Inquiry Innovation & Learning
Inquiry Innovation & Learning
We develop the values, skills and strategies to face complex issues in new and different ways.
Embedded Files
Ca2 - 2. Reassess the purpose and goals of the Research Centre and develop short and long term plans for its funding and further support.
Fo1 - 1. Develop and analyze strategies for creative use of facilities based on different student number scenarios.
Re2 - 3. Integrate IT resource strategies into broader facilities planning.
Ca1 - 1. Expand communication and engagement with the Board and ISP community to more broadly distribute ISP specific financial & legal knowledge and scenario planning.
Fo1 - 2. Develop and analyze alternative tuition and fee structures.
Re3 - 1. Pursue an aggressive, professional skills-based recruitment and succession plan, focused on clearly defined member profiles based on ISP's Guiding Statements and the Board's operational ambitions.
Cd4 - 1. Review the Secondary School Middle Leaders structure and investigate alternative models that are successful in IB World Schools.
Re2 - 2. Establish Professional Learning Communities as effective professional development in the areas of; special learning needs, lesson differentiation and extension programmes.
Re1 - 1. Review the Middle School subjects and time / periods allocation to achieve IB World School best practice teaching and learning.
Cd3 - 3. Advance literacy and numeracy programmes by reviewing the ISA testing data and addressing the needs of specific groups.
Re1 - 1. Develop a clear understanding (and documented description) of what is expected of an educator.
Re1 - 2. Develop a clear understanding (and documented description) of what is expected of a leader (as it applies to the work of the SLT, SSLT, PLT, ELT, and MLT).
Re2 - 3. Review the Middle School subjects and time / periods allocation to achieve IB World School best practice teaching and learning.
Re2 - 4. Establish an internal professional development database detailing the skills, expertise and training of all staff members.
Re2 - 6. Explore more meaningful ways in which the appraisal system can provide authentic conversations about the employees’ strengths, growth and development areas.
Se3 - 6. Develop a sustained focus on the Approaches to Learning (ATLs) throughout the PYP / MYP / DP with explicit documentation in the written curriculum and unit planners.
Cd1 - 2. Review the whole school Assessment Policy and associated guidelines and implement the updated documentation across the school.
Ec1 Ec2 Ec3 - 1. Establish our school culture for ‘embracing change’ and develop strategies to grow and embed this culture across the school.
Ec1 - 2. Implement best practices strategies for virtual showcases for the; Grade 5 Exhibition, Personal Projects, Extended Essays and Vernissage events.
Ca1 Ca3 - 2. Establish direct links with the university counsellors to help promote the ‘school story beyond ISP’, and increase our global influence and alumni presence.
Ca1 - 3. Reinvigorate our ‘virtual’ school story, including detailed virtual school tour, examples of student learning, community successes and testimonials.
Ca1 - 4. Define and establish KPIs for the total membership growth, members services available and additional content on the alumni platform.
Fo1 - 1. Review the tuition fee structure in light of our revision of the budget cost structure.
Fo3 - 5. Review all current physical space requirements and allocations in light of a possible increase in ‘working from home’ status.
Ec1 - 1. Complete, share and implement the research tool kit for students and teachers.
Ec1 - 2. Train teachers in the use of the research tool kit and evaluate its use and impact.
Se1 - 4. Expand the student and teacher mentor network across the PYP, MYP and DP.
Se2 - 1. Finalise the remaining safeguarding policies and communicate them to staff including any specific training required.
Se2 - 5. Improve the accessibility and communication of safeguarding policies and procedures to all community members.
Fo1 - 2. Publish the official IT strategy policy and procedures for annual review and approval.
Re1 - 3. Draft a holistic ‘IT Acceptable use policy/philosophy’ document from which specific guidelines can be derived for any specific area.
Re1 - 4. The Board of Trustees establish and track clear success criteria and/or metrics for the Guiding Statements and Enabling Strategies.
Cd1 - 9. The Senior Leadership Team identify, collect, and store relevant assessment data and train teachers and middle managers in using protocols to analyse the data for the purpose of improving student learning.
Cd4 - 14. The Senior Leadership Team ensure that the university counselling programme consistently supports the diverse educational and career planning needs of students and families, so as to ease their transition to higher education and to the world of work.
Ec1 - 26. The Senior Leadership Team review procedures for entry to and movement between campuses and the registration of all visitors, in order to ensure consistent safety and security standards for ISP students and staff.
Cd1 - 7. Explore and develop the conceptual understanding of assessment among teachers and then create more opportunities for students to use assessment 'for' and 'as' learning.
Cd1 - 8. Articulate in the assessment policy documentation the opportunities for learners using assessment 'as' learning, in addition to the uses as outlined in the current Secondary Assessment Policy.
Cd4 - 15. Review the implications for curriculum, assessment, learning spaces and schedules for increasing student agency across the school.
Re1 - 25. Leadership to design a process and metrics for evaluating the achievements of the agreed desired Impacts.
Re1 - 26. Governance and Leadership to create regular strategic plans and annual action plans to implement and review progress in all areas of learning.
Ec2 - 29. Review the use of time and space and ensure student learning is at the center of decision-making, focusing on flexibility, visibility, community, collaboration, project-orientation, and sustainability.
Cd4 - 30. Monitor the use of space and time and ensure all take responsibility for the effective use of learning spaces.
Cd3 - The school reviews its academic honesty policy to ensure it meets IB expectations, and when finalised, implements the revised policy.
Cd1 - The school reviews its assessment policies to ensure that it meets IB requirements and the school explores developing a whole school policy to support a whole school approach to assessment.
Se4 - The school reviews the admission policy to ensure it aligns with other documentation and related practice.
Cd3 - 1. The school reviews its academic honesty policy to ensure it meets IB expectations, and when finalised, implements the revised policy.
Cd1 - 3. The school reviews its assessment policies to ensure that it meets IB requirements and the school explores developing a whole school policy to support a whole school approach to assessment.
Se4 - 4. The school reviews the admission policy to ensure it aligns with other documentation and related practice.
Cd1 - 1. The school reviews its assessment policies to ensure that it meets IB requirements and the school explores developing a whole school policy to support a whole school approach to assessment.
Cd2 - 2. The school reviews processes and resources for provision of learning support and EAL to ensure that there is a consistent approach and sufficient support.
Cd1 - 3. The school develops scope and sequence documents which indicate the development of conceptual understanding, knowledge and skills and shared expectations of learning outcomes for each subject area.
Cd1 - 4. A schedule of dedicated time for teachers to plan in vertical teams that includes frequency, duration, attendess and obectives of the allocated time.
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