Report Parent Coffee October 10

Introduction Parent Coffee October, 10

Thank you to all the parents who took the time to join us for this important event. Along with a few administrators, a group of around 40 parents came together to discuss and share insights on improving various aspects of the school. The discussions were centered around three critical angles that matter to parents. It's worth noting that the data derived from this session is qualitative in nature.

Report on Group 1 - Parents' Expectations at UNIS

Executive Summary: This report encapsulates the expectations and suggestions of parents from Group 1, highlighting the areas of setting expectations, academic rigor, and parental involvement at UNIS.

1. Setting Expectations:

• The UNIS community should place emphasis on diversification and inclusivity.

• Parents have selected UNIS, largely due to its fostering environment, which nurtures students to identify as global citizens.

• A strong sentiment resonates among parents about the significance of belonging and taking pride in the UNIS community.

• The introduction of the Peace TAB is noted.

• There is a clear request for an augmentation of cultural activities and celebrations to enhance students' worldly exposure.

• Improvements in the flow of information are deemed essential, with a particular emphasis on reducing unnecessary volume.

• The enhancement of IT infrastructure is suggested, aiming for better communication tools and an integrated calendar that simplifies the process of locating information.

• Parents highlight the importance of cultivating skills such as emotional intelligence, strategy, and creativity among students.

• There is an explicit call for more transparency on the school's initiatives towards these aforementioned skill-building endeavors.

• Parents have posed queries regarding the personalization of Quality Assurance (QA) questionnaires and raised concerns about the visibility of the school's marketing strategies.

• A need is expressed for clearer understanding and balance between academic instruction and fostering creativity.

2. Academic Expectations:

• An equilibrium between personal growth and academic rigor is deemed paramount.

• Parents expect a consistent progression in academic strength commensurate with grade levels, emphasizing the need for equilibrium in curricular delivery.

• There is a call for lucid explanations concerning academic concepts being taught.

• Suggestions were made for curricula to be more age-appropriate, ensuring content aligns with the developmental stage of the students.

• Concerns are raised about repetitive content, especially in the higher grades, which seem to echo the strict requirements of preceding grade levels.

• Parents are advocating for detailed insight into the academic structure of higher-grade levels.

• The progression from one grade level to another should reflect a discernible increment in academic rigor.

• A strong consensus exists among parents for more frequent feedback regarding their child's academic progression.

• Parents express the need for consistent weekly updates from specialist teachers, ideally distilled into concise, informative snippets.

3. Parental Involvement:

• Parents express a keen interest in active participation within the school ecosystem, suggesting potential avenues like conducting presentations, sharing expertise, and introducing personal and cultural traditions.

• A collaborative approach, where parents assist in operational units and share traditions, is proposed.

• Parents are enthusiastic about organizing guest speakers for after-school sessions.

• The prospect of virtual involvement in classroom activities is tabled, indicating the evolving nature of parental engagement in a digital era.

• Observational sessions are highlighted, where parents can assimilate an outsider's perspective, enabling them to witness their children's interactions in the school environment.

Conclusion: The feedback from Group 1 accentuates the need for a harmonized blend of academic rigor, enhanced communication, and proactive parental involvement. Implementing these suggestions can fortify the educational experience at UNIS, making it more inclusive and aligned with contemporary expectations.

Report on Group 2 - Enhancing the Visibility of Students' Learning at UNIS

Executive Summary: Group 2's feedback primarily revolves around enhancing the transparency and comprehensibility of students' learning experiences at UNIS. The feedback covers various facets, from the SEESAW platform and teacher training to recommendations for specific activities and tools.

1. SEESAW as a Primary Communication Tool:

• The SEESAW platform appears central to parent-teacher-student communication. Parents express the desire for prompt notifications, particularly for photographs, which depict real-time classroom activities.

• There is a mention of the necessity for consistent teacher training to optimize the use of SEESAW.

2. Monthly Newsletter:

• A consistent monthly newsletter is suggested, which can serve as an effective medium for keeping parents informed.

• The content of the newsletter could include recommended books, songs, and activities tailored to the students' current curriculum and extracurricular interests.

3. Information Standardization and Communication:

• A call is made for the standardization of information included in updates, ensuring uniformity and reducing potential confusion.

• While the idea of sending schoolwork home was crossed out, its initial inclusion suggests parents are keen to understand their child's day-to-day academic progress.

• Parents emphasize the importance of grasping their child's social and emotional learning, suggesting periodic updates in this regard.

• More frequent updates on classroom activities, specifically focused on distinct subjects or themes, are encouraged.

• Introducing WhatsApp as an additional channel for teacher-parent communication is proposed.

• Clarity regarding students' comprehension levels, especially in subjects like Math, is deemed essential. This clarity ensures parents can track their child's academic progression effectively.

4. Engaging Activities and Information Accessibility:

• Parents appreciate the idea of receiving prompts or activities related to subjects like Math, which they can engage in with their children at home. This initiative can reinforce classroom learning and promote bonding.

• Simplifying the discovery of information on the school portal is considered vital, ensuring that parents can quickly locate and understand essential details without unnecessary complications.

5. School Engagement Day:

• The proposal for a "Take Your Parent to School Day" stands out as an innovative approach to deepening the connection between parents, students, and the school. Such an initiative could provide parents with a first-hand experience of their child's day-to-day school life.

Conclusion: The recommendations from Group 2 underscore the necessity of transparent, consistent, and multifaceted communication between UNIS and parents. By integrating these suggestions, UNIS can potentially elevate the quality and clarity of information flow, enriching the overall educational experience for students and their families.

Report on Group 3 - Strengthening Communication and Fostering Cultural Integration at UNIS

Executive Summary: Group 3's feedback primarily emphasizes enhancing communication between parents and teachers and deepening cultural integration within the UNIS community. The feedback consolidates suggestions from two transcripts, touching on diverse tools and strategies, ranging from the SEESAW platform and teacher newsletters to more extensive curriculum events and classroom sharing sessions.

1. SEESAW as a Core Communication Platform:

• SEESAW is identified as an invaluable tool for parents, offering them snapshots to initiate conversations about their children's school experiences.

• Parents suggest standardizing expectations regarding the number of updates per week from each teacher on SEESAW, addressing inconsistencies, especially for parents with multiple children.

• Specialists are encouraged to contribute to SEESAW and provide insights through newsletters or specific notes. This inclusion will enhance transparency about what's happening in specialist classes, where posts on SEESAW are currently infrequent.

2. Teacher Newsletters:

• Bi-weekly teacher newsletters have been found beneficial, with some parents expressing interest in having notes from specialist teachers included.

• Discussion prompts such as “Ask your child what they’re learning about with adding double numbers together” are deemed especially helpful.

• Parents appreciate reflections on past learnings, insights into current activities, and previews of upcoming topics.

3. Curriculum Communication and Engagement:

• Parents feel that the curriculum evening is too broad. They recommend that the Curriculum Office conducts regular presentations detailing what each grade learns.

• It's noted that some parents weren’t even aware of the existence of a Curriculum Office.

• A majority of parents indicate they lack adequate information to provide meaningful feedback on the curriculum.

4. Cultural Integration and Classroom Engagement:

• To foster cultural and diversity integration, it's suggested that parents share unique items or traditions from home, which teachers can then present via interactive screens in classrooms.

• The proposal for designated shares emerged, wherein parents are invited into their child’s classroom regularly to get a snapshot of ongoing activities. This approach, which some schools follow as “share week,” offers parents several opportunities to engage and ensures they can plan ahead.

• Another idea is to have group morning meetings, combining grades like Pre-K-J1 and J2-J4, with parents invited.

5. Streamlining Communication Channels:

• Direct email communications to teachers are recommended for specific questions, as opposed to in-person discussions during pick-up or drop-off times.

• Suggestions were made to make weekly JS emails more readable by adding more headers and organized sections.

6. Final Thoughts:

• The parent coffee event from which this feedback emerged received positive feedback, with parents expressing hope that these discussions "go somewhere" and that there's continued documentation and action based on the feedback provided.

Conclusion: Group 3's consolidated suggestions underscore the need to streamline and enhance communication channels between UNIS and parents. By integrating these recommendations, UNIS can ensure a more informed, engaged, and culturally inclusive school community.

Conclusion Parent Coffee October, 10

Having collected initial qualitative insights, our subsequent step is to dive deeper by gathering more comprehensive data through a quantitative survey. This survey, crafted in collaboration with parents, will be aimed explicitly at the parent community.

Reflection on Goals: Upon receiving the survey results, we'll come together to reflect upon the goals highlighted by the larger parent community. This reflective process will ensure that we identify and understand the core issues, aspirations, and areas of enhancement that resonate most with parents.

Prioritization of Goals: Given that resources, both in terms of time and infrastructure, are finite, prioritization becomes crucial. By considering the frequency and urgency of feedback received, we will rank the goals in order of significance. This will ensure that the most pressing needs are addressed promptly, while also ensuring that every concern is eventually catered to.

Defining Actions and Timeline: With clear goals in sight, we will move on to define actionable steps to achieve them. Every action will be accompanied by a realistic timeline, ensuring that the school and the parent community remain on the same page regarding expected changes and their rollout.

Assessment of Actions: Every action is as good as its impact. Hence, once implemented, it's vital to assess the effectiveness of the measures taken. We'll employ both qualitative and quantitative methods to gauge the success of our actions, ensuring that they align with the original goals and intentions.

Final Thoughts: By following this methodical approach, we aim to usher in positive changes that resonate with the aspirations and concerns of the parent community. Together, we will work towards enhancing the overall educational experience at our school.