vienna international school strategic plan

Vienna International School – Strategic Planning 2011 - 2014

BoG Approved 08 October 2011 2/4/14 1

Vienna International School

Strategic Plan and

CIS Recommendations

2011 – 2014 (Latest update February 2014)



EXECUTIVE SUMMARY The Vienna International School established a strategic planning process in the school year 2005-6. This has been continued in every subsequent year since then. This current update of the Strategic Plan covers the years 2011 – 2014 and came into force in September 2011. It was approved by the Board of Governors at its August meeting.

The updated 2011-2014 Strategic Plan identifies a number of priority areas to be taken forward, in most cases across the four years of the Plan. These cover various aspects of Education, some priorities relating to issues concerned with sustainable development and with the environment, key features of our work relating to Finance and Resources, and efforts to narrow some of the gaps that exist between our vision for the School and the reality. The plan will be updated each year as the progress is made in achieving the strategies.

A VISION FOR AN INTERNATIONAL EDUCATION The school’s vision for its students Our aim at the Vienna International School is to provide a distinctive high quality international education through which all our students are helped to develop their abilities to the highest level of their potential. We respect students’ individual and cultural identities, encouraging them to become independent learners eager to carry on learning throughout their lives.

We prepare students for membership of communities that are socially and culturally diverse, for citizenship, and for engagement with the political, ethical and environmental challenges of their times. We expect them to want to take an active part in making their world a better place and one that is based on the mutual understanding, respect and shared values to which the school has been committed throughout its history.

The Vienna International School serves the international communities of the Vienna area. We are committed to preparing students to live in a multilingual and multicultural world.

The school exists for the sake of its students and is committed to a continual re-evaluation of their needs in the light of the most recent educational development. The school strives continually to promote excellence in all aspects of its provision, to do better than its previous best, and to model the values that it encourages in its students.



BELIEFS

We believe in: ... • a learning community that places students at the centre of all decisions;

• challenging students to realize their personal potential for excellence in an inclusive and supportive environment;

• embracing diversity as an enriching resource and a unifying force;

• nurturing confident, responsible, reflective and independent life-long learners.

MISSION STATEMENT

Our mission is to empower all of our students to be successful and responsible in a nurturing and diverse learning community, so that they can

achieve their potential in a changing world.

In harmony with the ideals of the IB Learner Profile, and the spirit of the Universal Declaration of Human Rights, we aim for students to be inquiring,

inspired, and involved lifelong learners.

OBJECTIVES By 2014 we will develop, implement and share an articulated, rigorous and relevant international curriculum continuum, which establishes VIS as a leading IBO Three Programme School.

By 2014 we will establish structures and expectations to support VIS as a professional learning centred institution of impact.

By 2014 we will have created the physical, financial and legal pre-conditions for the future growth of VIS.

Bt 2014 we will further develop our students as role models of global citizenship by raising the profile and expectations of student leadership in school decision-making processes.

By 2014 we will establish VIS as a technologically integrated school contributing to the impact for learning and administrative efficiency.



STRATEGIES

We will develop, deliver and share a comprehensive international curriculum continuum, which will successfully meet the needs of all students in the 21st century.

We will inspire and support students to develop their potential in aspiring towards

excellence. We will establish a strong, able and united staff, motivated and dedicated in supporting

students in their educational and personal development. We will establish VIS as a technologically integrated school contributing to the

improvement in quality of learning and administrative efficiency. We will create the physical, financial and legal conditions to secure the long-term future of

the school and sustain VIS at the forefront of international education.

STRATEGIC PARAMETERS

1. We will not tolerate behavior that is disrespectful or demeaning to any individual or group.

2. We will maintain safe, secure learning environments. 3. No new programme or service will be accepted unless it is consistent with the strategic

plan, its benefits clearly exceed its costs, and provisions are made for professional development and programme evaluation.

4. No programme or service will be retained unless it continues to make an optimal contribution to the mission and benefits continue to justify costs

Key to understanding the next pages

Within the five strategies there are multiple ‘specific results’ that will enable the school to achieve the strategy. These ‘specific results’ have multiple actions that the planning teams believed would need to be completed to ensure success. They are intended as a guideline but may be changed in the light of experience. The responsibility for ensuring that the specific result is completed is assigned at the bottom of each page. As we start to complete activities we will publish this in the document on the website. The years indicated next to the title are when the work will be undertaken. In February the Board of Governors determined the focus of attention for the coming year (2011/12) and agreed the associated budget implications. Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2011-2012

ACTION PLAN

Strategy 1: We will develop, deliver and share a comprehensive international curriculum continuum, which will successfully meet the needs of all students in the 21st century.

Specific Result 1: Carry out a comprehensive review of teaching and learning guidelines for

practice.

# ACTION STEP (Number each one) Assigned To: Starting Date:

Due Date:

Completed Date:

1

Locate documentation within the school that defines teaching and learning guidelines. (Board Policy Manual, VIS Staff Handbook,Website?) (Nothing pertinent in Organisational Statutes)

KD,JOR,JM October 2011

November 2011

October 2011

2 Perform review as IB Coords using the Appraisal Draft Document and collaborate with 21st Century Committee

KD,JOR,JM November 2011

Dec 2011

3 Compare content of relevant existing documentation with expectations set out in IB Standards and Practices and draft appraisal document.

KD,JOR,JM Jan 2012 Feb 2012

4 Ensure clarity of definition and consistency of terminology used in documents. (await inclusion of glossary as suggested in Appraisal review group)

KD,JOR,JM Jan 2012 Feb 2012

5 Propose updates to guidelines for teaching and learning for the whole school, ensuring alignment with the draft appraisal documentation and tool, IB standards, and suggestions of strategies for good teaching practice to be proposed under strategy 1:1.

KD, JOR, JM

Feb 2012 Apr 2012

6 Seek feedback from stakeholders (especially 21st century learning committee) and consider further adjustments. (Circulate via email draft versions of changes to Documents in action step 1)

KD, JOR, JM

Apr 2012 May 2012 Move to next year

7 Communicate the reviewed document/s with the school community through written and verbal methods, outlining potential impact.

KD, JOR, JM

May 2012 Aug 2012

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Kate Dalton, Joe O’Rourke Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



Strategy 1 – Specific Result 1 – CIS Accreditation Report Links

SECTION B5: K-12 SOCIAL STUDIES

3 the social studies staff in the Secondary School consider how the classroom environment might better reflect the intended pedagogical process.

Elisabeth Stanners

2011

SECTION D: STAFF 2 given the curricular, pedagogical and marketing benefits of

being a full IB school, staff put into place an effective MYP programme.

2013



2011-12 ACTION PLAN

Strategy 1: We will develop, deliver and share a comprehensive international curriculum

continuum, which will successfully meet the needs of all students in the 21st century.

Specific Result 2: A variety of teaching and learning strategies are in use across the school.

# ACTION STEP (Number each one) Assigned To: Starting Date: Due Date:

Completed Date:

1

Conduct a survey of the variety of teaching strategies that are used by all teachers across the school.(Survey Monkey etc for Sec school use part of PL session 16th January)

KD, JOR, JM

Jan 2012

Feb 2012

2 Audit student experience of teaching strategies being used in the classroom.(Check legality of using electronic survey tool) Concerns about the legality on hold

KD, JOR, JM

Jan 2012 Feb 2012

3 Publish the results of the audit for all staff to reflect upon. (For Sec school Use PL day February 6th)

KD, JOR, JM

Feb 2012 Feb 2012

4 Establish operational priorities that promote diversification of teaching strategies for each department through the middle management curriculum leaders’ team Needs to be taken from appraisal doc.

KD,JOR,JM through section leaders and HoDs

Mar 2012 Mar 2012

5 Develop professional development (PD) plan for following academic year which include opportunities to enhance the knowledge of all staff on the variety of teaching strategies that can be used in 21st century classrooms.

KD,JOR,JM with input from Academic Council

Mar 2012 (In order to research and book suitable candidates)

June 2012

6 Generate a guide for teachers of teaching strategies that will exemplify good practice for 21st century teachers.

KD, JOR, JM and collaborate with 21st Century Committee outcomes

May 2013 Jun 2013 Ready for begin of 2013-14)

7 Audit enhanced range of diverse teaching strategies based on the PD provided

Jan 2014 (allows for 1 year for full implementation of new teaching strategies)

Jan 2014

8 Audit enhanced student experience of teaching strategies being used in the classroom. (Target same year groups as used previously)

KD, JOR, JM

Jan 2014 Jan 2014

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Kate Dalton, Secondary Heads of Departments Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



Strategy 1 – Specific Result 2 – CIS Accreditation Report Links SECTION B9: K-12 APPROACHES TO LEARNING INCLUDING THEORY OF KNOWLEDGE – MAJOR RECOMMENDATION

2 the Administration and Academic Staff review the ways in which best teaching practices, differentiation and developmentally age-appropriate strategies are used, evaluated and shared to support the needs of all students across the school.

Elisabeth Stanners

June 2011

SECTION B11: SECONDARY CURRICULUM (Horizontal) 6 the teachers vary their methods, materials and approaches

in line with the philosophy of the IBMYP and IBDP programmes.

Anne Sparks June 2012

SECTION F: RESOURCES 5 the school provide professional development for teachers

to use differentiated instruction in the classroom to meet a range of student needs; utilising in-school expertise as well as outside resources.

Leadership team

On-going



2011-2012 ACTION PLAN



Specific Result 3: Develop and implement school-wide assessment philosophy and guidelines

# ACTION STEP (Number each one) Assigned To:

Starting Date:

Due Date:

Completed Date:

1

Locate documentation within the school that set assessment guidelines and philosophy.

Elisabeth Stanners

Oct. 2011

Nov. 2011

01.11.11

2 Invite students/parents/teachers to become part of the review group.

Elisabeth Stanners

Nov. 2011

Nov. 2011

3 Compare content of relevant existing documentation with expectations set out in IB Standards and Practices and draft appraisal document.

Elisabeth Stanners

Nov. 2011

March 2012

4 Ensure clarity of definition and consistency of terminology used in documents.

Elisabeth Stanners

Jan. 2011

April 2012

5 Propose updates to guidelines assessment as well as assessment policies for the whole school, ensuring alignment with the draft appraisal documentation and tool, IB standards, and suggestions of strategies for good teaching practice to be proposed under strategy 1:1.

Elisabeth Stanners

Jan. 2012

May 2012

6 Seek feedback from students/parents/teachers and consider further adjustments.

Elisabeth Stanners

May 2012

May 2012

7 Communicate the reviewed document/s with the school community through written and verbal methods, outlining the potential impact.

Elisabeth Stanners

May 2012

Sept. 2013

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Elisabeth Stanners (Kate Dalton, Anne Sparks) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION B10: PRIMARY CURRICULUM (Horizontal)

SECTION B11: SECONDARY CURRICULUM (Horizontal) 5 the school ensure a coherent and cohesive approach to

assessment practices. Anne Sparks June 2012

5 the school review its assessment policy and procedures to bring greater coherence across the school.



2011/12 ACTION PLAN



Specific Result 4: Ensure diversification of assessment strategies.


Starting Date:

Due Date:

Completed Date:

1

Conduct an audit of the variety of assessment strategies that are used by all teachers across the school as defined in ATLAS Rubicon.

ES, AS, KD

Oct. 2011

Nov. 2011

2 Audit student/parent experience of assessment strategies being used in the classroom.

ES, AS, KD

Nov. 2011

Jan. 2012

3 Publish the results of the audit for all staff to reflect upon.

ES, AS, KD

Jan. 2012

Feb. 2012

4 Establish operational priorities that promote a diversification of assessment strategies for each department through the middle management curriculum leaders’ team

ES, TD, KD

March 2012

May 2012

5 Provide professional development (PD) opportunities to enhance the knowledge of all staff on the variety of assessment strategies that can be used in the classroom.

ES

Aug. 2012

April 2013

6 Map enhanced range of diverse assessment strategies based on the PD provided

ES

Nov. 2012

April 2013

7 Audit student/parent experience of assessment strategies being used in the classroom.

ES

April 2013

May 2013

8 Generate a guide for teachers of assessment strategies that will exemplify good practice.

ES

April 2013

May 2013

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Elisabeth Stanners (ES) Tanja Dawber (TD) Kate Dalton (KD) Colour key: = Task area completed in full = Task area significantly completed = Task area partially complete = Task area not yet started




SECTION B7: K-12 PE

3 the PE Staff implement a comprehensive policy on learning outcomes and student assessment.

Aurelien Noyelle Melody Handler

May 2011

SECTION B7: K-12 PSHE

3 the PSHE Staff implement a comprehensive policy on learning outcomes and student assessment. (Notes to come from Kate Dalton)

Doris Holzhacker

2011 – grades 6-8 2012 – grade 9 2013 – grade 10


6 the school establish effective systems to monitor the implementation of the curriculum to ensure that it fulfils its curricular and philosophical commitments. (Get a copy from Michael)

Michael Hosking

June 2011



2011-14

ACTION PLAN


Specific Result 5: Develop school-wide documentation of a vertically and horizontally

articulated curriculum

# ACTION STEP (Number each one) Assigned To: Starting Date: Due

Date: Completed

Date:

1

Documentation to be completed for Grades 9 & 10 (IBMYP) Grade 9 completed grade 10 will be completed by June

HoDs and department teams

Sept 2010 Jun 2012

2 Diploma programme curriculum information to be uploaded onto ATLAS for al curriculum areas

HoDs and subject leaders

Sep 2012 Jun 2014

3 PYP documentation on Atlas extended to include additional subject areas

KD with HoDs

Sep 2011 June 2012

4 Determine the areas of Atlas that will be made available for parents

IBCoords DP May 2012

DP Sept 2012

MYP Sep 2011 (for grades 6 – 8)

5 Collaborative planning meetings held within grade levels or departments, as appropriate, across the school (this has been completed in the primary section)

IBCoords HODs, GLCs and their teams

Oct 2012 (PD day 25 Oct with all key players present)

Jun 2013

6 Expectations for transition between the 3 programmes clearly documented and effectively implemented

IBCoords HODs, GLCs and their teams

Sept 2013 (after G11 ATLAS documentation complete)

Sept 2014 (first opportunity after matching G10/11 Objectives)

7 Create parent access to ATLAS Rubicon (MYP open up to grade 9) PYP tbd when, DP by 2014

IBCoords in partnership with ATLAS Rubicon

Sept 2011 Sept 2014

MYP Sep 2011 (for grades 6 – 8)

8 Carry out a process of professional development of parents in the use and application of ATLAS Rubicon.

IBCoords Sept 2011 Sept 2014

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Joe O’Rourke (Kate Dalton, Jacob Martin) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started

Note from the October 2011 strategic planning meeting We need to look at ways of sharing what we mean by the term ‘Curriculum’. How do we engage a diverse community where language can create a barrier? Note December 2013 Document now written.




SECTION B2: K-12 SCIENCE

2 the school complete and comprehensively document the curricula at all levels. Grade 6, 7 and 8 Grade 9 Grade 10

Grant Dawber

May 2011 May 2012 May 2013

SECTION B3: K-12 TECHNOLOGIES

1. the school complete the curriculum documentation relating to Technology. Grade 6, 7 and 8 Grade 9 Grade 10

Levente Felvinci

May 2011 May 2012 May 2013

SECTION B4: K-12 MATHEMATICS

2 the school complete and comprehensively document and articulate the curricula at all levels and that this documentation be centralised for easy access by all staff.

Janet Hamilton & New HoD Maths

2012 2013


1. the school ensure that the written K-12 curriculum, is comprehensively documented on Atlas (completed in the secondary school)

Kate Dalton Mark Malone

2013

2. the school make appropriate arrangements to ensure that the written K-12 curriculum is articulated both vertically and horizontally.

Kate Dalton Mark Malone

2013

SECTION B6: K-12 CREATIVE ARTS 2 the school develop vertical and horizontal articulation in the entire

Creative Arts program. Kate Dalton Joe O’Rourke

August 2011

3 the school ensure the curriculum is documented. Kate Dalton Joe O’Rourke

August 2011

SECTION B7: K-12 PE

1 the School complete the PE/PE curriculum including coordination and effective means of delivery.

Melody Handler Aurelien Noyelle

2 the PE Staff fully document and articulate their curricula. Aurelien Noyelle

May 2011

SECTION B7: K-12 PSHE

1. the School complete the PSE/PSHE curriculum including coordination and effective means of delivery.

Doris Holzhacker


2. the PSHE Staff fully document and articulate their curricula. Doris Holzhacker





SECTION B9: K-12 APPROACHES TO LEARNING INCLUDING THEORY OF KNOWLEDGE

1 the Administration and Academic Staff articulate and document a vertical and horizontal scope and sequence to ensure the sequential development of approaches to learning across the school.

Gareth Briggs

Gerard Wearden

2011 – grades 6-8 2012 – grade 9 2013 – grade 10 2011 – grades 11 2012 – grade 12


Systems in place:

1. Planning meetings (UoI) 2. Reporting progress (alignment of outcomes) 3. Reflection on units (not yet recorded in ATLAS) 4. Curriculum review cycle for the PYP units based on the previous visit. 5. Curriculum carousel x2/year at planning level captured in the grade level overview and

UoI planner. 6. Grade level overviews 7. PYP evaluation visit 8. Appraisal process

SECTION B11: SECONDARY CURRICULUM (Horizontal) MAJOR RECOMMENDATIONS

1 the school ensure that the curriculum be comprehensively developed, documented and centrally located

Joe O’Rourke

Jacob Martin

2011 – grades 6-8 2012 – grade 9 2013 – grade 10 2011 – grades 11 2012 – grade 12

2 the school formalise processes and systems to ensure horizontal and vertical alignment in curriculum planning, design and implementation.

Elisabeth Stanners

June 2011

Curriculum Review Cycle (see First Report sent to CIS 2012)

Year 1 2012 - 2014 Mathematics

Year 2 2015 - 2016 Languages and Sciences

Year 3 2016 – 2017 Computer Science/ITGS/Technology (Design in New Chapter)

Year 4 2017 – 2018 Humanities/Arts/Physical Education

Year 5 2019 – 2020 Mathematics

1 the school ensure that the curriculum be comprehensively developed, documented and centrally located.

2 the school formalise processes and systems to ensure horizontal and vertical alignment in curriculum planning, design and implementation.

Kate Dalton June 2011

4 the school continue its work on curriculum development to ensure a comprehensively documented written, taught and assessed curriculum (as described in the PYP framework).



(2010 - 2012) ACTION PLAN



Specific Result 6: Develop and implement school-wide language policy, philosophy and

guidelines


Starting Date:

Due Date:

Completed Date:

1

Review the work of the Language Policy Committee

Elisabeth Stanners

June 2011

2 Write a Language Policy for approval by the Board

Elisabeth Stanners

June 2011

3 Develop and extend the existing VIS language documentation to create a new document outlining philosophy and practices guidelines and incorporating a plan for the delivery of the language programme.

Elisabeth Stanners

Sept. 2011

Oct. 2011

4 Present the plan and proposed delivery model to constituent VIS groups

Elisabeth Stanners

Nov. 2011

Nov. 2011

5 Generate a report to demonstrate the financial implications of meeting the proposed delivery model, including personnel needs

Elisabeth Stanners

Nov. 2011

April 2012

6 Implement the agreed programme

Elisabeth Stanners

Aug. 2013

Aug. 2013

7 Conduct a review after two years of implementation

Elisabeth Stanners

Aug. 2015

Aug. 2015

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Elisabeth Stanners (Lynda Sarelius) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2013 – 2014 ACTION PLAN (new added November 2012)



Specific Result 7: Review the Language B courses offered to ensure that the languages and

courses offered meet the present and future needs of VIS students.


Starting Date:

Due Date:

Completed Date:

1

Carry out an audit of the scope of the current programme to include student language profiles, language continua, programme requirements, group size, staffing and budget

Spring 2013

2 Survey the student/parent community to gain feedback on the current Language B programme and how it meets the present and future needs of VIS students.

Spring 2013

3 Write a discussion document, for consultation purposes, outlining scenarios for the delivery of Languages B, including language pathways and options for new languages.

August 2013

4 Establish school-wide priorities

October 2013

5 Generate a report to demonstrate the financial implications of meeting the established priorities including the personnel needs.

November 2013

6 Present the report to the Finance Committee for review.

November 2013

7 Adopt the agreed priorities within the budget cycle.

December 2013


August 2014

9 Conduct a community review after 2 years of implementation

Elisabeth S, ++++++ Responsible: Elisabeth Stanners Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2011-2012

ACTION PLAN


Specific Result 8: Develop and implement a school-wide Academic Honesty practices and

guidelines.


Due Date:

Completed Date:

1

Establish a small review group charged with the development and communication of academic honest practices school wide.

Leo Thompson

September 2011

2 Collate all existing statements from all sections of the school

Jacob Martin September 2011

3 Ensure that current documentation is in compliance with IB & CIS regulations

DP Coordinators

October 2011

November 2011

12.10.11

4 Draft policy and guidelines for the BoG to review

Jacob Martin November 2011

December 2011

5 Implement a communications campaign involving students and parents (PTA)

Jacob Martin December 2011

March 2012

6 Build into the pastoral programme a cycle of ensuring that students understand the school’s expectations.

Jacob Martin, Anne Sparks, GCs

March 2011

June 2011

March 2012

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Jacob Martin (Tracy Dolezal, Mark Crumby) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2011-2012

ACTION PLAN


Specific Result 9: Develop systems for tracking student learning to ensure the

curriculum meets the needs of all students.


Starting Date:

Due Date:

Completed Date:

1

Determine if we are collecting the data we need – can we make decisions we need to make based on the data we collect now?

Stuart, Anne, Lynda, Kate

September 2011

November 2011

November 2011

2 Investigate how other schools are tracking student learning (eg Geneva, Frankfurt, Bavaria; Serco forums; Serco international user group)

Stuart, Anne, Lynda, Kate

September 2011

December 2011

3 Investigate how to record data from external sources (ISA, EuroQuest, ALIS, MYP and DP results)

Stuart

October 2011

December 2011

4 Investigate how we account for changes in courses over the years (ie changes in subjects, MYP to DP) Simple recording process now in place

Stuart October 2011

January 2012

5 Set up system for tracking student learning (possibly with assistance of a Serco consultant)

Stuart February 2012

June 2012

6 Continue with current tracking procedures until system is in place in 2012 – 2013 academic year

Anne September 2011

June 2012

Responsible: Derrick Devenport (Lynda Sarelius) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started Notes Cliff Moon Reading Scheme InCAS MiDYIS as an option? ALIS



Strategy 1 – Specific Result 8 – CIS Accreditation Report Links SECTION B11: SECONDARY CURRICULUM (Horizontal)

4 the school review their approach to students whose learning needs fall outside the mainstream curriculum.

Elisabeth Stanners

February 2011



2012 – 2013 ACTION PLAN



Specific Result 10: Extend and deepen the extra-curricular programme (Learner Profile

Attributes).


Starting Date:

Due Date:

Completed Date:

1

Carry out an audit of the scope of the current programme to include staffing and budget

Michael Hosking

November 2012

December 2012

2 Survey the student/parent community to gain feedback and establish a set of priorities

Michael Hosking

November 2012

December 2012

3 Generate a report to demonstrate the financial implications of meeting the established priorities including the personnel needs.

Michael Hosking

June 2013

4 Present the report to the Finance Committee for review.

Michael Hosking

June 2013

5 Adopt the agreed priorities within the budget cycle.

Michael Hosking

June 2013


Michael Hosking

August 2014

7 Conduct a community review after 2 years of implementation

Michael Hosking

May 2016

Anne S., Derrick, Bill, Regina, Mary, Constance, Robert Q, Carl Responsible: Michael Hosking Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION B6: K-12 CREATIVE ARTS 5 the school investigate ways to offer additional extra-curricular

activities in Creative Arts in Secondary School. Elisabeth Stanners

tbd

SECTION E: SUPPORT SERVICES

2 the staff, students and administrators set measurable goals that show the school promotes a culture of safety, including supervision of the students after school.

Peter Murphy




Strategy 2: We will inspire and support students to develop their potential in aspiring

towards excellence. Specific Result 1: Define in clear terms the expectations for inquiring, inspired and involved.


Starting Date:

Due Date:

Completed Date:

1

Define our expectations for terms of inquiring. How will be know if we are being successful?

Peter M. Kate D.

2.4.2012 14.4.2012

2 Define our expectations for terms of inspiring. How will be know if we are being successful?

Peter M. Kate D.

2.4.2012 14.4.2012

3 Define our expectations for terms of involved. How will be know if we are being successful?

Peter M. Kate D.

2.4.2012 14.4.2012

4 Share the definitions with the teaching community and gain feedback

Peter M. 16.4.2012 20.4.2012

5 Share the definitions with the student community and gain feedback

Peter M. 16.4.2012 20.4.2012

6 Share the definitions with the parent community and gain feedback

Peter M. 16.4.2012 20.4.2012

7 Publish the results of the process for all members of our community to understand and act upon.

Peter M. 23.4.2012 27.4.2012

8 Prepare a method to assess the school’s effectiveness is meeting the mission components

Peter M. Kate D.

27.4.2012 2.5.2012

9 Apply the assessment method at agreed intervals to measure the school’s effectiveness in meeting the mission.

Peter M. Kate D.

Sept. 2012

On-going

10 Publish the results of the assessment for the community to reflect upon.

Peter M. October 2012

Anne S., Derrick, Bill, Regina, Mary, Constance, Robert Q, Carl Responsible: Peter Murphy (Kate Dalton) Colour key: = Task area completed in full = Task area significantly completed = Task area partially complete = Task area not yet started





towards excellence. Specific Result 2: Provide students with the opportunity to celebrate their successes in all

areas of academic, social, physical and emotional development.


Starting Date:

Due Date:

Completed Date:

1

Collect information on existing practice Anne,

Lynda September 2011

October 2011

19.10.11

2

Review existing practice and suggest improvements/ refinements with input from staff

Anne, Lynda

October 2011

November 2011

3

Examine logistics of recording Anne,

Stuart November 2011

December 2011

4

Establish and document a school wide programme for celebrating student success in all domains

Anne November 2011

January 2012

5 Publish document to the community Anne January

2012 January 2012

6 Introduce Achievement Portfolio (considering the use of digital portfolios)

Anne, Lynda

January 2012

January 2012

7 Implement system Anne,

Lynda August 2012

August 2012

Anne S., Derrick, Bill, Regina, Mary, Constance, Robert Q, Carl Responsible: Lynda Sarelius Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION B11: SECONDARY CURRICULUM (Horizontal) 3 the school review current reporting practices with a view to

ensuring that the twice yearly official student report provides both parents and students with comprehensive information about students’ overall performance.

Anne Sparks June 2012





towards excellence. Specific Result 3: Developing a citizenship culture (Learner Profile attributes: principled, open

minded, caring, balanced, knowledgeable, thinkers, risk takers, communicators).


Starting Date:

Due Date:

Completed Date:

1 Articulate expectations of community service involvement in all three programmes.

2

Revise and extend community service and outreach programmes for IB PYP, MYP and DP

3 Develop and publish a vertically differentiated and articulated whole school Homeroom/Assembly programme for each Grade

4 Extend and develop the role of the Students Council

5 Develop student led initiatives to improve school environment and community spirit, and increase involvement in the local and wider community.

6 Report to students/parents about the progress students have made in the learner profile domains

Anne S., Derrick, Bill, Regina, Mary, Constance, Robert Q, Carl Responsible: Elisabeth Stanners Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2011 - 2015 ACTION PLAN


towards excellence. Specific Result 4: Consider options for a restructuring of the student services offered in the school as

part of a whole school review of management and resources in this area.


Starting Date:

Due Date:

Completed Date:

1

Conduct a review of the structure of student services within the school

Elisabeth S.

August 2010

Sept. 2010

Sept. 2010

2 Establish a philosophy for VIS for the delivery of student services

Elisabeth S.

August 2010

Nov. 2010

Nov. 2010

3 Establish a vision and proposed delivery model to constituent VIS groups

Elisabeth S.

August 2010

Nov. 2010

Nov. 2010

4 Develop a job description for a Leader of Student Learning Support

Elisabeth S.

August 2010

Dec. 2010

Dec. 2010

5 Present the vision, delivery model and personnel needs to the Finance Committee

Elisabeth S.

August 2010

Dec. 2010

Jan 2011

6 Adopt the model

Elisabeth S.

June 2011

Aug. 2011

7 Recruit for the position of Leader of Student Learning Support

Elisabeth S.

Aug. 2011

Jan. 2012

8 Establish consistent practices for the identification and support of students with special learning needs.

Mary Hightower

Aug. 2011

Feb. 2012

9 Audit existing resources and practices to identify domains for development to ensure: a. that the special learning needs of students within the school can be met b. that there is a vertical continuum for students with special learning needs which matches the philosophy of the school

Mary Hightower

Aug. 2012

Dec. 2012

10 Generate a report to demonstrate the financial implications of meeting the proposed development, including personnel needs

Mary Hightower

Oct. 2011

Nov. 2012

11 Present to the Finance Committee for review Mary Hightower

Nov. 2012

12 Adopt agreed priorities within the budget cycle

Jan. 2013


Aug. 2013

14 Conduct a review after two years of implementation

Aug. 2015

Point 8 is completed but it needs to be communicated to all staff at the start of the next school year. Responsible: Mary Hightower (Elisabeth Stanners, Lynda Sarelius) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION F: RESOURCES 1 the school reassess its effectiveness in providing

appropriate language and learning support in order to benefit all students.

Elisabeth Stanners

February 2011

3 the school develop effective practices to address the needs of the high number of special needs students in the Secondary School.

Mary Hightower

June 2011





towards excellence. Specific Result 5: Provide students with high academic ability with the challenges required

which support and enhance their learning opportunities.


Starting Date:

Due Date:

Completed Date:

1

Investigate current best practice for meeting the needs of students with high academic ability

Anne Sparks/ Lynda Sarelius

Sept. 2012

2 Investigate how students of high academic ability are being /should be identified


3 Investigate the initiatives being currently used to engage and challenge students of high academic ability


4 Provide PD for staff in relation to G&T students

Mary Hightower Lynda Sarelius

Sept. 2013

5 Identify strategies which can be implemented to support the learning of G&T students within the constraints of the existing structures of both Primary and Secondary

6 Develop a programme for G&T students

7 Implement the programme

Anne S., Derrick, Bill, Regina, Mary, Constance, Robert Q, Carl Responsible: Mary Hightower (Lynda Sarelius) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started Notes Googledoc created for the collection of research materials




SECTION F: RESOURCES 2 the school assess its practices to address the needs of

students of exceptionally high ability, achievement, and/or talent.

Elisabeth Stanners

February 2011




Strategy 3: We will establish a strong, able and united staff, motivated and dedicated in

supporting students in their educational and personal development. Specific Result 1: The School refines the professional development guidelines in order to

create a professional development plan, which should take account of both the strategic needs of the School and the outcomes of staff appraisal.


Starting Date:

Due Date:

Completed Date:

1

Establish a review group to determine a set of professional development (PD) expectations and guidelines

Michael Hosking

Jan. 2012

Jan. 2012

2 Provide an opportunity for employees to review the expectations and guidelines and offer feedback

Michael Hosking

Jan. 2012 Feb. 2012

3 Draft a PD guidelines to be reviewed by the BoG

Michael Hosking

August 2012

Nov. 2012

4 Establish a system for tracking PD within the school’s human resources module

Stuart Marven

March. 2013

April 2013

5 Train the HR staff in the application of the tracking module

Stuart Marven/ Michael Hosking

May 2013

May 2013

6 Review the effectiveness of the implementations against the expectations determined in (1) above. Results to be published and shared

Michael Hosking

July 2013

Aug/Sept 2013

7 Implement any necessary changes in the light of (6) above.

Michael Hosking

Oct. 2013

Responsible: Michael Hosking Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION B2: K-12 SCIENCE

1 the Administrators and teachers in the Secondary School prioritise professional development in the areas of varied instructional strategies and pedagogy; the use of technology; and the curriculum.

Grant Dawber

May 2011?

SECTION B4: K-12 MATHEMATICS

1. the Administrators and teachers in the Secondary School prioritise professional development in the areas of varied instructional strategies and pedagogy, the use of technology, and curriculum design and development.

Jeff Wong June 2012

SECTION D: STAFF - MAJOR RECOMMENDATION 5 the school refine the professional development policy in order

to create a professional development plan which should take account of both the strategic needs of the school and the outcomes of Staff appraisal

Peter Murphy

June 2011



2011 – 2012

ACTION PLAN

Strategy 4: To establish VIS as a technologically integrated school contributing to the improvement in quality of learning and administrative efficiency.

Specific Result 1: Ensure that the community has access to relevant information.


Starting Date:

Due Date:

Completed Date:

1

Define the different VIS community groups that must be served. To be used consistently in all sections below.

Peter M. September 2011

October 2011

2 Establish criteria and requirements for an integrated VIS administration system infrastructure (business and curriculum)

Peter M. October 2011

December 2012

3 Evaluate all current VIS systems against established criteria and requirements. Draw up the layout and functions of an integrated VIS administration infrastructure. Decide if each current system will be used, developed, replaced or retired.

Mark C. December 2011

February 2012

4 Implementation of the integrated VIS administration infrastructure, including all necessary procedures and workflows

Stuart M. February 2012

July 2012

5 Investigate possible educational benefits of a virtual learning environment (VLE) including the further development of the technical infrastructure to support the concept of online learning, staff

Peter M. September 2011

December 2011

6 If agreed, implement a VLE after careful consideration of specifications

Mark C. January 2012

July 2012

7 Define key performance indicators, and implement simple, web based performance management analytical capacity. (Dashboards)

Stuart Peter M

April 2012

8 Implement an outreach strategy to provide appropriate community access to relevant parent and student information.

Stuart M. October 2011

April 2012

Responsible: Peter Murphy Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2012 – 2013

ACTION PLAN


Specific Result 2: Provide staff and students with training and support to utilize ICT resources


Starting Date:

Due Date:

Completed Date:

1

Generate a list of expectations to audit ICT capability against.

2 Audit current ICT capability and publish the results.

3 Generate a plan to address professional development needs based on (1) above.

4 Deliver, or facilitate the delivery of, a professional development plan as outlined in (2) above.

5 Plan for a repeat ICT audit of newly hired staff.

6 Plan for the next phase of professional ICT growth

7 Plan for the delivery of on-going ICT professional development programme.

Responsible: Sean Moroney Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION E: SUPPORT SERVICES

6 the Administration develop and implement a plan to better train non-ICT staff to use ICT tools effectively. – this will be part of a bigger technology vision




Strategy 4: To establish VIS as a technologically integrated school contributing to the

improvement in quality of learning and administrative efficiency. Specific Result 3: Ensure that the student learning is enhanced through the use of ICT within

the school.


Starting Date:

Due Date:

Completed Date:

1

Define, in collaboration with HoD’s and Team Leaders, how student learning may be enhanced through the use of ICT.

2 Determine methods and timing of processes that can be used to ensure that student learning is being enhanced.

3 Carry out the methods determined in (2) above.

4 Publish a report to highlight the results of the analysis.

5 Make recommendations to the Senior Leadership team as to how continued enhancement may be achieved.

Responsible: Sean Moroney Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




SECTION B3: K-12 TECHNOLOGIES

3 the school offer differentiated and grade programme training for all teachers in order to facilitate the integration of technology. Staff should be appropriately trained for the use of technology including interactive whiteboards.

TBD June 2010


4 the Administration review the implementation and staff training process with regard to making the best use of interactive whiteboards in the classroom.

See B3.3



2012 – 2013

ACTION PLAN


Specific Result 4: Take measures to ensure staff are continuously trained in state of the art

technology and ways established to assure its effective integration into the school educational programme and administration


Starting Date:

Due Date:

Completed Date:

1

The determination of the action steps will need to follow the appointment of the Curriculum Leader for Digital Learning position.

2

3

4

5

6

7

Written by Joe, Eva R. Helga H. Maureen C. Steve D. Rob R. Kate D. Responsible: Sean Moroney Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2010 – 2012

ACTION PLAN

Strategy 5: We will create the physical, financial and legal conditions to secure the long-term future of the school and sustain VIS at the forefront of international education.

Specific Result 1: Establish an agreement with the City of Vienna and the Federal Government

to ensure the long-term viability of VIS.


Due Date:

Completed Date:

1

Define the financial parameters that will impact any decision

Peter Murphy Rainer Dobianer

October 2011

23.11.11

December 2011

2 Establish a process of negotiation with the relevant decision making partners.

Walter Heider Peter Murphy

September 2010

November 2011

November 2011

3 Develop alternative scenarios

Board of Governors

23.11.11 January 2012

January 2012

4 Finalise the negotiations and communicate the outcome within the VIS community

Walter Heider Peter Murphy

5 Analyse the impact of the final agreement.

Peter Murphy Rainer Dobianer BoG

6 Generate a 2013 – 2020 development plan that addresses the needs of the school in terms of site, finances, buildings and academic programmes.

Peter Murphy Rainer Dobianer

7

Responsible: Peter Murphy (Board of Governors, Rainer Dobianer) Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



2011 – 2012

ACTION PLAN

Strategy 5: We will create the physical, financial and legal conditions to secure the long-term future of the school and sustain VIS at the forefront of international education.

Specific Result 2: Consider the establishment of a Development Office responsible for

marketing, public relations, sponsoring, fundraising and communications.


Starting Date:

Due Date:

Completed Date:

1

Define a job description, and an outline of the professional duties that could be covered by this post

Peter M. Oct. 2011 Oct 2011 18.10.11

2 Explore the implications for budget

Peter M. Nov. 2011

Nov. 2011

Nov. 2011

3 Present the proposals to the BoG Finance Committee for review

Peter M. Nov. 2011

Nov. 2011

Nov. 2011

4 If approved, establish a selection process.

Conny. S Dec. 2011

Dec. 2011

January 2011

5 Appoint a Development Officer

Peter M. Jan. 2012

Mar. 2012

Mar. 2012

Responsible: Peter Murphy Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started




Strategy 5: We will create the physical, financial and legal conditions to secure the long-

term future of the school and sustain VIS at the forefront of international education.

Specific Result 3: Create a five-year medium term financial plan, which will permit the school to

make qualitative improvements as well as safeguard the future viability of the school.


Starting Date:

Due Date:

Completed Date:

1

Review current fund structure whether it best meets the needs of VIS for future developments.

Rainer Dobianer

01.08.2011

31.07.12

2 Document the standards for the school facilities (e.g. classrooms, specialty rooms, sport facilities, etc.) including equipment and furniture.

Rainer Dobianer

01.05.12

30.06.12

3 Establish a road map for all school assets and a rolling replacement programme.

Rainer Dobianer

01.08.12

31.12.12

4 Establish a corresponding preventive maintenance plan for the school facilities.

Rainer Dobianer

01.06.12

31.08.12

5 Include a 5-year financial plan to the budget process. Train budget holders to generate data for 5 year financial plan.

Rainer Dobianer

01.06.12

30.09.12

Responsible: Rainer Dobianer Colour key: = Task area completed in full = Task area significantly completed = Task area partially completed = Task area not yet started



Reference Documents

1. Five Year Strategic Plan 2005-2010 (12.10.2006)

2. Strategic Planning Report First Annual Update (6.05.2006)

3. Strategic Planning Second Annual Update (28.04.2007)

4. Vienna International School Strategic Plan 2009-2014 ‘Agenda 2014’ (12.05.2009)

5. Notes Recording Summation of the Strategic Planning Board Workshop (20.06.2009)

6. Agenda 2014 – Strategic Implementation Plans and Progress Reports (May 2010)

7. CIS Accreditation Follow-up Report Summary of VIS Actions, Timeframes and Progress

(November 2010)

8. CIS First Report on Progress and Planning (September 2012)

vienna international school strategic plan

Documents

school year

international communities

places students

students individual

vienna area

strategic planning process

decisions challenging

diverse learning community