CAIRO ENGLISH SCHOOL

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1 Cairo English School Craig Monaghan CAIRO ENGLISH SCHOOL STRATEGIC PLAN Together achieving personal excellence

2 CES STRATEGIC PLAN 5 strategic goals 1. RECRUITING, REINFORCING & RETAINING THE VERY BEST to ensure competent teachers are employed and those professionals that are employed are supported to reach the professional standards expected at CES and retained at the school for as long as possible Overarching goal: To continuously improve learning at CES by meeting or exceeding all Council of International Schools, International Primary Curriculum (IPC), IGCSE and IB Diploma standards 2. COMMUNICATION ENHANCEMENT - To foster enhanced school culture and communication between all stakeholders, community building, and international mindedness in our school community 3. TEACHING & LEARNING - To provide a cohesive and well articulated instructional programme that serves the learning needs of all admitted students and enables as many students as possible to be successful in the most challenging courses offered at CES. Based on decisions based on pedagogy whilst maintaining good business sense 4. ARABIC ENHANCEMENT - To provide an engaging and challenging Arabic language programme that enables all eligible students to achieve their maximum proficiency level in the variety of Arabic courses offered at CES 5. FACILITIES AND RESOURCING - To provide planned growth and continuous improvement at CES that includes improvements to infrastructure, facilities, resources and personnel, purposefully enhanced to meet expanded demands and needs. In doing so, we will prepare our students to be advanced in ICT skills and prepared for 21st century learning

3 Goal 1: Recruiting, supporting, challenging and retaining the very best staff. Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Faculty quality and Recruitment Recruitment tenure - Ensure the right teachers are employed and those that are employed are supported to reach the An outstanding staff have been recruited in time to start for a good start in Professional presentations which are accurate yet favorable to Cairo and CES are developed and delivered. Staff are consulted regarding their needs. Self-review shows that 75% of respondents are positive (January April ) professional standards expected at CES Highly qualified and internationally sensitive staff are employed with UK experience (January April 2011) Certification Ensure all teachers are certified and placed in teaching positions that match their qualifications and experience Job descriptions and contracts Provide clear descriptions of the expectations held for teachers at CES at the time of recruiting, and provide specific job descriptions for positions of responsibility Salary Salary is reviewed and adjusted upwards in an effort to get packages at CES competitive with the local and regional markets CES is fully staffed (week 1, 2011) Certification Ensure that non-certified teachers are actively encouraged and supported to apply and study with the International Certification with ECIS (ongoing) Recruitment information is professionally organized, information is accurate and the result is outstanding candidates being appointed Job descriptions and contracts Job descriptions are created for all management positions and a generic job description for each teacher is written by January 2012 Contracts are written for all staff, including extra curricula expectations/commitment by July 2011 Salary An analysis of salary and benefits take place throughout in preparation for a review of these for Salaries are adjusted according to the analysis outlined. There is an improvement in staff perception on salaries compared to (staff survey at end of year 2011)

4 Management development Develop middle management and potential senior managers within the school Recognition and Appraisal An effective observation system and an appraisal system is introduced which is based onevery staff member having a number of observations in Tenure issues addressed Over a three year period staff tenures increase Induction Provide an induction programme for all new staff that provides a cultural perspective, critical information, collegial support and professional learning, as needed, to ensure their successful transition to living and working in Cairo. Management development Clear and obvious pathways evident for career growth in the end of year survey Leadership strand in PD sessions is well received and attended Mentorship of upcoming leaders by the Recognition and Appraisal Clear observation system with transparent objectives and based on largely positive reinforcement Ensure all staff appraisals are completed thoroughly and within the ESOL Policy guidelines and timelines. Classroom observations are a focus - for at least 25% of every managers time (all year) Effective and critically accurate appraisals are written these are based on at least three walk-in observations (September-November 2011) Tenure Analysis of staff retention for , , takes place and shows improvement in staff retention (March 2012) Ensure that staff retention levels are increased and that staff stay at least their contractual period and preferably extend for one or more year Induction Induction dates are set in Jan 2011 An induction committee is created which includes ESOL, management and staff Feb-March 2011 Induction programme has the following key features: - a team building feature. - All teachers are suitably inducted into the importance of cultural sensitivity in the selection of resources and implementation of

5 Policies and practices Ensure all staff are fully aware of the policies and practices in place at CES to provide professional guidance and support lesson plans that reflect the inclusion of diverse perspectives - a culturally specific and Egyptian culture orientation is a key feature of the programme - More down time is included in the induction programme (cf ) - A more cohesive orientation is planned for (cf ) (September 2011) Induction feedback through staff surveys show an improvement in staff perception about induction (75% of the comments are positive in relation to the induction programme) (Sept-Oct 2011) Policies and practices 100% of staff comply with their responsibility to become familiar with all school policies (including recently revised policies) (ongoing) Policies are reviewed, changed and actively published and communicated to applicable stakeholders. When a policy review they are generally shared with the staff and highlighted by leadership at briefings (ongoing) Faculty satisfaction Socially invigorating staff room Provide socially enjoyable and rewarding experiences for staff in recognition of their positive contributions to the school Survey of staff satisfaction Survey faculty and support staff annually to assess overall staff satisfaction Positive social activities Creation of a social committee which organizes at least monthly staff activities/functions September 2011 Some social functions to be based on family activities in which partners and children can attend has 2 social functions and another six other school hosted social functions (ongoing) Survey The questions in the questionnaire show a satisfaction improvement when compared to the same survey from

6 Professional Learning Recognition a feature Recognition of excellence in teaching and learning is a priority Regular leadership liaison with personnel manager is a feature of The personnel manager ensures all staff needs are met professionally and promptly. Establish a professional climate of satisfaction, inspired by confidence in the school s policies, practices and systems, aimed at making CES efficient and efficacious. Provide continuous professional learning experiences for teachers that enable them to enhance their instructional repertoire Ensure all teachers are able to demonstrate competency in the use of contemporary technology to support learning. Staff are supported to the point that IT integration becomes the norm in teaching and learning at CES Organize and implement professional learning experiences in which teachers share best practice with colleagues in CES and between and among ESOL schools, in organized ESOL conferences Ensure that professional learning is directly linked to the appraisal process where applicable Review the professional learning goals of faculty annually, in tandem with the review of their professional goals and school goals. Recognition a feature Letters and cards of recognition of best practice is a key priority (ongoing). Feedback from the staff is positive in relation to being organized. Regular leadership liaison with personnel manager is a feature of All non-educational matters are directed to the personnel manager and the feedback received indicates positivity with the respective outcomes (c.f ) (ongoing) Staff feedback is positive about this support gained from this position. Provide continuous professional learning experiences for teachers that enable them to enhance their instructional repertoire The PD afternoons are balanced with CIS accreditation preparations and professional development opportunities. 80% of professional learning sessions which are run by CES staff. The content will be based on enhancing the teaching and learning and leadership in a number of key areas. With measurements being: 75% or more of the comments are positive from staff feedback on Professional development sessions 65% or more of the comments are positive in relation to the feedback on commitments to working parties relating to CIS commitments Provide specialized professional learning to support the educational programme and leadership development within the school

7 Address time pressures - making effective use of meeting time and afterschool activities Review meetings and briefing structures Review structure of rotating meeting schedules Ensure that meetings are prepared well and are based on effective teaching and learning and about raising student achievement Improved communication regarding meetings are coordinated so that meetings are relevant and contribute to the direction of the school s goals and targets. Review ASA set-up to make these more efficient and ensure quality experiences for students. Free up time by reviewing what is and what is not important Review staff workload and ensure that staff have an effective work-life balance Meetings and ASA review Time and Meeting Review looking at: Induction meetings to ensure that the school year is set up well Briefing effectiveness, placement and frequency are looked at Focus on and what is important. Review with frequency, placement and type of after school meetings Prioritize meetings that yield action and results Review of ASA to ensure a quality programme and free up some time in the week for quality school and staff development Frequency and type of ASA s reviewed to ensure quality programmes and effective use of staff time (Feb June 2011) The result is an improvement in staff perception about time efficiency and workload (cf results)

8 Target Implement a school culture improvement plan Respectful relationships Goal 2: COMMUNICATION ENHANCEMENT - To foster a positive culture and enhanced communication between all stakeholders, building a sense of community, and international-mindedness in our school Raise student expectations, aspirations and decorum Refine and upgrade the curriculum, assessments and repertoire Develop school pride and whole school community participation Develop student leadership with newly appointed student leadership Enhance sports performance, music, arts and drama programmes in September Ensure that there is a collegial ethos established at CES that promotes effective teamwork Ensure open communication and respectful relationships which invite the sharing of different perspectives is evident Ensure that in interpersonal relationships, all teachers and students exhibit mutual respect for cultural differences Ensure that there is explicit attention given to learning from other cultures and making full use of the opportunities provided to learn from peers with different perspectives Ensure that among school management, staff, students and parents, relationships are, at all times, ethical and characterized by fairness and professionalism KEY PERFORMANCE INDICATOR (BY WHEN?) Add questions to the annual staff, student and parent surveys to ensure each of these elements is being perceived positively in the CES school culture (ongoing) Measurement largely positive (within the 65% to 100% range Add questions to the annual staff survey to ensure each of these elements is being perceived positively in the CES school culture (ongoing) Measurement largely positive (within the 65% to 100% range Who is responsible?

9 Ensure that in all events and activities organized by the school there is explicit attention given to the promotion of intercultural and international awareness

10 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? School events - Community Building Ensure that the Parent Teacher Friends Association (PTFA) plays an active role in community building across cultural lines. Assist new teachers toward understanding the benefits to be derived in their multicultural experiences while living in a culturally diverse host country. Provide opportunities for parents to be well informed about activities and events taking place at CES and hold forum meetings for primary and secondary parents to inform them about academic programme developments and innovations. Enhance the frequency and diversity of community events at CES in athletics, activities, competitions, productions, exhibitions and awards. Provide Arabic translations of critical school communications. Enlist the support of the PTFA to promote the multi-cultural and international character of CES throughout the community. Provide practical orientation opportunities that enable faculty members to fully participate and to appreciate life in Egypt Promote local, regional and international traditions, celebrations and festivals at CES to highlight the significance and importance of international understanding Provide opportunities for students and parents to shape decisions that may have a direct effect upon them Add questions to the annual student and parentsurveys to ensure community building is perceived positively in the CES school culture (ongoing) Measurement largely positive (within the 65% to 100% range

11 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Improved communications and line management through enhanced collaboration and communication creating ownership WITH STAFF Leadership Direction is needed in with a clear direction stipulated, as needed, however from more collaboration takes place in establishing ownership of the direction Clearer definitions of line-management and who is responsible for what Two-way talk between staff and leadership/esol Effective use of meeting time and daily bulletins to ensure communications are received and followed WITH PARENTS AND STUDENTS Parental forums with initiated at each year level Student forums initiated with student leaders and pop in times for students to talk with the Re-education of the parental community on the need to make appointments rather than arrive and expect to be able to meet a teacher/administrator 24-hour response time initiated from point of contact Regular (at least monthly) newsletters across both schools through Foundation, Primary and Secondary Investigate and introduce online reporting Streamlining and refocusing both schools on user friendly parent-teacher handbooks Develop questions to the annual student, parent and staff surveys to ensure that strong leadership and direction is evident in , which is needed in altering the school in A more collegial and collaborative direction starts to become more evident from and beyond. Measurement largely positive (within the 65% to 100% range

12 Goal 3: To provide a cohesive and well articulated instructional programme that serves the learning needs of all admitted students and enables as many students as possible to be sucessful in academically-challenging courses Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Mission, Vision in action address short term before setting medium to long term Ensure the school Mission and Vision are made available to all constituent groups in the CES community and prospective parents and students. Develop direct links between the educational programme and the school s Mission and Vision to ensure there are explicit ways in which students connect what they are learning to the School s Guiding Statements Ensure that, in annual surveys of parents, students, staff and faculty, opportunity is provided for measuring the extent to which the School s Guiding Statements are being understood and applied by different constituent groups. Develop additional annual survey questions to ensure parents, students, and staff perceive that the CES Guiding Statements exert an influence in teaching and learning (ongoing)

13 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Consistent admissions policy and practice Ensure there is a well established and widely communicated admissions process and associated criteria in place for determining who is admitted to CES Ensure that students needing ELL and/or Learning support are suitably screened so that they are able to be successful in the CES programme without exceeding the defined level of support provided by the school Ensure that teachers know in advance about students starting at CES and are given pertinent information from the admissions office to ensure any particular learning needs are met, as required. Whole School The admissions policy is written which reflects: - That there is a well established and widely communicated admissions process and associated criteria in place for determining who is admitted to CES - That students needing ELL and/or Learning support are suitably screened so that they are able to be successful in the CES programme without exceeding the defined level of support provided by the school - Ensure that teachers know in advance about students starting at CES and are given pertinent information from the admissions office to ensure any particular learning needs are met, as required.(september 2011) ESOL Head of School Principals Staff Registrar

14 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Curriculum coherence, assessment and programme alignment Curriculum coherence and assessment Establish a Curriculum and Assessment Committee at CES to ensure the curriculum is current, founded upon the British National Curriculum Standards, IPC standards in the Primary School and IGCSE, IB Diploma standards in the Secondary School, vertically and horizontally articulated, and there is an action plan in place to review and evaluate the curriculum in the context of information gleaned from standardized tests (ACER), internal assessments, IGCSE and IB Diploma results Ensure there are school wide essential agreements on assessment at CES Ensure there is a Language Policy and practice documented and widely communicated Ensure all curriculum handbooks and guides for all year groups and subject areas are complete and accessible to all staff, faculty, parents and students Ensure that, to the extent possible, the curriculum links to specialist subjects and the Arabic curriculum Ensure that assessment at CES is varied, performance based, focused on demonstrated understanding, and informs further learning Ensure the curriculum is articulated as a cognitively scaled thinking curriculum that shows clearly the cognitive demands being made of students as they move from FSI to Year 12 in each subject area In the content of the CIS accreditation self-study, ensure that all of the section B-Curriculum reports address the applicable domains shown for this target (2011/2012, self-study) ESOL Head of School Principals Staff Steering committee

15 Ensure that in the delivery of the curriculum and correlated assessments, pedagogy, learning activities and assessments are suitably differentiated and/or scaffolded to challenge the very able students, meet the needs of ELL and learning support students, and engage the different learning styles of students Programme alignment Ensure that in the vertical articulation of the curriculum there is coherence and an increasing cognitive demand being made as students move from year to year and to higher levels of subject specific learning Ensure that the sequence of courses in the secondary school ensures adequate preparation of students for success in the IB Diploma programme

16 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Reporting and assessment congruence Ensure that the reporting on demonstrated achievement is in keeping with the curriculum and assessment models being implemented at CES Implement an online system that gives students and parents immediate access to grades and achievement Ensure that parents and students receive information in reports that informs them about demonstrated achievement and measures to be taken to improve subsequent learning Review the frequency and type of reporting in place at CES to ensure clarity for parents and students Develop survey questions for parents, students and staff regarding the effectiveness of reporting clarity about achievement, effort and ways to improve learning (ongoing ) ESOL Head of School Principals Staff Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Educational program quality assurance Survey students, parents, and teachers annually about the instructional programme to ensure the above mentioned targets are being addressed Use the results of standardized tests, internal assessments, IGCSE and IB Diploma results to analyze and evaluate the effectiveness of the instructional programme and to make adjustments as deemed necessary to ensure continuous academic progress Ensure that, as an integral component of the teacher appraisal process, assessments are reviewed to inform supervisors about the effectiveness of teaching practice Key component of Assistant Head positions responsible for curriculum and assessment to analyze respective performances of departments, classes and individual students Develop survey questions for students, parents, staff regarding how internal, external and standardized assessments are being used to effectively inform parents and students about achievement and areas in need of attention to improve further learning (ongoing) ESOL Head of School Principals Staff

17 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible Pastoral and Curricular alignment Feedback to be obtained from all stakeholder groups on how pastoral systems support respective student groups Pastoral practices of both schools to be reviewed focusing on: - Rewards for students - Discipline systems - House system - Student mentoring programmes - Leadership programmes in the school - Peer support programmes - Co-curricula programmes - Assembly programmes - Counselling support - LS and ELL support - Character programmes - How students are wearing their uniform Positive feedback (75%+) to be extended from every stakeholder group relating to the pastoral care at CES programmes in place at CES (ongoing) ESOL Head of School Principals Staff

18 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Decisions made early are widely communicated, upheld in advance and pedagogically sound, whilst maintaining good business sense Timeliness of decisions relating to planning Decisions on number of sections and number of classrooms and therefore resources required are made well in advance of the budgetary expectations so that efficient and effective planning can occur Basis of decisions When a decision is to be made between best business practice and best educational value the educational value regarding the decision should be paramount Health and safety In support of the educational programme at CES, ensure that resources and systems are in place to support students to be safe, healthy and provided with opportunities to be active learners. Ensure a policy on healthy eating is created Ensure the general safety of the campus by convening a Health and Safety Committee to oversee- transportation, food services, medical services, emergency plans for fire, lockdown and campus evacuation, and the provision of adequate shading in play areas Ensure campus parking areas are closely monitored to ensure safety and security and access to the campus is strictly controlled Develop questions in the annual surveys to ensure that parents and staff have confidence in decision making, planning and health and safety at CES in the context of supporting learning (ongoing ) ESOL Head of School Principals Staff

19 Goal 4: To provide an engaging and challenging Arabic language programme that enables all eligible students to achieve their maximum proficiency level in the variety of Arabic courses offered at CES Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Improved profile and quality of Arabic teaching/learning Ensure that in hiring Arabic language teachers, those hired are familiar with the National curriculum and have a sound knowledge of contemporary and Western instructional strategies that enable this programme to engage students in learning activities that include technological support, resources, and strategies The Arabic language programme will work to be dynamic, and varied in a variety of contexts. Include an Arabic language induction programme so that it is consistent with that provided for teachers who are first language English speakers As needed, translate all communications for Arabic language teachers and provide support for Arabic teachers to learn English Review the balance of instructional time devoted to Arabic, Egyptian Social Studies and Religion in the context of English language learning needs of students at CES Ensure the profile of the Arabic programme is enhanced by displays of student work, the promotion of special events and regular dialogue between and among all teachers at CES Ensure Arabic Department are working to professional standards and feel part of the CES teaching team Develop survey questions for parents and students and staff regarding the effectiveness of the Arabic language programme in the context of pedagogy active Engagement in learning and the use of technology to support learning (ongoing) ESOL Head of School Principals Staff

20 Goal 5: To provide planned growth and continous improvement at CES that includes infrastructure, facilities, resources, and personnel, necessary to meet expanded demands and needs Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? Planned growth that meets anticipated needs Ensure that as enrollment predictions point towards a rapid rate of growth at CES there is adequate planning, documentation to ensure all anticipated resources, staffing, facilities, infrastructure, and ancillary needs are met in full and completed before new students arrive Ensure that a campus development plan is prepared by ESOL managers and shared with the CES community well in advance of any new construction taking place Develop survey questions for students parents and staff regarding the planning and preparing thoroughly for anticipated growth (ongoing) ESOL Head of School Principals Staff

21 Target KEY PERFORMANCE INDICATOR (BY WHEN?) Who is responsible? ICT and IT plan and 21 st century learning A proactive IT/ICT team is formed which will address short, mid and long term IT/ICT needs and educational wishes Ensure that the needs of 21 st century learners are catered for Ensure that staff exhibit a life-long learning philosophy in that they are constantly learning how to integrate ICT within lessons An integrated model is initiated and remains a focus for the school. The key areas of direction will be: 1. SMART BOARDS are a clear focus 2. Development of a learning platform moodle for CES 3. The development of a real research and media centre in the upper library for Secondary research 4. Website developments and growth of teacher, parent and student portals 5. Over a period of 4 years move to a wireless campus with staff and students having tools which enable them to work seamlessly from the classroom to home and in constant association with the web This ICT/IT sub-committees recommendations are based on provided direction and their recommendations are valued and instruct, or at least guide our IT/ICT purchases for the upcoming year(s) ESOL Head of School Principals

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