Osaka YMCA International School · Osaka YMCA International School ... Orientation week b-e) Weekly...

Osaka YMCA International School Strategic Plan 2014-2017

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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 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.

Curriculum 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-

Curriculum Coordinator1 and all teachers

a) on-going and at the

IBO documents, the Online Curriculum Centre and IBO website PYPEAN Meetings and wiki.

Student journals, blogs, etc. Student unit folders/notebooks Student portfolios

http://occ.ibo.org/ibis/occ/guest/home.cfm


http://www.ibo.org/pyp/







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going basis and at the end of units of study. 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.

end of units b) on-going c) once per term

LP rubrics Teacher anecdotal records 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.

Curriculum 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 Curriculum 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

All teachers, office staff a) Ongoing b) Changed with each

IBO documents, the Online Curriculum Centre and IBO website Display materials on the school files

Classroom displays School foyer The Bridge newsletter





http://www.lasw.org/






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unit appear on the unit board or prominently in the classroom. c) The Lion Learner Certificate photographs appear displayed in the foyer of the school.

unit. 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






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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.

Persons Involved: Director; Principal; PYP Coordinator; OYISGB Curriculum Committee; (All Faculty).

Step B1: Review and implement a Professional Development (PD) plan. The direction for PD is based on the needs of the students and the requirements of the International Baccalaureate Primary Years Programme and the Junior High (2012 -2013 onwards).

Strategies and Learner Profile attributes addressed

Key Person Responsible1 and Timeline


B1.1 OYIS will support and set a time in the schedule for on-site professional development. (LP: Reflective; Knowledgeable; Inquirers; Communicators; Open-minded; Balanced; Thinkers.) Specific Strategies: a) Three professional development (PD) days occur in the annual school calendar. b) The Curriculum Coordinator, guided by the “Collaborative Assessment Conference” (www.lasw.org), sets peer-to-peer meetings for teaching faculty. c) The August orientation week, with two additional days provided for new teachers, allows for orientation and PD. d) Teachers share their PD experiences during established meeting times on Fridays or during PYP collaborative planning times. e) Money and administrative support, allows full and part-time teachers to attend PYP

Curriculum coordinator1

a, e and g) Variable times each year. b and d) Friday general meetings and other schedule weekday meetings. c) August each year.

The International Baccalaureate website: www.ibo.org/pyp/ In-house expertise PYPEAN (Primary Years Programme East Asia Network) Meetings and wiki. PYP in-house or Regional Workshops PD Policy and funding TTC & PTC EARCOS JCIS JASCD

PYP Meetings. PD Policy on the administrative drive. School Calendar. PYP Co-ordinator collaboration notes. PD Three Year Plan

http://www.lasw.org/



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training opportunities that occur throughout the year. f) Administrators attend the annual EARCOS Administrators’ conference. Each year the faculty elects an EARCOS teacher representative who attends the EARCOS Teachers’ Conference. g) As an IB World School authorized to offer the PYP, all new teachers must have MTPYPH and all re-contracting teachers will take subsequent workshops as PD funds are allocated with the school’s development in mind.

f) Set annually in November and then March of the next calendar year.

International Baccalaureate Documents

B1.2 In cooperation with the Administration, the Curriculum Coordinator identifies key PYP training needs each year and tailors workshop involvement to address those needs. (LP: Reflective; Knowledgeable; Inquirers; Thinkers.)

Curriculum coordinator1; Variable times each year.

The International Baccalaureate website: www.ibo.org/pyp/

PD Record updated annually PYP Budget Record PD Three Year Plan

B1.3 Each year, the Principal reviews the PD policy, updating it as required. (LP: Reflective; Knowledgeable; Open-minded; Thinkers.)

Principal1 Yearly review in June.

PD Policy

Modifications (if any) to the PD policy

B1.4 The Teacher professional development/evaluation process will be revamped based on the Danielson Model. This process will set out teaching standards, an evaluation model, professional goal guidelines,

Principal1 From September 2013

Teacher Professional Development/Evaluation Policy

The policy Professional goals Classroom observations reports



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classroom formal and informal observation system and teacher portfolios.

Teacher portfolio

Action Item C: Curriculum Evaluation Initiative

Rationale: To ensure the school offers a rigorous, challenging, and coherent educational programme that meets the needs of the stakeholders, we will coordinate the implementation of units of inquiry/curricular programmes and ensure the effective, sequential flow and thorough evaluation of learner outcomes through all grade levels. Special attention will focus on meeting the needs of individual learners through differentiation including EFL demands.

Persons Involved: Principal; PYP Coordinator; OYISGB Curriculum Committee (All Faculty).

Step C1: Sustain a systematic process of curriculum review and analysis.




C1.1 A teacher subgroup will review the current documents and research and suggest any relevant changes. (LP: Reflective; Inquirers; Communicators; Open-minded; Balanced.) a) Working collaboratively, the whole school will discuss these suggestions, amend them as necessary, implement and review them periodically. b) A timeline of curricular review will ensure uniformity and inclusivity in the review process.

Principal1 a) Periodically b) A parallel process with two tracks. One Core Subject and One Specialists subject each year.

2013-2014: Language Arts Scope &

International Baccalaureate Documents The International Baccalaureate website: www.ibo.org/pyp/ PYPEAN (Primary Years Programme East Asia Network) Meetings and wiki. PYP Action Plan C1.21 The Ontario Curriculum www.edu.gov.on.ca Curriculum adopted from other sources

Updated curriculum documents available on the Administrative drive and some will appear on the OYIS webpage. Grade POI, UOI planners, Junior High units and Pacing Guide Meeting agendas and drafts kept in electronic and/or paper format. The grade scope and sequence tracking document.


http://www.edu.gov.on.ca/


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Sequence (PYP & JH) 2014-2015: Language Arts and Math Part 1 Scope & Sequence as well as PSPE (PYP & JH) 2015-2016: Math Part 2 and Science as well as Arts Scope & Sequence (PYP & JH) 2016-2017: Social Studies and Japanese Scope & Sequence (PYP & JH) - Pre-5 focus set by new PYP scope and sequence documents to be released in 2016 and IBO Self-Study Report 2017-2018: Language Arts and PSPE Scope & Sequence (PYP & JH) 2018-2019: Math and The Arts Scope & Sequence (PYP & JH)

2019-2020: Social Studies and Science

Text books and Internet sites. PYP Meetings PD Days


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and Japanese Scope & Sequence (PYP & JH)

C1.2 Data will be collected throughout the year.

(LP: Reflective; Principled; Thinkers.) a) The data will undergo periodic analysis and reflection which will guide curricular improvements and enable greater student tracking. b) All homeroom and specialist teachers meet to score student work samples and become familiar with holistic scoring techniques and rubrics for summative tasks as well as the use of formative assessment to determine if curricular standards have been met. These peer to peer meetings will also help inform student assessment, and identify student needs. c) We will apply the Guskey model to determine if curricular standards have been met; if not, the standard will be re-taught in a different way, and students re-tested if necessary. -Teachers read the relevant text to learn the model. -We will use assessment as sources of information for both students and teachers. -We will follow assessment with high-quality corrective instruction. -We will give students second chances to

Principal1 a) Each December and June b) Each month. c) Collect, reflect upon and correct instruction on a monthly basis, once it has reached the full implementation stage.

ACER ISA testing Year-End writing tasks Houghton-Mifflin/Fountas & Pinnell Leveled Reading LAS Links Rubrics Portfolios Assessment Policy Typical assessment tasks, such as quizzes, tests, writing assignments, and other assessments that teachers administer on a regular basis in their classroom.

An analysis of three consecutive years of ACER ISA results will occur in May and June of the 2014 school year, adding to the two three year analyses already completed. The Year-End Writing Tasks results are kept on Excel spreadsheets on the administrative drive. An analysis of three years of data on the Year End Writing Task occurred in February of 2011. From September 2012 a new writing task will be set and used in October and May each school year. The results will be recorded as above. Teacher Feedback Looking at student work, ACER data, Writing Task data and UOI summative assessment data in peer-to-peer meetings which is then stored digitally.


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demonstrate success. Regular student assessments such as quizzes, tests, writing assignments, and other assessments will support the process.

C1.3 Implementation of the IB PYP (Refer to the PYP Action Plan)

Curriculum Coordinator1 Timeline: Refer to the PYP Action Plan

International Baccalaureate Documents PYP Action Plan The International Baccalaureate website: www.ibo.org/pyp/ PYPEAN (Primary Years Programme East Asia Network) Meetings and wiki. PYP Meetings Professional Development

PYP Plan OYIS POI UOI Planners Pacing Guides Report Cards Portfolios Google Docs collaboration planning files 2012 Authorization Report PD Plan

C1.4 Junior High School teachers will develop and implement the Junior High School curriculum (LP: Principled; Knowledgeable; Thinkers; Risk-takers; Communicators.) a) The two teachers will divide the subject areas as follows: a humanities teacher of Language Art and Social Studies allied with a

Junior High School Coordinator1

From September 2012 onwards a) From September 2013

The Ontario Curriculum www.edu.gov.on.ca Curriculum adopted from other sources Text books and Internet sites. Professional Development

Junior High units and tracking documents Report Cards/Parent-Teacher Conferences/Student-led Conferences Google Docs collaboration planning files PD Plan


http://www.edu.gov.on.ca/


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Math and Science specialist. b) The teachers will systemically define measurable benchmarks based on the Ontario Curriculum and MYP Individuals and Societies subject to ensure students are adequately prepared for the next stage of their education. c) Peer-to-peer meetings will be used to assist in this process and validate student work against the benchmarks.

b-c) Ongoing

Step C2: Integrate content learning outcomes, and ongoing assessment.


Person Responsible and Timeline


C2.1 Collaboration (LP: Principled; Thinkers; Reflective.) Specific strategies: a) The matching of student work to the scope and sequence phases will serve as an exercise in defining the phases. b) The collaboration meetings will discuss unit outcomes and practices. c) The ESS planning meetings will discuss reading and writing outcomes and practices. d) Friday collaborative meetings will review and highlight the reading and writing scope and sequence documents. e) The design and development of Google forms and spreadsheets as conferring and on-going formative assessment tools will arise out of collaborative dialogue. f) We will discuss methods of differentiation

Curriculum Coordinator1 a) Termly peer-to-peer meetings b) Weekly collaboration meetings c) Weekly ESS planning meetings d) Once per term in the PYP meetings e) Ongoing

-IBO documents, the Online Curriculum Centre and IBO website -PYP Action Plan C4 -Teacher library -Internet sites -PYPEAN network and wiki. -Google school account

PYP meeting, Collaboration meeting and Peer-to-peer meeting agendas Scope and sequence tracking documents. Scope and Sequence documents Teacher anecdotal and conferring records. Report Cards/Parent-Teacher Conferences Portfolios/Student-led Conferences Student work






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based on interest, ability and learning modalities, as well as how to address individual learning needs.

C2.2 Assessment tools and reporting methods (LP: Reflective.) Specific strategies: a) iPads will facilitate conferring. b) Google forms and/or Google spreadsheets will serve as conferring tools and will record on-going assessment. c) Community of practice conversations will occur within and outside the school.

Curriculum Coordinator1 a-c) On-going

-The OYIS Assessment Policy -IBO documents, the Online Curriculum Centre and IBO website -PYPEAN Meetings -PYP Meetings -Professional Development

Teacher conferring and anecdotal records Student work Collaborative and Peer-to-peer meeting agendas and records Rubrics for summative or formative assessment 12 iPads purchased in Autumn 2012

C2.3 Differentiation (LP: Open-minded, Reflective, Principled.) Specific strategies: a) Teachers pre-assess students based on ability, interest, and learning modalities. b) Teachers make on-going anecdotal records. c) Teachers group students based on interest, ability or the needs of the student. d) Teachers provide on-going support based on the needs of the students.

Curriculum Coordinator1 a-d) On-going

-The OYIS Assessment Policy -IBO documents, the Online Curriculum Centre and IBO website -PYPEAN Meetings -PYP Meetings -Professional Development

Teacher conferring and anecdotal records Student work Student interviews

Step C3: Innovation and learning perspective: OYIS will provide systems for students to use new technologies in their learning.


Person Responsible1

and Timeline Resources Evidence of Progress

C3.1 The IT Director will ensure that the OYIS homepage provides a suitable platform for teaching, learning, presenting and

IT Director1

Ongoing

OYIS Homepage Web resources

IT plan Class web pages will provide










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collaboration. (LP: Communicators; Thinkers.)

information and showcase student work. Google docs and blogs will be available to be used as research and collaboration tools. Library and After-School Clubs also have a web presence. Photo and Video galleries will showcase events and student work. PE and Music e-Portfolio section. Remote access will allow students to utilize ICT resources off site.

C3.2 The IT Director through recommendations from the IT team, will ensure that computer hardware can accommodate current software and internet based systems and support interactive and collaborative learning by network monitoring and maintaining an up to date hardware inventory. (LP: Knowledgeable; Inquirers.)

IT Director1

Ongoing

OYIS Budget Hardware inventory

C3.3 The IT Director through recommendations from the IT team will actively seek to extend the ratio of students to devices in the school to ensure equity of access to information and technology. (LP: Balanced; Inquirers; Thinkers.)

IT Director1

Ongoing (IT Plan)

OYIS Budget Hardware Inventory IT Plan Responsible Use policy


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Action Item D: Integrated Marketing

Rationale: “Integrated marketing involves the widespread acceptance and incorporation of marketing and marketing practices to the level that it becomes part of the fundamental set of values of all staff” (Holmes 2003). Integrated marketing has a major impact on the school’s culture and depends on the alignment of key marketing strategies.

Persons Involved: OYIS Leadership Team (Director; Principal; Business Manager); Saturday School administrative personnel; and the IT Director.

Step D1: OYIS must build good relationships with potential, current and past parents and students, as well as with the local community.




D1.1 The Leadership Team will review yearly what items will garner the most attention from prospects for both the International School and its Saturday School and Intensive Programmes. (LP: Reflective.)

Director of Operations1

Once a term

OYIS webpage, Database, In-house events, OYIS Community, OYIS Alumni, Open Days

Minutes of Leadership Team’s meetings Enrollment figures for the International School, Saturday School and Intensive Programmes.

D1.2 The IT Director will periodically update the content of the OYIS Homepage and ensure its accessibility to a wider audience. (LP: Thinkers.)

IT Director1

Various times throughout the year.

OYIS Newsletter’s IT section, OYIS Webpage Community Access Professional development opportunities for administrative staff Stakeholders survey, “Coffee with the Principal”, PTA, EAW, “The Bridge”

IT Plan

D1.3 OYIS will begin the process of forming an alumni group, especially by means of the creation of a database. (LP: Communicators.)

Business Manager1

Reviewed each term.

OYIS Newsletter’s IT section, OYIS Webpage Community Access Increase parents involvement in events, i.e. Christmas Bazaar, Christmas Decorations,

Homepage Alumni section


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International Festival stalls Stakeholders survey, “Coffee with the Principal”, PTA, EAW, “The Bridge” OYIS Alumni

D1.4 Parental involvement in school events will be increased through greater use of communication tools and methods. (LP: Communicators.)

Administrative Representative to the PTA1

Reviewed each term.

OYIS PTA Mailing list OYIS Website

PTA meeting minutes

D1.5 The school, through the appointment of a Community Liaison Officer, will institute an outreach programme with the local community and environs (LP: Risk-Takers; Communicators; Principled.)

Community Liaison Officer 1

Teaching at Nakatsu Elementary School each Wednesday afternoon.

OYIS Webpage In-house events Open Days OYIS Newsletter Visitation

School calendar

Step D2: Employees are a valued asset upon which a competitive advantage can be built.


Person Responsible and Timeline


D2.1 OYIS will enhance its competitiveness in recruiting and retaining fulltime teachers by (LP: Caring.)

- actively advertising employment opportunities to prospective teachers both within Japan as well as abroad;

- offering an attractive salary and

Principal1

During recruitment season in October each year and during annual

EARCOS JCIS OYIS Budget Stakeholders Survey

The use of various media to advertise vacancies. The OYIS employment package. Retention data.


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benefits package (competitive with other international schools in Japan) and regularly reviewing it;

- Retaining quality fulltime teachers though incentives such as an annual increment, inquiry allowance, three-year service bonus, professional development opportunities, collegial atmosphere with shared decision-making as appropriate, and celebration of significant events/achievements.

budget planning in February.

TIE Online JCIS Employment Package Surveys

D2.2 OYIS will add to library media centre and online resources (LP: Balanced: Inquirers; Knowledgeable.)

Library Media Specialist1

Each week, and often every day.

OYIS Media Centre IT Resources

OYIS will continue to add to its resources, garnered from the IBO, ASCD and other educational sources, to improve staff knowledge.

D2.3 OYIS will actively seek and show appreciation for volunteers (LP: Risk-Takers, Caring.)

Principal1

At events and ceremonies as per the OYIS calendar.

OYIS Budget OYIS will ensure that volunteers are actively sought and shown appreciation for contributions made to the school.

Step D3: The articulation of “a clear identity and profile” showcasing the uniqueness of OYIS must be communicated to “potential and existing customers” (Holmes 2000). This involves the promotional and advertising aspects of marketing.





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D3.1 The school will carry out targeted advertising campaigns annually. a) The school will use publications as a marketing tool. b) One-percent of gross revenue is allocated towards marketing the school. (LP: Risk-Takers; Communicators.)

Business Manager1

a) Various times throughout the year and reviewed at the end of the year. b) From September of 2013.

Budgetary allocation; media Yearbook, calendar, “The Bridge”, flyer and brochure

Targeted campaigns will be organized by the Administration and reported on to OYISGB.

D3.2 The school will utilize and continue to develop specific annual events as marketing opportunities especially within the new local communities. (LP: Risk-Takers, Communicators.)

Business Manager1

Various times throughout the year as per the school calendar.

Budget; staff /faculty; PTA; students; community; Yearbook, calendar, “The Bridge”, flyer and brochure

The Administration, working in conjunction with the faculty and staff, will continue to promote the school through the yearly calendar events and create new events when deemed appropriate.

D3.3 The school will continue to promote its Saturday School and Intensive Courses, thorough various means such as promotional flyers, open house, homepage, and events. (LP: Principled, Communicators.)


Various times throughout the year but especially in November, March and June.

Saturday School staff; curriculum; community; calendar, “The Bridge”, flyer and brochure

The Administration, working closely with Saturday School personnel, will continue to make appeals to the general community in promotional materials.

D3.4 The school will continue to communicate the opportunity of a scholarship as a means of attracting students strong academically and linguistically.

Principal1

Various times throughout the year but especially when receiving admission queries.

Scholarship budgetary allocation; The Bridge”, brochure

Scholarship students’ acceptance and review process.


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D3.5 The school will continue to renew its organizational memberships and seek out new opportunities to develop partnerships/ sponsorships. (LP: Balanced; Principled.)

Business Manager1

Various times throughout the year but especially in planning major calendar events.

Budgetary allocation; events; organizations;, “The Bridge”, flyer and brochure

The school will continue to maintain and expand, if necessary, its professional and charitable organizational memberships.

D3.6 Given the linguistic makeup of the school community, OYIS will encourage greater communication and understanding of the core beliefs, strategic plan and curricular programmes.

(a) The use of translations and translators in specific situations, e.g. conferences

(b) Parent information sessions such as Coffee with the Principal, assemblies and other events

(c) The use of media, both print and digital (LP: Communicator; Knowledgeable; Principled.)

Principal1

a-c) Conferences in November, March and June. Monday Assemblies and Coffee three times per grade per term

Events; organizations, “The Bridge”, flyer and brochure

References to the Core Beliefs, Strategic Plan and curricular programmes will be evident in the resources mentioned.

Action Item E: Resource Areas

Rationale: In order to further strengthen the curriculum and instruction offered at OYIS, it is essential to ensure the necessary development and provision of resources.

Persons Involved: Director; Principal; Business Manager: Curriculum Coordinator; OYISGB Curriculum Committee; (All Faculty); Office Administration Staff.

Step E1: OYIS will review and provide necessary resources for students and teachers.

Strategies and Learner Profile attributes Person Responsible1 Resources Evidence of Progress


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addressed and Timeline

E1.1 The school will develop a master resource plan. a) The administration will develop this plan in a draft form first. b) It will be shared with the faculty. c) The administration will then reflect on the faculty input. (LP: Resourceful; Knowledgeable.)

Principal1 Review of the Master Resource Plan in June. a) Intend to complete draft by December of 2014. b) January 2015. c) finalized by February 2015

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. a) The three year IT and the four year LMC plans exist and guide progress. b) we will share these with all faculty c) The IT and LMC will be reviewed (LP: Resourceful; Caring; Inquirers; Thinkers.)

IT Director1

The Librarian1

a) Various times throughout the year. a-b) From May 2014 (Library), Sept 2014 (IT). c)May 2015

OYIS funds/budget Publishing Company sales Representatives

Actual Library and IT room The IT Three Year Plan The Library Four Year Plan OYIS accounting report Library World (online catalogue)

E1.3 OYIS will build up a better relationship Business Manager1 PTA PTA Meeting Minutes


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with the PTA and the new local community to have human resources and volunteers. a) PTA monthly meetings b) Weekly liaison with local schools c) School events as per the OYIS calendar. (LP: Resourceful; Knowledgeable.)

a,b,c) Ongoing.

Local Community

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; Principal1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee; (All Faculty); Office Administration Staff;

Step F1: A renovation plan will be put in place and monitored




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;


From September 2011 and annually thereafter Periodically

OYIS Budget Donations PTA fund

The Renovation Plan OYIS Budgetary allocation Physical plant Physical renovations Audit results Fundraising results


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- fundraising. - (LP: Inquirers; Caring).

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; Principal1; Business Manager: PYP Coordinator; OYISGB Curriculum Committee; (All Faculty); Office Administration Staff;

Step G1: The Admissions process will be updated.




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

G.1.2 The admission policy will undergo reviews and modified as needed. (LP: Reflective; Thinkers.)

Business Manager1

a-b) From September 2014. Every 2 years

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.


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G2.1 The Student council will create more student leadership opportunities. (LP: Caring; Risk-takers; Balanced; Principled.) G2.2 OYIS is establish a student ambassador programme and continue to create more student leadership opportunities. (LP: Caring; Risk-takers; Balanced; Principled.)

Teacher Advisor1

Ongoing From September 2014

Students; Faculty; Procedures garnered from other JCIS schools

Student Council Student Ambassador Programme Student leadership opportunities reported on the school website and “The Bridge”.

Step G3: The school will actively identify and address student needs




G3.1 Through the use of the school wide survey, feedback from stakeholders and other means, OYIS will identify student needs. OYIS will seek to address the needs thus identified (LP: Thinkers, Knowledgeable, Reflective.) G3. 2 We will formalize a policy and put in place a structure to identify and support students with socio-emotional struggles, learning challenges, and special needs. (LP: Caring; Reflective: Principled.) G3.3 Expand a centralized resource bank of professional books to support teaching and learning, as well as provision of relevant PD

Principal1

Spring each year. In Process from Sept 2013 Annually.

Students; Faculty; Other stakeholders: Survey Student Support Team Outside agencies, e.g. YMCA professionals

The school will update present and/or establish new mechanisms to meet student needs A policy will be put in place


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opportunities G3.4 A student behavior policy was revised and will be finalized. G3.5 A new school ‘Inclusion Vision’ was finalized (will be reviewed).

By the end of the 2014-15 school year. Every 2 years

Osaka YMCA International School · Osaka YMCA International School ... Orientation week b-e) Weekly...

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