WASC 2018 Schoolwide Areas of Strength

1 - The Global Jaya School (GJS) culture and environment is open, respectful and inclusive. This is evidenced in section D) where the school culture is described as having the following features; “Open Door” policy between leadership, teachers, support staff, parents and students; respectful in relation to religious tolerance and inclusive in accepting a variety of nationalities within the school community.

2 - The budget for PD is robust and opportunities are available to all staff, including support staff, utilizing internal expertise and outside consultants and workshops. Systems are in place for the effective sharing of professional learning and personal reflection around learning. The new professional development and growth process encourages teachers to align PD to specific standards that connect to enhancing student learning and achievement of learning outcomes.

3 - A true strength of The Global Jaya School (GJS) is its students, with their confident, caring, mature and positive character. The GJS students’ passion, knowledge and reflective ability enables them to take ownership of their own academic development and empowers students to think differently, to think creatively and reflect on their own values. GJS encourages their students to develop into well-educated, informed and participating members of a local, national and global society. (international mindedness)

4- The Global Jaya School (GJS) is fortunate to have a safe and green environment. Section (D) outlines the fact that GJS has well maintained grounds, ample security and General affairs staff. There are many precious green areas which provide respite from the heat, allow students to appreciate nature and de-stress the school community.

5 - The School Student Support team members form an effective team that collaborates across the whole school, each focusing on their strengths with a clear goal and passion for supporting students. They work well together to support students health, personal counseling, career counseling, and academic assistance.

6 - The programme of inquiry in the IB PYP is of a very high standard. Teachers and students demonstrate a clear understanding of transdisciplinary learning and conceptual development. Teachers collaborate effectively across classrooms and with curriculum leaders. The developed curriculum, approach to assessment, and emphasis on student inquiry effectively promotes student learning and achievement of the learner outcomes.

7 - School support staff are recognized as an invaluable asset to GJS. Support staff across all departments are highly competent and understand how their roles support the school mission statement. A culture of cooperation and continuous learning supports a cohesive community across the school and enables consistent focus on student learning and the school mission.

8 - Technology is consistently and effectively integrated in the Primary school. Students and teachers describe a culture of inquiry focused on developing skills through technology. The growth in technology use and understanding demonstrates a commitment to student learning and achievement of global competencies and the IB Learner Profile.

9 - The GJS Arts program is a standout area of the school with a state of the art facility, very well resourced teaching areas, knowledgeable and passionate staff and a rigorous academic curriculum with strong links to the IB Learner Profile. This is reflected in the high quality of student learning, outstanding student work and student knowledge of the learning process.

10 - The Global Jaya School has a supportive board who supports and trusts school administration, teachers and staff to do their best for the educational benefit of the students.

11 - The GJS PTA and parent community school-wide support and commitment to excellence at GJS and their assistance in supporting integration activities in the local community.

WASC 2018 Schoolwide Critical Areas for Follow-Up

The Visiting Committee concurs with the following school’s identified areas that are outlined in the schoolwide action plan. These are summarized below:

1 - The Board and School Leadership should collaborate together with GJS community stakeholders to develop a definition of what child abuse is and subsequently a child abuse policy based on an internationally recognised definition and standards regarding child abuse as soon as possible to communicate clearly the school’s disposition toward the protection of children at all times everywhere.

2 - The School leadership and faculty must strengthen considerably cross IB programme collaboration to allow GJS to truly become a IB continuum school to increase student achievement and student learner outcomes.

3 - The School leadership and faculty must continue to increase their skills and make pervasive the use of data to inform teaching and learning both at the classroom level, department level, division level, and IB program level to increase student achievement and student learner outcomes and identify any under served populations at GJS.

4 - The Board, School Leadership, and faculty must continue the school’s positive focus on Learning Technologies through the development, endorsement, and implementation of a long-range technology plan, incorporating teaching and learning goals alongside network, hardware, software, and systems management and acquisition. GJS should continue to seek the appointment of a Technology Director to develop this plan in order to help ensure access to learning technologies enhances student achievement.