Osaka YMCA International School · Osaka YMCA International School Strategic Plan 2012-2015 ......
Transcript of Osaka YMCA International School · Osaka YMCA International School Strategic Plan 2012-2015 ......
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 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
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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
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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
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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
Resources Evidence of Progress
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 PYP 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.
PYP coordinator1
a; e; and g) Variable
times each year.
b; and d) Friday general
meetings and other
schedule weekday
meetings.
c) August each year.
f) Set annually in
November and then
March of the next
calendar 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
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e) Money and administrative support, allows
full and part-time teachers to attend PYP
training opportunities that occur throughout
the year.
f) Two 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.
International Baccalaureate
Documents
B1.2 In cooperation with the Administration,
the PYP Coordinator identifies key PYP training
needs each year and tailors workshop
involvement to address those needs.
(LP: Reflective; Knowledgeable; Inquirers;
Thinkers.)
PYP coordinator1;
a) 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
a) Yearly review in June.
PD Policy
Modifications (if any) to the PD policy
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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,
classroom formal and informal observation
system and teacher portfolios.
Principal1
a) From September
2013
Teacher Professional
Development/Evaluation Policy
The policy
Professional goals
Classroom observations reports
Teacher portfolio
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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.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
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
2013-2014:
Language Arts Scope &
Sequence (PYP & JH)
2014-2015:
Language Arts and Math
Scope & Sequence (PYP &
JH)
2015-2016:
Language Arts and The
Arts Scope & Sequence
(PYP & JH)
2016-2017:
Science, Social
Studies/Humanities and
PE Scope & Sequence
(PYP & JH) - Pre-5 focus
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
Text books and Internet sites.
PYP Meetings
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.
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set by new PYP scope and
sequence documents to
be released in 2016 and
IBO Self-Study Report
2017-2018:
Language Arts, PSPE and
Japanese Scope &
Sequence (PYP & JH)
2018-2019:
Language Arts Scope &
Sequence (PYP & JH)
PD Days
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
Principal1
a) each December and
June
b) each month.
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
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
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help inform student assessment, and
identify student needs.
C. We will apply the Guskey model of 1)
using assessment as sources of
information for both students and
teachers; 2) following assessment with
high-quality corrective instruction; and
3) giving students second chances to
demonstrate success. Regular student
assessments such as quizzes, tests,
writing assignments, and other
assessments will support the process.
c) collected, reflected
upon and corrected on a
week by week basis.
assignments, and other
assessments that teachers
administer on a regular basis in
their classroom.
Looking at student work, ACER data,
Writing Task data and UOI summative
assessment data in peer-to-peer
meetings which is then stored
digitally.
C1.3 Implementation of the IB PYP (Refer to the
PYP Action Plan)
PYP 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 Junior High School The Ontario Curriculum Junior High units and tracking
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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 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.
Coordinator1
From September 2012
onwards
A. From September
2013
www.edu.gov.on.ca
Curriculum adopted from other
sources
Text books and Internet sites.
Professional Development
documents
Report Cards/Parent-Teacher
Conferences/Student-led Conferences
Google Docs collaboration planning
files
PD Plan
Step C2: Integrate content learning outcomes, and ongoing assessment.
Strategies and Learner Profile attributes
addressed
Person Responsible
and Timeline
Resources Evidence of Progress
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.
PYP Coordinator1
a) Termly peer-to-peer
meetings
-IBO documents, the Online
Curriculum Centre and IBO
website
-PYP Action Plan C4
-Teacher library
PYP meeting, Collaboration meeting
and Peer-to-peer meeting agendas
Scope and sequence tracking
documents.
Scope and Sequence documents
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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
based on interest, ability and learning
modalities, as well as how to address individual
learning needs.
b) Weekly collaboration
meetings
c) Weekly ESS planning
meetings
d) Once per term in the
PYP meetings
e) Ongoing
-Internet sites
-PYPEAN network and wiki.
-Google school account
Teacher anecdotal and conferring
records.
Report Cards/Parent-Teacher
Conferences
Portfolios/Student-led Conferences
Student work
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.
PYP 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
PYP Coordinator1
a-d) On-going
-The OYIS Assessment Policy
-IBO documents, the Online
Curriculum Centre and IBO
website
Teacher conferring and anecdotal
records
Student work
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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.
-PYPEAN Meetings
-PYP Meetings
-Professional Development
Student interviews
Step C3: Innovation and learning perspective: OYIS will provide systems for students to use new technologies in their learning.
Strategies and Learner Profile attributes
addressed
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
collaboration.
(LP: Communicators; Thinkers.)
IT Director1
Ongoing
OYIS Homepage
Web resources
IT plan
Class web pages will provide
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
IT Director1
Ongoing
OYIS Budget Hardware inventory
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interactive and collaborative learning by
network monitoring and maintaining an up to
date hardware inventory.
(LP: Knowledgeable; Inquirers.)
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.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
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.
Business Manager1
OYIS Newsletter’s IT section, OYIS
Webpage Community Access
Increase parents involvement in
Homepage Alumni section
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(LP: Communicators.)
Reviewed each term
events, i.e. Christmas Bazaar,
Christmas Decorations,
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
Wedneday 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.
Strategies and Learner Profile attributes
addressed
Person Responsible
and Timeline
Resources Evidence of Progress
D2.1 OYIS will analyze their competitiveness in
recruiting and retaining fulltime teachers.
(LP: Caring.)
D2.1 OYIS will enhance its competitiveness in
recruiting and retaining fulltime teachers by
OYIS Leadership Team
Principal1
During recruitment
EARCOS
JCIS
OYIS Budget
The use of various media to advertise
vacancies.
The OYIS employment package.
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- actively advertising employment
opportunities to prospective teachers
both within Japan as well as abroad;
- offering an attractive salary and
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.
season in October each
year and during annual
budget planning in
February
Stakeholders Survey
TIE Online
JCIS Employment Package
Surveys
Retention data.
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.)
OYIS Leadership Team
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.
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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.
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
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.)
Director of Operations1
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.
Director 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
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.
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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: PYP 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
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)
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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
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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
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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”.
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Step G3: The school will actively identify and address student needs
Strategies and Learner Profile attributes
addressed
Person Responsible1
and Timeline
Resources Evidence of Progress
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
opportunities
Principal1
Spring each year
Each month
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