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We agree that these are good target areas to focus our future growth plans on.

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We agree with all focus groups and the points brought up

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We agree with all focus groups and the points brought up

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Definitely agree with the well being. Changes that Corona has brought about have impacted the students and community at large. lack of schooling as affected their social skills, language and behaviour. 

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Definitely agree with the well being. Changes that Corona has brought about have impacted the students and community at large. lack of schooling as affected their social skills, language and behaviour. 

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We agree with the four areas, especially all involved with the school being clear as to the school's definiton of learning so it can be shared with all stakeholders

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We agree that that these goals are important and effective ways of moving forward as a school community.

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We agree that these are important goals to focus on. We feel that a focus on learning will also help align the vision across grade levels. We would suggest defining well-being in order for staff to have a mutual understanding of what that looks and feels like at ISL.

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Is there the physical space in school to accomodate the expected growth?

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We agree with all 4 focus groups, we need to focus on well being in particular

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We agree with the goals / focus areas, especially the focus on well-being of staff and students, in the light of the pandemic in the past two years.
It might be good to look at 'feedback and growth' in depth and detail with regards to student and teacher growth. An appraisal system could be considered.
'Communication' could be inconsistent in different areas - staff to staff; admin to staff; staff to parents.  It is a learning process for us.  Communication has got better with the use of Teams with the notifications coming up instantaneously. Usage of too many platforms to communicate was overwhelming.

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We agree with all focus areas.

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We agree that these are the most important goals to work on for this period of time. However, we strongly consider that better communication within each other and upskilling for facing the upcoming challenges are the priorities.

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We agree that these are the most important goals to work on for this period of time. However, we strongly consider that better communication within each other and upskilling for facing the upcoming challenges are the priorities.

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Agree.

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1. Define Learning a ISL
Lead the definition of learning it is a passion project: detailed thing, that helps define how we are teaching at ISL and the impact what learning looks like - WE AGREE

2. Feed back and growth
Assessment, idea that we are critically looking at what we do with the activities
Learning Objectives: Bigger Pictures -
Feed back to fed forward - Learning Objectives planning downwards - How strong is our ability to plan for the feedback - We AGREE this is a big goal: as a school need this growth.

3. Well Being
Well being intent is high however is the impact is it felt everywhere: Many different needs: difficult to understand others needs: cultural differences: different interpretations:
Reflection: specialist lessons to teach show greater importance with the lessons for the students

4. Communication
Intrapersonal relations : professional
Unclear information:  right information to the right people in the right time frame
Volume: Importance: Use of right platform

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All 4 focus areas are good to target but we think that the 5th topic time and space should be one of the priority. Communication is something we need to improve, because we have informations in too many channels.

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We agree with all focus areas. Specially the communication as we worked with several grade levels and it's useful to know what's happening school wide.

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Opportunities for staff to reflect with their leaders.
Opportunities for transparency with parents in terms of feedback about students.

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Again communication is an important role in this focus. The TAs should also be aware of the learning objectives to support the students better and the SST when we asked them something related to the class.

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For Staff: Better timetable for MT teachers

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For Staff: Better timetable for MT teachers

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For Staffs: Better timetable for MT teachers. For example: One class in the morning 07:45amd and the other one at 1:45pm. Part time Teachers are spending the whole day at school waiting for the next lessons.

Create better learning environment as teachers aim to deliver better lessons: Suggesting to asses the level of the students and separate them into different groups for better learning enviroment.

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Growth: give the chance for more specialized PD. As mentioned above no PD one-size-fits-all
Feedback: Focusing on the ATL skills more to have a consistent feedback from all classes (HR and SST)

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Tuesday afternoons: collaborative planning, we need more than just a quick period where rushes.

Non-work related PD: team building, social event, we don't know many of the new staff.

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We should look at well-being always, regardless of the pandemic.
Mentors and buddy system for staff well-being
School counsellor being available for staff, in times of need
Regular 'Check-ins' (both personal and professional)by leadership to check on staff well-being, to establish relational trust
Constructive feedback and support in professional matters
PLT to come into classrooms more often
Allowing 'Voice and choice' of teachers in matters that relate to them (as people working on ground; who implement changes / decisions)
Sporting activities (yoga or zumba!) for staff during PL meeting times; for eg. one Tuesday a month
Well-being to be mandatory part of curriculum across all grade levels including EC
Starting Grade level Assemblies to build community
More focus (availability of counsellors) to work on children's transitions, especially in EC-KG
One-to-one sessions between students and teachers to check student well-being

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We agree 100% all students need well-being. We should practice meditation and reflection on a daily basis. More playtime outside the classroom, even if the weather does not permit, find an alternative. They need more drama, music, art. Daily reminder of the classroom essential agreements. For teachers - change the after school meeting schedule to once a week in place of twice (are both Sundays AND Tuesdays necessary?) We can also change it to in school hours for some. No PDs on weekends.

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Helping students to build up better relationship with their parents. Focusing to build a stronger bonds as family unit.

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mindfulness, deep breathing, etc normally practiced at the beginning and/or end of the day to set the tone. can also be practiced during transition times (e.g. after lunch) to help students calm down and settle in

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We need only one official communication channel. Between teams or emails ?

When we need something we can't find it because we don't know where we received it.
Updated the mailing groups in order to receive the information that concerns only our group.

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4. Communication
Intrapersonal relations : professional
verbally with one another

Unclear information:  right information to the right people in the right time frame
Volume: Importance: Use of right platform

Highlighting Access to where information can be found: Clearer communication channel: a bottle neck of who communicates and what

Teachers: Who one goes to, for each piece of information therefore you don't get several answers. - Patience to wait for the person in charge. Structure:  Best way to get a hold of that person.

Accountability:  There needs to be accountability for making sure you are communicating. AKA  Ignoring continuously.

Staff Handbook
Outlines the  protocol: needs to be re-vamped
Email should be low level: communication

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Nadine S agrees to limiting the amounts of platforms used for communication. Ideally one specified platform.

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We agree that we should have check-ins and follow ups to make sure that learning is consistent (we are consistently following the curriculum).

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the ideas from the communication groups link closely with the discussion with feedback & growth group.

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We agree that learning should reflect our school's identity and the IB principles.

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Instead of standardised testing use a program that we can integrate an assessment more suited to levels of the individual student.

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More opportunities to reach out to one an another. We agree with mentors and regular check ins. EC1A and EC2A - more outside space for our children. Happy Teachers = Happy children.

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Well being of all stakeholders involved is important for a healthy learning community.

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This is an example of our daily communication. It is transparent and accessible to all members of the team.

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We agree that there needs to be more consistency across the school in our approaches to learning. 

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We agree that there needs to be more consistency across the school in our approaches to learning. 

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Clearly define where to look to find different memos and communications from different members of staff. Provide guide for both parents and staff

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Regular school-wide moderation of work samples throughout Primary to monitor learning and progression. 

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Regular school-wide moderation of work samples throughout Primary to monitor learning and progression. 

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We strongly agree " allow more real-world experiences for students and empower student choice. for example, how they choose to present their knowledge or ideas", however building up class discipline should be working at the same time. Therefore, the teacher and the students can work in Harmony.

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Restructure the time table to support  childrens ability to engage in social interactions outdoors with other classes ( once covid regulations permits)

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Reflection from Focus 4 Group 3 -- on Group 2

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Reflection from Focus 4 Group 3 -- on Group 2

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PL more intentional:  A for effort but not these topics because it is school wide need: literacy and wellbeing: as long as it is applicable to our school values

Structure : Every grade level should be able to choose:
However the children need a shared language of: inquiry model (inquiry cycle) that is applied to all years with different vocabulary but looking the same:  consistent: we need a shared language of learning: same language teaching math, unit, consistent in the right places