Osaka YMCA International School Strategic Plan 2012-2015 161 Action Item A: Learner Profile Rationale: The learner profile is central to the educational programme, a keystone to our wider philosophy. The school must determine the extent to which students demonstrate an understanding of the learner profile to monitor and improve the effectiveness of the overall programme. Persons Involved: Director; Principal; PYP Coordinator; OYISGB Curriculum Committee; (All Faculty). Step A1: To ensure the learner profile and attitudes remain central to the written, taught and assessed curriculum as well as co-curricular activities. Strategies and Learner Profile (LP) attributes addressed Person Responsible 1 and Timeline Resources Evidence of Progress A1.1 Collaborative planning (LP: Open-minded; Balanced; Communicator; Reflective; Knowledgeable, Inquirers.) Specific Strategies: a) Teachers articulate the LP and attitudes collaboratively at the beginning of every year in the written curriculum. b) Teachers adjust the articulation as appropriate based on the needs of the class or the unit. c) Teachers discuss strategies to explicitly teach the LP and attitudes. d) Teachers discuss situations for using the LP and attitudes for classroom management. e) Teachers discuss assessment strategies for the LP and attitudes. PYP Coordinator 1 a) Orientation week b-e) Weekly collaboration meetings - IBO documents, the Online Curriculum Centre and IBO website - The Internet - Primary Year’s Programme East Asia Network (PYPEAN) Meetings and wiki The Collaborative planning records The OYIS POI The PYP and JHS Unit Planners A1.2 Assessment (LP: Reflective; Risk-Takers; Knowledgeable; Inquirers; Communicator; Thinkers.) Specific Strategies: a) Students peer and self-assess both at an on- going basis and at the end of units of study. PYP Coordinator 1 and all teachers a) on-going and at the end of units - IBO documents, the Online Curriculum Centre and IBO website - PYPEAN Meetings and wiki. - LP rubrics Student journals, blogs, etc. Student unit folders/notebooks Student portfolios Teacher anecdotal records
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Osaka YMCA International School
Strategic Plan 2012-2015
161
Action Item A: Learner Profile
Rationale: The learner profile is central to the educational programme, a keystone to our wider philosophy. The school must determine the extent to
which students demonstrate an understanding of the learner profile to monitor and improve the effectiveness of the overall programme.
Step A1: To ensure the learner profile and attitudes remain central to the written, taught and assessed curriculum as well as co-curricular activities.
Strategies and Learner Profile (LP) attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
A1.1 Collaborative planning
(LP: Open-minded; Balanced; Communicator;
Reflective; Knowledgeable, Inquirers.)
Specific Strategies:
a) Teachers articulate the LP and attitudes
collaboratively at the beginning of every year in
the written curriculum.
b) Teachers adjust the articulation as
appropriate based on the needs of the class or
the unit.
c) Teachers discuss strategies to explicitly teach
the LP and attitudes.
d) Teachers discuss situations for using the LP
and attitudes for classroom management.
e) Teachers discuss assessment strategies for
the LP and attitudes.
PYP Coordinator1
a) Orientation week
b-e) Weekly collaboration
meetings
- IBO documents, the Online
Curriculum Centre and IBO
website
- The Internet
- Primary Year’s Programme East
Asia Network (PYPEAN) Meetings
and wiki
The Collaborative planning records
The OYIS POI
The PYP and JHS Unit Planners
A1.2 Assessment
(LP: Reflective; Risk-Takers; Knowledgeable;
Inquirers; Communicator; Thinkers.)
Specific Strategies:
a) Students peer and self-assess both at an on-
going basis and at the end of units of study.
PYP Coordinator1 and all
teachers
a) on-going and at the
end of units
- IBO documents, the Online
Curriculum Centre and IBO
website
- PYPEAN Meetings and wiki.
- LP rubrics
Student journals, blogs, etc.
Student unit folders/notebooks
Student portfolios
Teacher anecdotal records
Osaka YMCA International School
Strategic Plan 2012-2015
162
b) Teachers assess students on the LP and
attitudes anecdotally and through monitoring
student reflections.
c) Teachers make summative reports on the LP
and attitudes qualitatively in the unit comment
and in the personal and social development
comment.
b) on-going
c) once per term
Report card comments
A1.3 Using Reflection Processes
(LP: Communicator, Reflective, Open-minded.)
Specific Strategies:
a) The reflection process for the unit planner is
used to refine the use of the LP and attitudes.
In the one-on-one planner feedback, the PYPC
and teachers discuss activities that develop the
LP and attitudes, as well as how to assess them.
b) Students reflect on the LP and attitudes
focused on in the units.
c) Students reflect generally on their personal
and social development through the lenses of
the LP and attitudes.
d) Teachers reflect on the LP and attitudes
embedded in students work samples in the
peer-to-peer process.
PYP Coordinator1 and all
teachers
a) At the end of each unit
b) As above
c-d) On-going
- IBO documents, the Online
Curriculum Centre and IBO
website
- IB and JHS Unit Planner
- PYP Coordinator notes
- PYPEAN Meetings and wiki.
- Peer-to-Peer
“Looking at Student Work”
website to guide the teacher
conferences.
- Student work
Unit planners
Portfolios, notebooks, journals, blogs,
etc.
Peer-to-peer data
A1.4 School and class displays
(LP: Communicator, Reflective.)
Specific Strategies:
a) Displays of the LP and attitudes appear in
every classroom.
b) The LP and attitudes focused on during a
unit appear on the unit board or prominently in
All teachers, office staff
a) Ongoing
b) Changed with each
unit.
- IBO documents, the Online
Curriculum Centre and IBO
website
- display materials on the school
files
Classroom displays
School foyer
The Bridge newsletter
Osaka YMCA International School
Strategic Plan 2012-2015
163
the classroom.
c) The Lion Learner Certificate photographs
appear displayed in the foyer of the school.
c) Changed at the end of
each unit of inquiry
A1.5 Explicit teaching of the LP and attitudes
(LP: Communicator, Reflective, Risk-takers,
Principled.)
Specific Strategies:
a) Teachers use the LP in context with learning
experiences and behaviour management in the
school and the classroom.
b) Teachers refer to the unit focus attributes in
the context of the learning for the unit of
inquiry.
c) Teachers model the LP and attitudes.
All teachers
a-c) Ongoing
- IBO documents, the Online
Curriculum Centre and IBO
website
Practice in the classroom
Osaka YMCA International School
Strategic Plan 2012-2015
164
Action Item B: Professional Development (PYP Standard B)
Rationale: The quality of the educational programme depends on the expertise of all staff. Improved student learning will result from the availability of a
wide-range of professional development opportunities for all faculty and staff that will keep them abreast of research-based findings, effective teaching
and assessment strategies, and current developments, theories and trends. The PYP programme also requires specific training.
Step E1: OYIS will review and provide necessary resources for students and teachers.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
E1.1 The school will develop resources for all
grades, Preschool to Grade Eight students.
(LP: Resourceful; Knowledgeable.)
Principal1
Review of the Resource
Plan in June
OYIS funds/budget
PTA Fund
Donations
Fundraising event
PYP publications
Catalogues
Publishing Company sales
Representatives and/or
sponsored workshops
Keep compiling the resources
inventory list and library inventory.
Individual class accounting report
E1.2 The IT Director and the Library Media
Specialist will develop and design the library
media centre and its collection (both texts and
computer based resources) in the Nakatsu
campus in line with student and curriculum
needs.
(LP: Resourceful; Caring; Inquirers; Thinkers.)
IT Director1
The Librarian1
Various times throughout
the year.
OYIS funds/budget
Publishing Company sales
Representatives
Actual Library and IT room
The IT Three Year Plan
The Library Three Year Plan
OYIS accounting report
Library World (online catalogue)
Osaka YMCA International School
Strategic Plan 2012-2015
180
E1.3 OYIS will build up a better relationship
with the PTA and the new local community to
have human resources and volunteers.
(LP: Resourceful; Knowledgeable.)
Business Manager1
PTA monthly meetings;
Weekly liaison with local
schools; school events as
per the OYIS calendar
PTA
Local Community
PTA Meeting Minutes
Osaka YMCA International School
Strategic Plan 2012-2015
181
Action Item F: Facility
Rationale: In order to further strengthen the curriculum and instruction offered at OYIS, the Nakatsu facility will be renovated and, eventually,
expanded.
Persons Involved and Responsible1
for Monitoring Progress: Director1; Principal
1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee;
(All Faculty); Office Administration Staff;
Step F1: A renovation plan will be put in place and monitored
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
F1.1 A renovation plan will be put in place and
updated annually in accordance with the OYIS
community needs.
The plan will include the following:
- major exterior renovation;
- the provision of modern furnishing;
- the building of a new wing and the
redistribution of usage of the present
building;
- safety audits;
- fundraising.
(LP: Inquirers; Caring).
Director of Operations1
From September 2011
and annually thereafter
Strategic Planning
Meetings held on average
twice a month
OYIS Budget
Donations
PTA fund
The Renovation Plan
OYIS Budgetary allocation
Physical plant
Physical renovations
Audit results
Fundraising results
Osaka YMCA International School
Strategic Plan 2012-2015
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Action Item G: Student Support
Rationale: Students from the initial admissions process until graduation/departure from OYIS need our full support so as to grow in body, mind spirit and
international-mindedness.
Persons Involved and Responsible1
for Monitoring Progress: Director1; Principal
1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee;
(All Faculty); Office Administration Staff;
Step G1: The Admissions process will be updated.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
G1.1 The admissions process will undergo
review and become part of the admissions
policy.
(a) The policy will be adjusted to take into
account the role of the teacher through
the class observation and feedback
process
(b) The teacher will arrange to meet with
the parent and child prior to or shortly
after enrollment depending on time
constraints
(LP: Reflective; Thinkers.)
Business Manager1
From September 2013
Admissions procedures
OYIS Admissions Policy
Revamped admissions procedures
that balance the needs of the
incoming student with those of the
receiving class and teacher.
Step G2: The school will provide an avenue for student voice.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
G2.1 OYIS will establish a student council,
consider a student ambassador programme
and create more student leadership
opportunities.
(LP: Caring; Risk-takers; Balanced; Principled.)
Teacher Advisor1
From September 2013
Students; Faculty; Procedures
garnered from other JCIS schools
Student Council
Student Ambassador Programme
Student leadership opportunities
reported on the school website and
“The Bridge”.
Osaka YMCA International School
Strategic Plan 2012-2015
183
Step G3: The school will actively identify and address student needs