Senior Kindergarten to Grade 5. Each unit includes the topic covered and the weeks over which it is taught. The curriculum covers physical, life, and earth sciences across the different grades with units focusing on topics like the human body, forces and motion, ecosystems, and life cycles.
This document provides tips to help parents assist their children with homework. It discusses organizing the homework space with necessary supplies, optimizing the study environment to suit each child's needs, and clearing away distractions. The full document contains 25 tips across multiple categories to help children effectively manage their homework from elementary through high school.
The document provides an overview of the foreign language programs offered at Seoul Foreign School, including Spanish, French, Korean, and English. It outlines the philosophy of language learning, which emphasizes cultural awareness, application of skills, and developing the whole person. The content, organization, and progression of the different language programs from elementary through high school are described. Courses become more advanced in high school, culminating in the IB Diploma Program language courses. Placement in courses is determined by teacher and test recommendations to best suit students' language proficiency and background.
This document provides an overview of assessment for learning at a high school. It begins by defining the different types of assessment: assessment as learning, assessment for learning, and assessment of learning. It then discusses key considerations around each type, including ensuring assessments provide feedback to students and teachers. The document also includes a rubric for evaluating how well assessment practices support student learning. The overall message is that alignment between intended learning outcomes and assessments is most important, and assessments should primarily support learning rather than act as judgments.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
2. Seoul Foreign School Strategic Plan 2011 – 2016
Mission Statement
Seoul Foreign School, centered in Christ, inspires educational excellence and promotes
Christian values, personal integrity, and responsible global citizenship through a dynamic
international experience.
Vision Statement
Seoul Foreign School (SFS), the premier choice of the international community in Seoul, is
known for its students and alumni who strive for excellence and maintain an intrinsic love of
learning.
SFS, centered in Christ, is acclaimed for the depth and breadth of its academic and
extracurricular programs that meet the intellectual, social, physical, emotional, and spiritual
needs of its students. Recognizing its unique setting, this school and its staff are committed
to innovative programs that value the growth and talents of each student.
Students are served by a caring, competent, and creative staff. A spirit of true teamwork
and caring exists throughout the school environment and extends to the broader
community.
Graduates are leaders in the global community, experts in their fields, and serve their
communities and nations through meaningful social contributions. They identify and
communicate clearly defined personal values, practicing them in daily decision-making. They
demonstrate a high level of sensitivity to and understanding of a diverse society.
2
3. Seoul Foreign School Strategic Plan 2011 – 2016
Developing the Strategic Plan
Strategic planning is a continual process used to improve an organization’s results and
ability to fulfill its mission. The Strategic Plan itself “acts as a bridge between the School’s
mission and its policies (International Trustee Handbook 53).” In November 2009 the Seoul
Foreign School Board initiated a spirited and robust strategic planning process. The
development of the Plan involved many months and man-hours of effort. Throughout the
process multiple stakeholders, i.e., parents, students, faculty, alumni and staff, were
contacted as we assessed our current and future environment. There were eight phases to
the process, shown below:
Receive instructions Conduct interviews with Develop set of possible Conduct detailed data
from constituents to conclusions and gathering (market
administration/board understand business, recommendations analysis) from outside
along with broad environment, issues, October 2010 SFS
objectives risks, opportunities … March 2011
November 2009 August 2010
Test tentative Finalize conclusions and Feedback from Final Board Approval
conclusions and recommendations and management/board October 2011
recommendations propose to and final adjustments to
against data and overall management/board conclusions and
objectives May 2011 recommendations
April 2011 May 2011
The first three phases of or process involved consultant John C. Littleford. Mr. Littleford
facilitated the gathering of information about our environment. Below is an excerpt from
Mr. Littleford’s report to the Board:
This strategic planning process focused on the strategic priorities
identified by the SFS community: Council/Jaidon, Board members,
parents, senior management team, [and] faculty from all Divisions, staff,
alumni and older students over a very concentrated period of time.
[John Littleford] met with a cross-section of these key constituent
groups in focus groups from August 19-21, 2010. In total, [Mr.
Littleford] met with over 70 individuals.
The focus group sessions were followed by a retreat for Board members
and senior administrators on October 1-2, 2010. [Mr. Littleford]
3
4. Seoul Foreign School Strategic Plan 2011 – 2016
summarized the input from the focus groups and provided an overview
of the challenges facing all international schools as they attempt to place
their strategic goals in a broader context…A total of about 30
participants in the process (administrators, faculty, staff and Board and
Foundation members) considered important input from a cross-section
of faculty and staff, parents and students and reached consensus
[preliminary goals for the school].
The next three phases of the process focused on gathering market data. SFS contracted
with KPMG to conduct market research. KPMG provided a Demand/Supply Analysis,
Customer Segmentation, Benchmark Data, Regulation Insight and insights on Global Trends
in Education. They provided SFS with suggested Strategic Initiatives, as did Mr. Littleford.
The final recommendations, after more than 18 months of analysis, are contained in this
document. The results of the planning process included minor clarification to the SFS Vision
Statement. The strategies, goals and objectives have been organized to support and
enhance the SFS Mission and Vision. Individuals responsible for the objectives contained in
this document are responsible for creating action plans.
4
5. Seoul Foreign School Strategic Plan 2011 – 2016
Strategic Initiatives
Strategic initiatives are broadly stated goals that support SFS’ Mission and Vision Statements.
Below are the Strategic Initiatives for the 2011-2016 Strategic Plan:
1. Ensure Seoul Foreign School delivers educational excellence.
This initiative is directly tied to the fundamental purpose for which the School
exists and that is to provide outstanding education to international students.
2. Enhance Seoul Foreign School’s Asia Pacific leadership position.
Having a leadership position is both a direct measurement of the quality of the
education delivered and an important tool to help perpetuate success. In an
environment of increased competition in Seoul and in the Asia Pacific region, it
is a key factor in continuing to attract the best students, faculty and
administration.
3. Enrich Seoul Foreign School’s fiscal growth and responsibility.
Maintaining a strong financial foundation for our School is one of the most
critical factors to ensure that we are able to both provide the education for
today’s students as well as to ensure a strong school for the future.
5
6. Seoul Foreign School Strategic Plan 2011 – 2016
1 Strategic Initiative: Ensure Seoul Foreign School delivers
educational excellence.
1.1 Goal: Provide the highest quality curriculum.
Objectives and Leaders:
1.1.1 100% of SFS curriculum meets international Principals’ Committee
standards based on internationally recognized
benchmarks and commensurate with schools AHoS-Academics
similar to SFS. Maintain full accreditation and/or
authorization with the following organizations:
WASC/CIS
Cambridge International Examinations
IB
1.1.2 Divisional goals are set to show measurable, Principals’ Committee
positive results on standardized tests over 5 years
for: AHoS-Academics
K-9: CTP4
British School: SATS and NFER(or other)
High School: IGCSE, IB, PSAT, SAT
1.1.3 Track and improve the number of SFS students who High School Principal
are applying for and being accepted to the top
universities within given categories. Dashboard
targeted institutions to be created by January 12,
2012.
1.1.4 Track and improve the total university acceptance High School Principal
rate. Identify and communicate suggested goal(s)
at April 26, 2012 Academic-Personnel Committee
Meeting.
1.1.5 Track and improve the percentage of SFS parents Head of School
and students who recognize SFS as having the
highest quality curriculum. Incorporate question(s)
into May 2012 i-Graduate survey.
1.1.6 Develop and communicate an Educational AHoS-Academics
Technology Plan that supports the curriculum plan
contained in the WASC Continuous Improvement Curriculum
Plan. Identify and communicate the planned Coordinator
completion date at the November 17, 2011
Academic-Personnel Committee Meeting.
6
7. Seoul Foreign School Strategic Plan 2011 – 2016
1 Strategic Initiative: Ensure Seoul Foreign School delivers
educational excellence.
1.2 Goal: Hire and retain highest quality faculty.
Objectives and Leaders:
1.2.1 Teacher evaluations reflect a positive trend: Head of School
Parent surveys
Principals’ Committee
Student surveys
Principal evaluations
1.2.2 Continue to track faculty turnover and maintain a Head of School
long-term downward trend. Track average length
of stay for faculty.
1.2.3 By 2016, 60% of faculty hold advanced degrees. AHoS-Academics
Curriculum
Coordinator
1.2.4 On an annual basis, 50% of faculty are hired before Principals
January 1.
1.2.5 Evaluate and update current teacher appraisal AHoS-Academics
system. New system is in place for the 2013/2014
academic year.
1.2.6 Evaluate and enhance, if appropriate, faculty AHoS-Academics
professional development program to ensure SFS
remains leader in Asia Pacific region.
1.2.7 Evaluate and enhance, if appropriate, faculty and AHoS-Operations
administration compensation and benefits
necessary to ensure SFS is a leader in Asia Pacific
region.
1.2.8 Evaluate, revise as feasible, existing regulations, Sr. Administration
practices and policies that limit or restrict hiring the Team
best faculty.
7
8. Seoul Foreign School Strategic Plan 2011 – 2016
1 Strategic Initiative: Ensure Seoul Foreign School delivers
educational excellence.
1.3 Goal: Inspire students to be internationally minded while aspiring to
exemplify the SFS Mission Statement and the IB learner profile.
Objectives and Leaders:
1.3.1 Establish a measurement process identifying Christian Ministries
current levels of student involved service activity
and establish a goal. Process in place by August
2013.
1.3.2 Articulate IB learner profile in Rubicon by August Curriculum
2013. Coordinator
IB Coordinator
1.3.3 Establish an alumni tracking survey to understand if Director of
SFS prepared alumni for life after HS. Include Communications &
questions correlating to the IB learner profile. First Development
survey to be issued by January 2013. Principals
1.3.4 Create a reporting mechanism to measure SFS AHoS-Academics
involvement and awards in global student
competitions/activities (e.g., Model United Nations,
Lego Robotics, American Math Competition,
Forensics/Debate, etc.). First report to be
submitted included in State-of-the-School Report
reflecting 2012/2013 school year (report issued fall
2013).
8
9. Seoul Foreign School Strategic Plan 2011 – 2016
2 Strategic Initiative: Enhance our Asia Pacific leadership position
as a school delivering the highest quality education within Seoul.
2.1 Goal: Maximize demand based on visibility and reputation.
Objectives and Leaders:
2.1.1 Create a repeatable measurement process that can AHoS-Operations
report enrollment demand and trends for Seoul
Foreign School. Report presented to April 30, 2012
Fiscal-Property Committee.
2.1.2 Establish a process by which we can measure SFS’ Admissions
ranking as “school of choice.” Measurement in Department
place by May 2013.
AHoS-Operations
2.1.3 Establish a mechanism to measure SFS’ positive Director of
media exposure. Measurement process in place by Communications &
December 2012. Development
2.1.4 Enhance, monitor and communicate SFS faculty/ AHoS-Academics
staff contributions to publications, conferences,
accreditation teams, etc. Communication methods
(to parents/potential parents, faculty/potential
faculty, etc.) will be in place by October 2014.
2.1.5 Measure and enhance SFS website hits. SFS Web Master
Measurement process defined and commenced by
August 2012.
9
10. Seoul Foreign School Strategic Plan 2011 – 2016
2 Strategic Initiative: Enhance our Asia Pacific leadership position
as a school delivering the highest quality education within Seoul.
2.2 Goal: Communicate and clarify Mission and Vision to all SFS
stakeholders.
Objectives and Leaders:
2.2.1 Conduct annual surveys with students, faculty, and Head of School
parents to determine if we are meeting the mission
and that there is a shared understanding of the
mission. Incorporate question(s) into May 2012 i-
Graduate survey. Include report in fall 2012 State-
of-the-School Report and trends thereafter.
2.2.2 Establish methods to allow faculty and parents to Head of School
actively discuss the mission. Task force created by
March 2012.
10
11. Seoul Foreign School Strategic Plan 2011 – 2016
3 Strategic Initiative: Enrich Seoul Foreign School’s fiscal growth
and responsibility.
3.1 Goal: Establish mechanisms for long-range physical, other
infrastructure and financial planning at SFS.
Objectives and Leaders:
3.1.1 Facilities Master Plan, to be registered at the AHoS-Operations
Seodaemun-gu office, is approved by the Board by
May 2012
3.1.2 Technology Master Plan (which includes Education AHoS-Operations
Technology Plan) is completed and approved by the
Board by May 2013.
3.1.3 Establish and maintain a rolling 5-year Operations AHoS-Operations
Plan to be presented at the April 30, 2012 Fiscal-
Property Committee Meeting.
3.1.4 Establish benchmarks for major line item expenses AHoS-Operations
(e.g., IT, GA, benefits, housing, etc.). Line item
targets established by April 2013 Fiscal-Property Fiscal-Property
Committee Meeting. Committee
3.2 Goal: Explore opportunities for financial and physical growth.
Objectives and Leaders:
3.2.1 Create a task force to brainstorm and evaluate AHoS-Operations
areas for school growth. Task force is created in the
2011/2012 school year.
3.2.2 5-year fundraising plan is included in the 5-year Director
Operations Plan (5-year Operations Plan to be Communications &
presented at the April 30, 2012 Fiscal-Property Development
Committee Meeting).
Development
Committee
11