2013-14 Annual Report

2013-2014

“Together we dare to imagine, inspire to succeed, and courageously make a difference�

MESSAGE FROM THE BOARD

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MESSAGE FROM THE SCHOOL DIRECTOR MESSAGE FROM THE TREASURER

TREASURER’S STATEMENT OF FINANCIAL POSITION

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TREASURER’S STATEMENT OF COMPREHENSIVE INCOME

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GOALS

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GOAL 1

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GOAL 2

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GOAL 3

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GOAL 4

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GOAL 5

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GOAL 6

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INTERESTING FACTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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UNIVERSITIES AND COLLEGES CHOSEN BY GRADUATING SENIORS . . . . . . . . . . . . . . . .

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VISION, MISSION AND CORE BELIEFS

QUICK REFERENCE GUIDE: STRATEGIC PLAN PROGRESS

MESSAGE FROM THE BOARD On behalf of the Board of Directors, I am pleased to share our 2013-14 Annual Report. This has been another fast paced, productive and inspiring year for AISJ. While we celebrate the successes of all of our students, we are especially proud of our graduates. We commend the Class of 2014 for its high levels of academic, artistic and athletic achievements, in addition to their outstanding commitment to service.

They achieved an impressive average IB score of 34 (the worldwide average is ~29.9), and acceptances to top schools worldwide.

Recently I listened, along with many others, to the oral report of the re-accreditation team. While the formal recommendation will come in a few months, the oral report was a wonderful affirmation of our school’s vision, mission, goals and objectives. The sense of overwhelming pride was shared by all – students, parents, and staff. We would like to acknowledge the efforts of our School Director, Dr. Andy Page-Smith, administrators, faculty, staff, students and parents in preparing for and supporting AISJ’s re-accreditation process. Thanks to everyone for a job well done. If you missed the oral report, it is available on the AISJ website.

Last year the Board’s focus shifted from defining our strategic goals to implementing our strategic plans. As you will see in the following pages, AISJ is either on track or ahead for achieving our goals.

The Board has modified policies to ensure balance between AISJ’s need for inclusivity and commitment to a rigorous approach to learning at all levels. We approved and funded a faculty grant program. The third year of our Facilities Master Plan saw the opening of new classrooms on both campuses, as well as infrastructure upgrades ranging from broadband expansion to storm water control. Our participation with the strategic oversight committee ensures AISJ’s goals and objectives remain in line with our student growth and performance.

This year the Board will continue to strengthen our governance and management processes ensuring that we remain a high preforming Board. In addition we have challenged ourselves with establishing AISJ as a top-tier international school. We will continue to collaborate with Dr. Andy and the entire AISJ team as we strive to live our vision and mission.

As always, we welcome your continued support, participation and interest in the Board and AISJ’s mission.

Letitia Campbell AISJ Board Chair

MESSAGE FROM THE SCHOOL DIRECTOR The 2013-14 school year would have to be considered a stellar year.

Against a backdrop of continued enrolment growth, and extensive facility development on both campuses, we witnessed continued program development alongside very positive learning outcomes. Our college admissions were excellent with the majority of our students gaining entry into their university of choice which included an impressive array of top-rated schools. Our International Baccalaureate (IB) results were outstanding with a 97% pass rate and an average passing score of 34.

In addition, seven of our IB students achieved 40 points or more. MAP data results for students in Grades 3 through 9 was also pleasing, placing us at the 68th percentile for all international schools.

These academic results are particularly positive when we compared ourselves to other ‘like’ schools, many of whom have highly selective academic admissions criteria. This is not the ethos of our school, we strive to be as inclusive as possible. In support of this, to better meet the needs of all of our students in 2013-14 we increased staffing within the learning support area, and developed policies and procedures to better meet the needs of all of our learners.

Upon reflection, two particular highlights stand out for me from the past year.

This was the first year of the implementation of AISJ’s detailed strategic plan, where the goals, objectives, and measures that we developed towards the end of the 2012-13 school year were addressed.

The year started with the sharing of our strategic direction with our community, and the determination of how we planned to measure our progress. During the course of the year we then established baseline data and, in several cases, went on to develop the instruments we would need to measure the data. The plan itself give us a clear school-wide focus, and prioritized teaching and learning prerogatives, which I am pleased to say, the faculty embraced wholeheartedly. This, in turn, led to a highly productive year and both supported and promoted the ongoing organizational cultural change to an institution committed to continual learning.

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The second highlight was a discernible movement towards greater self-belief of those within the organization. Undoubtably the continued development of facilities that the community could be proud of helped this, and as a result, a greater sense of school spirit and general positivity seemed to emerge. The ISSEA basketball tournament, held in February, was seen by many as exemplifying a proud and inclusive school spirit.

AISJ is committed to the goal of becoming a ‘leading’ international school, highly recognized and acknowledged for its learning programs and the balance of its offerings. To do this we must retain and recruit the best possible faculty, and to this end the recruitment season this year saw the school experience overwhelming interest from teachers around the world. While most vacancies were not advertised until November, we had received over 1000 individual applications before the December break! This statistic alone bodes well for future recruiting, and suggests that a strong candidate pool is now looking for opportunities to work at AISJ. During 2013-14 we continued the work on developing and enhancing school infrastructure.

To this end we hired Mr. Mike Schuetze, a former international school principal - who also has a background in operations, to lead our operations team. Mike’s brief was to look strategically at refining our operations, document the processes we use, and to personalize our service. There is considerable work still to be done in this area but I believe we are making positive headway. In the same regard we made some significant changes within the communications and technology areas.

These changes included personal computing devices for all students in grades 6-12 and the redevelopment of the school’s website together alongside new communications tools brought online to assist and support the school community.

The Annual Report, is organized around the six key goals of our strategic plan where we share our progress and the challenges that lie ahead. In addition, this year we have added a complete summary of all measurable aspects of our plan in the form of traffic lights or ‘robots’, as a quick reference guide, in the appendix.

Once again, our May climate survey revealed that the vast majority of our parents (86.7%) indicated that they would strongly recommend or recommend the school to others, and 81% of respondents strongly agreed or agreed that the education offered to students at AISJ is of high quality. I am encouraged by this data as we look to further develop a culture of continual improvement.

In support of this, after a year long self-study, AISJ has just completed its review for re-accreditation with the Middle States Association of Schools and Colleges (MSA) to gain resounding accolades for the work we are doing, and our progress towards meeting our Strategic Goals. A true celebration of our success.

In conclusion I would sincerely like to thank the Board of Directors for their continued support throughout the year, and their desire to ensure the strategic future of the school; the entire staff for all their hard work; and the community as a whole - for making the school a great place to be!

Andy Page-Smith School Director

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MESSAGE FROM THE TREASURER This year I begin my third year of serving on the Board of Directors as Board Treasurer for the American International School of Johannesburg (AISJ).

Over the past three years, much has taken place at AISJ and in the community in which we live and work. Reflecting over the past few years, we have seen the following internal and external changes: Increase in enrolment from 1060 (2012/13) to 1280 (projected 2014/15) Change in foreign exchange rate of R8.12 to R11.26 against the US Dollar Inflation escalation from 5% to the current 6.4% Completion of extensive construction and landscaping projects on both campuses including new classrooms, cafeterias, Aquatics Center, gymnasium and the Teaching and Learning Center The most recent construction projects include the arts and theater complex at the Johannesburg Campus and the Weinberg Center in Pretoria AISJ entered into a long-term employment agreement with our union employees All of the above factors have required us to continually refine our long-term financial planning to ensure the school’s long-term financial health. This past year, we completed an extensive risk management analysis and scenario testing to consider all future possibilities. We also ensured that funding for the long and short-term was in place and available to complete remaining projects for the facilities master plans for both campuses, as well as critical aspects of our strategic plan.

Our independent auditor, Deloitte, have signed off on our audit for the 2013-14 school year. In the 2013-14 Audit Report we received a positive appraisal of our financial procedures and protocols and an unqualified opinion on the financial health of the school and the financial records for the 2013-14 school year. The full report is available on the school’s website.

I am pleased to say that the Finance Committee and Board are pleased with the financial health of AISJ. We have the balance sheet and the faculty and administrative talent that will allow us to continue to focus on a journey that began in 2011 to implement our ongoing strategic plan.

James Deiotte Treasurer

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STATEMENT OF FINANCIAL POSITION FOR YEAR ENDED 30 JUNE 2014

2014

2013

254,374,597

184,688,477

Trade and Other Receivables Cash and Cash Equivalents Total Current Assets

15,720,520 128,015,616 143,736,136

22,752,112 61,654,844 84,406,956

Total Assets

398,110,733

269,095,433

245,741,978

184,918,275

33,513,281

36,328,015

Trade and Other Payables Income Received in Advance Finance Lease Liabilities Short Term Loan Total Current Liabilities

13,445,347 98,675,127 6,735,000 118,855,474

11,915,989 29,437,783 73,897 6,421,474 47,849,143

Total Equity and Liabilities

398,110,733

269,095,433

Assets

R

Non-Current Assets

Property, Plant and Equipment

Current Assets

Reserves and Liabilities Reserves

Retained Income

Non-Current Liabilities Long-Term Loans

Current Liabilities

ASSETS

2014

8%

4%

64%

2013 13%

11% 32%

19% 2%

69%

23%

3% 7%

Property, Plant and Equipment Trade and other Receivables Operational Reserves Bank Balances and Short-Term Deposits Capital Development Fund

69%

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STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED 30 JUNE 2014

2014

Revenue Other Income Operating Expenses Staff Cost Surplus from Operations Interest Received Finance Costs Total Comprehensive Income for the Year

Revenue Tuition Fees Transport Fees Meal Fees Capital Fees Income Entrance Fees

Operating Expenses Administrative and School Wide Support Building and Grounds Maintenance and Security Depreciation Instructional Support Material Staff Cost Student Activities Teaching and Learning Technology Transportation

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2013

R 312,106,318 1,775,889 (69,045,824) (184,971,585)

R 245,838,905 9,289,292 (57,221,645) (151,400,064)

59,864,798 5,385,428 (4,426,523) 60,823,703

46,506,488 2,877,990 (1,739,162) 47,645,316

2014

2013

R 254,186,942 24,484,215 17,064 31,778,890 1,639,207

R 198,557,352 19,031,246 369,120 26,949,079 932,108

312,106,318

245,838,905

2014

2013

R 7,279,977 17,693,287 14,594,284 5,487,832 184,971,585 4,219,493 3,219,463 7,577,859 8,973,629

R 8,475,513 14,510,652 9,701,427 5,508,471 151,400,064 2,379,250 2,961,360 6,837,030 6,847,942

254,017,409

208,621,709

STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED 30 JUNE 2014 CONTINUED

REVENUE 2014 10.2% 0.0%

2013 11.0% 0.4% 0.2%

0.5%

7.8%

7.7%

Tuition Fees Transport Fees Meal Fees Capital Fees Income Entrance Fees 81.4%

80.8 %

EXPENSES 2014 3.0% 3.5% 2.9% 7.0% 1.3% 1.7%

2013

5.7%

3.3% 3.3% 4.1% 7.0% 1.4% 1.1%

2.2%

72.8%

4.7% 2.6%

Administrative and School Wide Support Building and Grounds Maintenance and Security Depreciation Instructional Support Material Staff Cost Student Activities Teaching and Learning Technology Transportation

72.6%

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VISION MISSION

CORE BELIEFS

“Together we dare to imagine, inspire to succeed, and courageously make a difference�

We are a diverse, international community providing a balanced and nurturing learning program that fosters personal growth, provides meaningful opportunities for achievement, and promotes positive contributions to society.

We believe that...

Honesty and integrity are fundamental Inspired teaching and learning are essential for exemplary achievement and growth A strong community is built through participation, communication, collaboration and mutual respect Contributing positively to society is our responsibility Respect for diversity encourages open�mindedness and empathy A culture of continuous improvement and accountability is critical to success Creativity, adaptability and innovation empower us to thrive in a changing world

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GOALS 1 2 3 4

To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.

To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.

To meet the individual academic, social and emotional needs of each student through integrated systems and quality differentiated teaching.

To build a strong sense of belonging to a community, within, around and outside of the school.

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To ensure that the school has the financial capacity and means to deliver and maintain a high quality international education.

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To provide the facilities that enable us to deliver a rich and balanced learning program appropriate to the education of international students.

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“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.”

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Spring MAP Language Usage Test Results: Grades 3 - 9

228 215 203 190 Grade 3 Grade 4 Grade 5 Grade 6Grade 7

AISJ (Apr’14) USA Schools (Apr’11) International Schools (Apr ’14)

All students will achieve a high level of academic success 2013-14 was our first year of full implementation for Measures of Academic Progress (MAP) with Grades 3, 4, 5, 6, 7, 8 and 9. We completed two rounds of testing, firstly in October and then again in April.

While we are still refining our MAP testing procedures, we have determined baseline data from our first year of implementation. The objective is for our MAP results to be among the top 30% of international schools by May 2016.

As of May 2014, our MAP results show that we are currently in the top 32% of international schools.

Grade 8 Grade 9

250

Spring MAP Mathematics Test Results: Grades 3 - 9

188 125 63 0 Grade 3 Grade 4 Grade 5 Grade 6Grade 7

Grade 8 Grade 9

AISJ (Apr’14) USA Schools (Apr’11) International Schools (Apr ’14)

Spring MAP Reading Test Results: Grades 3 - 9

Spring MAP General Science Test Results: Grades 3 - 9

240 230

180

220

120 210

60 200

0 Grade 3 Grade 4 Grade 5 Grade 6Grade 7

Grade 8 Grade 9

AISJ (Apr’14) USA Schools (Apr’11) International Schools (Apr ’14)

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190 Grade 3 Grade 4 Grade 5 Grade 6Grade 7

Grade 8 Grade 9

AISJ (Apr’14) USA Schools (Apr’11) International Schools (Apr ’14)

“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.�

Over the last eight years, the number of IB Diploma candidates has risen considerably with 37 students participating in the IB Diploma Programme in 2013-14. Of those entered, 97% achieved the IB Diploma, compared to the worldwide average of 79%.

In the recent climate survey, 95% of student respondents strongly agree or agree that they enjoy their learning experience at AISJ and so we have reached our 2014 target.

Grade 6-12 Respondents who enjoy learning at AISJ

Number of AISJ IBDP Candidates 100%

42 75%

32

11

Da No

No

25%

Da

ta

21

ta

50%

0% May 2011

0 May 2011

May 2012

May 2013

May 2012

May 2013

May 2014

May 2014

Number of Diploma Candidates

We have set a target mean point score of 33 points for students entering the IB Diploma Programme (IBDP) by May 2016. Our May 2014 mean point score exceeded this with 34 points.

The worldwide IBDP mean point score will be available by the end of October at which time we will amend the accompanying graph.

Mean Point Score AISJ and World 34 32.75 31.5 30.25 29 May 2011 May 2012 May 2013 May 2014 May 2015 May 2016 Target

AISJ - MPS

Worldwide - MPS

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“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.�

The school will offer a wide variety of arts/athletic activities for all age groups and abilities in which all students are expected to engage We have made steady increases in student participation in the arts and athletics towards our aspirational target of 100%. To improve this we will need to make some structural changes in the selection of courses and commitment to activities in grades 11 and 12. This will be reviewed in detail in 2014-15.

The variety of activities in each division has seen significant improvement as shown in the graphs however we are still finding it challenging to find comparative data from other schools.

Variety of JHB ES Activities 16 12 8 4 0 Athletics Activities

Arts Academic & Activities Other Activities

May 2013

Service

May 2014

Variety of JHB MS Activities 20 15 10 5 0 Athletics Activities

Arts Academic & Activities Other Activities

May 2013

Service

May 2014

Variety of JHB HS Activities 30 23 15 8 0 Athletics Activities

Arts Academic & Activities Other Activities

May 2013

12

May 2014

Service

“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.�

Variety of Pretoria ES Activities 14

Each student is engaged in and understands the culture of meaningful service As of May 2014, approximately 70% of students were actively engaged in service activities as determined in the curriculum units at every grade level.

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In 2013-14 we developed a Service Learning rubric to gather baseline data and measure students’ understanding of service culture. Last year we trialled the rubrics with a sample group of middle school students. This year the trial will be extended to all students in Pre-K-12.

4 0 Athletics Activities

Arts Academic & Activities Other Activities

May 2013

Service

May 2014

Variety of Pretoria MS Activities 8 6 4 2 0 Athletics Activities

Arts Academic & Activities Other Activities

May 2013

May 2014

Service

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“To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.”

Students will be conceptual, independent, and connected learners

Internet Bandwidth 2010/11 - 2015/16

In 2013-14, the idea of Conceptual, Connected and Independent Learners was explored in depth by teams of teachers and students during Teaching and Learning Institutes. We were able to establish an initial definition of Connectedness and develop a rubric which was trialled with sample groups of High School students toward the end of the year. The results were illuminating; students provided great feedback on both the structure and content of the rubrics which will now contribute to their revision. In 2014-15, we will extend the trial in High School and introduce it to Middle School and Elementary School.

180

R 6,000,000

160

R 5,000,000

140

R 4,000,000

120 100

R 3,000,000

80 60 40

R 2,000,000 R 1,000,000

20

R0

0 2010/11 2011/12 2012/13 2013/14 2014/15

Johannesburg (Mb)

2015/16 Estimate

Pretoria (Mb)

Cost (Rand)

Our Personalized Learning program has expanded to include Grade 5 on both campuses. An increased number of slates have been made available at other grade levels and we have purchased sets of the Samsung Galaxy Tab 2014 for grades Pre-K through 3. A new model of PC, the Lenovo Yoga Ultrabook, was introduced in grades 10 – 12.

The launch of the new school website and the inbuilt Learning Management System which allows teachers, students and parents to interact in virtual classes, helped to fully realise the objective that all students will have full access to age appropriate global resources. The new website also offers increased levels of collaboration within the community in a secure, password protected environment.

On a logistical level, we have once again doubled the amount of Internet bandwidth available and upgraded nearly half of our Wireless Access Points to enhance the efficiency and effectiveness of our WLAN.

Machines Purchased (by Year) 2000 1800 1600 1400

600 500 400

1200 1000

300 200 100 0

2011/12 2012/13 2013/14 2014/15 Desktop

14

Personal PC

Tablet

800 600 400 200 0

Operational Expenses (OPEX) and Capital Expenses (CAPEX) R16,000,000 R14,000,000 R12,000,000 R10,000,000 R8,000,000 R6,000,000 R4,000,000 R2,000,000 0

Total

2012/11

2011/12

2012/13

OPEX Total

2013/14

CAPEX Total

2014/15

“To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.”

The curriculum will be inquiry based, demand connections across subject areas and build on previous learning UbD Units Developed 100% 75% 50% 25% 0% May 2013

May 2014

May 2015 Target

The accompanying graph shows that as of May 2014, the percentage of curriculum units collected was approximately 83% compared to 44% in the previous year. During 2014-15, we will track curriculum units to review the quality and degree to which inquiry is embedded within the unit through Rubicon Atlas, a curriculum mapping tool.

Inquiry & Integration at "Applying Level" by May 2016 3.4 2.4 1.6 0.8 0 May 2012 May 2013

Inquiry

May 2014 May 2015 May 2016 Target

Integration

Teachers complete a self-assessment based on the Professional Teaching Rubric scoring themselves from ‘Beginning’ to ‘Leading’ with a common understanding that the top of the scale is very aspirational. This is then moderated by principals. In order to illustrate progress, we convert these descriptors to numbers with ‘Applying’ given the numerical value of 3. The accompanying graph illustrates that we have met our target ahead of schedule.

We will monitor the results to ensure we maintain this level over the coming years.

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“To meet the individual academic and social and emotional needs of each student through coherent PK-12 systems and quality differentiated teaching.”

Our admissions process will ensure that the students we accept have the potential to achieve success at AISJ The School Director, the PK-12 Learning Support Coordinator and members of the Governance Committee met on multiple occasions to revise the Admissions Policy.

The updated policy was subsequently accepted by the Board of Directors.

In consultation with the Admissions Coordinator, the team created an Admissions Handbook outlining external and internal procedures for student admissions; these are now also shared on the school’s website. Along with this, a PK-12 Learning Support Handbook has been drafted where key terms such as “capacity” and “success” have been defined.

Teachers will deliver a purposefully differentiated curriculum During 2013-14, intensive professional development was offered on both campuses, including two Learning Institutes and one Weekend Workshop, to address differentiation in the classroom. A high level of attendance and commitment from teachers was recognized at all events.

The accompanying graph shows, that as of May 2014, the percentage of curriculum units collected was approximately 83% compared to 44% last year. During 2014-15, we will track curriculum units to review the quality and degree to which differentiation is embedded within the unit through Rubicon Atlas, the curriculum mapping tool.

Teacher Differentiation and Assessment at "Applying Level" by May 2015 3.5 3 2.5 2 1.5 1 0.5 0

May 2012

May 2013

May 2014

Differentiation

May 2015

May 2016 Target

Assessment

Teachers complete a self-assessment based on the Professional Teaching Rubric scoring themselves from ‘Beginning’ to ‘Leading’ with a common understanding that the top of the scale is very aspirational. This is then moderated by principals. In order to illustrate progress, we convert these descriptors to numbers with ‘Applying’ given the numerical value of 3.

The accompanying graph illustrates that we have met our target ahead of schedule with regards to Differentiation. We will monitor the results to ensure we maintain this level over the coming years.

Individual students will reach their full academic potential A draft of the PK - 12 Learning Support Handbook has been written and is currently being trialled. Entrance and exit criteria for English Language Learners and students who have learning differences have been determined and documented. Along with MAP, Individual Learning Plans (ILP’s) will be used to measure the growth of students who receive Learning Support services to track our progress towards the goal of each student reaching their full academic potential. Data on students with ILP’s will be included as of 2014-15.

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“To meet the individual academic and social and emotional needs of each student through coherent PK-12 systems and quality differentiated teaching.”

All students will be socially and emotionally healthy Considerable work on this objective was undertaken during the 2013 -14 school year. This involved setting up focus groups to collect data and gain better understanding regarding the issues of measuring students’ social and emotional learning. In 2013-14, a group of teachers field-tested the newly developed Transdisciplinary and Dispositional Standards (TADs) to see how they may be incorporated into curriculum units.

In 2014-15, we will be reviewing the elements of the TADs alongside the Learner Practice Rubrics.

Additionally, in 2014-15, a Child Protection taskforce made up of teachers, administrators and board members explored issues related to child protection and bullying and a draft policy was developed in 2014. A Child Protection Policy has now been passed by the Board and a procedures handbook will be implemented in 2014-15, including training procedures for all staff.

In addition to the extensive work on policy and procedures, we are looking at a corresponding review of our Personal Health and Safety curriculum in 2014-15.

Grade 6-12 Students who believe their social and emotional needs are met

All students will transition seamlessly between divisions and grade levels regardless of their needs In 2013-14, qualitative and quantitative data on teachers’ knowledge and clear articulation of intended learning. Data was collected and measured in a number of ways. This included a review of scope and sequences that document the key learning outcomes across all subjects and grades, a review of the data from the Curriculum Knowledge and Understanding Teacher Practice Rubrics and through discussions in the end of year meetings with principals and teachers.

The accompanying graphs shows that 85.75 % of grade 6-12 respondents on the 2013-14 climate survey agree or strongly agree that their transition between divisions was smooth and seamless. Our projected target is that by May 2016, 85% of grade 6-12 respondents will believe that their transition between divisions was smooth and seamless. We have met this target ahead of schedule. We will monitor results to ensure we maintain this level over the coming years.

Grade 6-12 Students who believe their divisional transition was smooth and seamless 100%

100%

May 2013 May 2014

Grade 6-12 Parents who believe their child's social and emotional needs are met

20%

ata No D

May 2011 May 2012

ata

40%

0%

No D

Da ta

60%

No

ta Da No

50%

80%

0% May 2011

May 2012

May 2013

May 2014

May 2015

May 2016 Target

100% 80% 60%

Da No

0%

No

20%

Da t

a

ta

40%

May 2011 May 2012

May 2013 May 2014

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“To build a strong sense of belonging to a community, within, around and outside of the school.”

80% 60% 40% 20%

na tio n th et Da al oe y Su Cr m m af e F rC a t Fe ir st iv arn al iv a of Fa Ra l m ily ce s Fu Th n ea S D te r P tar ay ro Sh du ow ct io Sp Mu ns s or ic tin Ca g fe M us Eve ic nt Co s n Ca Car cer nd ols t le b lig y ht

0%

Parents will feel they belong to, are supported by and can contribute to the AISJ community The objective which aims to see 85% of AISJ parents feeling they belong to, are supported by and can contribute to the AISJ community by 2016 is well on the way to being achieved. Our climate survey was adjusted to allow more appropriate questions to gain this data. The results suggest 82.19% believe they feel they belong to, are supported by, and can contribute to AISJ community as of May 2014.

The accompanying graphs show that attendance at AISJ community events continues to increase.

PIC

AISJ Parents Attending 2 or More Events

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

May 2013

18

May 2014

May 2015

May 2016 Target

is

In

Considerable qualitative evidence suggests that school spirit has improved within the school according to all constituents. This was particularly evident in the school’s hosting of the ISSEA basketball tournament in February 2014 in which the entire community was extensively engaged.

100%

te r

The Spirit Index has been developed from a combination of climate survey questions. A comparison of results from 2013 to 2014, shows an increase of 10.9% from last year.

Parents Attending AISJ Events

M

AISJ will develop a cohesive and vibrant school spirit where staff and students feel they belong

2013

2014

“To build a strong sense of belonging to a community, within, around and outside of the school.�

AISJ will play an active role in the community in which we live During 2014-15, curriculum units will be reviewed through Rubicon Atlas, a curriculum mapping tool. This will allow us to assess the degree to which the local community is integrated into units and within our curriculum as a whole.

Opportunities for engaging with the community are documented in the Service Learning Handbook and include a diverse range of activities to suit students’ interests, skills and talents either after school and/or at weekends.

100% of AISJ's partnerships with community groups will be sustainable and fully articulated by May 2015 A process has been developed and documented in the Service Learning Handbook as to how community partnerships are initiated, formed and sustained. Some organizations apply directly to the school, others are sought out by our students, parents and volunteers. Criteria have been developed to evaluate our service partnerships for sustainability and each service activity is closely monitored to ensure that it is valid, relevant and benefits student learning.

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“To ensure that the school has the financial capacity and means to deliver and sustain a high quality international education.�

AISJ will have the financial capacity to sustain existing programs and develop new programs that meet the learning needs of our students In 2013-14, a faculty grant program was developed and in April it was approved by the Board. The goal of the program is to improve student learning by encouraging teachers to conduct classroom research on innovative instructional strategies in their classrooms. A total fund of 10,000 USD has been budgeted for 2014-15 with a maximum budget of 3000 USD per project.

In all other measures related to this objective we remain on track. Appropriate funding has been set aside for our scholarship program, spending on resources, and the development of a strategic program development fund which will be incorporated into the 2015-16 budget, in line with the May 2015 deadline. This fund is to ensure resources are set aside for the school to develop new programs in a strategic and disciplined manner in the future.

AISJ will remain highly competitive in the teacher job market, to attract and retain faculty While this data is somewhat difficult to collect and validate, AISJ has recently joined a number of groups collecting compensation information on international teachers. Data collected from these sources suggest that AISJ continues to be very competitive in the international teacher market. In future, the instruments used to gather data for this measure will change.

Many factors influence teacher recruitment and retention however. A record number of applicants applying for positions and a continual decrease in faculty turnover also indicate the school is becoming increasingly competitive in the teacher job market both internationally and locally.

Local salaries remain well above the target set to retain and recruit local teachers.

Scholarship Program

Faculty Growth and Retention

R600,000

0.30%

R500,000

0.25%

190

R400,000

0.20%

185

R300,000

0.15%

180

R200,000

0.10%

175

R100,000

0.5%

R0

0%

2010/11 2011/12 2012/13 2013/14 2014/15

Scholarship Program

% of Expenses

Instructional Resource Spending 9,000,000

6%

8,000,000

5%

7,000,000

4%

6,000,000 5,000,000

3%

4,000,000 3,000,000

2%

2,000,000 1,000,000

1%

0

0%

2010/11 2011/12 2012/13 2013/14 2014/15 Instructional Resources

20

% of Total Expenditures

195

82.5% 82% 81.5% 81%

170

80.5%%

165

80%

2013/14

# Faculty

2014/15

Retention

“To ensure that the school has the financial capacity and means to deliver and sustain a high quality international education.”

AISJ will continue to increase the capacity of our teachers Teaching and Learning Spending R16,000,000

3.5%

R14,000,000

3%

R12,000,000

2.5%

R10,000,000

2%

R8,000,000

1.5%

R6,000,000 R4,000,000

1%

R2,000,000

5%

0

0%

2010/11 2011/12 2012/13 2013/14 2014/15

Rand

% of Total Expenses

PIC AISJ will sustain a long-term financial plan AISJ has now instituted a procedure to annually update and refine its long-term financial planning to ensure the school’s long–term financial health. In addition during 2013-2014 the School’s Finance Committee completed extensive risk management analysis and scenario testing to consider all future possibilities. Funding was also secured for the long and short-term needs to complete remaining projects for the facilities master plans for both campuses and critical aspects of our strategic plan.

21

“To provide the facilities that enable us to deliver a rich and balanced learning program appropriate to the education of international students.�

AISJ facilities will be well maintained A complete audit and review of all aspects related to facilities maintenance on both campus was undertaken by outside consultants during 2013-14. This comprehensive report is being reviewed from a timing and financial perspective to consider how maintenance issues will be more strategically managed. In conjunction with this audit, the school has worked to tighten up its internal maintenance procedures through more detailed protocols and changes to its administrative structures.

The accompanying graph shows that over 95% of the AISJ community believe that our facilities are well maintained, safe and inviting and so we have reached our 2014 target.

Respondents who believe that the grounds and facilities are well-maintained, safe and inviting 100% 80% 60%

AISJ will continue to review and implement current facility master plans for both campuses A commitment was made to invite Flansburgh Architects, from Boston in the USA - the firm who developed our original Master plans - to develop new master plans for both campuses. This will ensure a new Master plan, incorporating existing plans, will be in place by January 2015.

An environmental awareness/impact plan was completed ahead of schedule in May 2014 and its implications are currently being considered carefully by the school’s Facilities committee.

40% 20% 0% May 2011

May 2012

May 2013

May 2014

The accompanying graph shows that the as of the 2013-14 Climate Survey 82% of the respondents are comfortable that the school is making satisfactory progress in the redevelopment of its facilities. This shows that we are reaching our goal of 80% satisfaction for the second consecutive year.

Respondents who are comfortable with the progress in redevelopment of the school facilities 100% 80% 60% 40% 20% 0% May 2011

22

May 2012

May 2013

May 2014

QUICK REFERENCE GUIDE

STRATEGIC PLAN PLAN PROGRESS PROGRESS STRATEGIC

23

Achieved or On Track

Requiring more attention

Serious Concern

GOAL ONE: To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth

a. All students will achieve a high level of academic success.

OBJECTIVES

Our Measures of Academic Progress results will be among the

INDICATOR

NOTES

We are currently at the 68%ile.

top 30% of international schools by May 2016.

Our average International Baccalaureate Diploma Program

Achieved. Our 2014 IB results average score is 34. The

score will be 33 by May 2016.

world average is 29.77.

Average student growth will meet or exceed the mean growth

We still need more data to establish correct baseline

rate, according to the MAP data, by May 2015.

data and benchmark. Grade 9 students will not be included in MAP testing this year and we are researching other suitable testing platforms for Grade 9 students.

80% of students will strongly agree or agree that they enjoy

2014 climate survey results: ES - 85.38% and Other -

their learning experience at AISJ by May 2014.

72.37%

b. The school will offer a wide variety of arts activities for all age groups and abilities in which all students are expected to engage.

The number of activities on offer will be in the top ^20% of

We currently do not have data from the AISA dashboard

AISA ‘dashboard’ schools by May 2015.

cohort for comparison with our data. In the event that the comparative data is unobtainable we will have to look at a new measure by the end of April 2015.

100% of students will be involved in arts related activities or

This measure will be a challenge for grade 11 and 12

electives by May 2016.

students, however we are exploring some options with scheduling to increase the offerings of arts activities for High School students.

24

c. The school will offer a wide variety of athletic activities for all age groups and abilities in which all students are expected to engage.

The number of activities on offer will be in the top ^20% of

We currently do not have data from the AISA dashboard

AISA ‘dashboard’ schools by May 2015.

cohort for comparison on our data. In the event that the comparative data is unobtainable we will have to look at a new measure by the end of April 2015.

100% of students will be involved in athletics related activities

This measure will be a challenge for grade 11 and 12

or electives by May 2016.

students, however, we are exploring some options with scheduling to increase the offerings of athletics activities for High School students.

d. Each student is engaged in and understands the culture of meaningful service.

All students actively engage in service learning every year as a

Based on the number of units with service embedded:

part of the curriculum by May 2015.

HS/MS - 67.01%, ES - 74.10%, we are on target.

All students will understand service culture by May 2015.

We are currently trialling a learner practice rubric “understanding of service culture” to establish baseline data by end of October 2014.

GOAL TWO: To ensure that students’ learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach. a. Students will be conceptual, independent, and connected learners.

OBJECTIVES

INDICATOR

NOTES

^80% of our students will be conceptual, independent, and

We have extended the trial run with HS students in May

connected learners by May 2017.

2014 and will further expand the trial with MS/ES students during 2014-15.

All students will possess, or have access to, age appropriate

Achieved. We are still exploring the best model/age

individual computing devices by May 2014.

appropriate devices for ES.

All students will have full access to age appropriate global

Achieved.

resources via the internet by May 2015.

25

b. The curriculum will be inquiry-based, demand connections across subject areas and build on previous learning.

A complete scope and sequence matrix will detail connections

Achieved.

across subject areas by May 2014.

100% of units will be in the Understanding by Design (UbD)

Good progress being made with 83.2% of units collected in

format, with inquiry embedded, by May 2015.

June 2014 (total number of units = 1350). Next step will be to create tools to review quality and degree to which inquiry has been embedded into units.

All teachers will reach a level of applying according to the

Good progress is being made. The overall level has

inquiry and integration rubrics by May 2016.

increased from 2.5 to 2.8 for inquiry and from 3.0 to 3.2 for integration from 2013 to 2014. The target of the ‘Applying’ level is equivalent to level 3.

GOAL THREE: To meet the individual academic and social-and-emotional needs of each student through coherent PK-12 systems and quality differentiated teaching.

a. Our admissions process will ensure that the students we accept have the potential to achieve success at AISJ. OBJECTIVES

INDICATOR NOTES

All admissions processes and criteria will be clearly defined by

Achieved. The new policy and procedures were passed by

December 2013:

the Board in May 2014. New entrance and exit processes

• Criteria for success.

are being trialled for adoption in early 2014-15.

• Entrance and exit process and criteria.

• Understanding of our capacity to meet the needs of students to inform our admissions decisions.

95% of students admitted meet the success criteria by May

Success criteria developed in May will be implemented in

2015.

2014-15. This will be used to develop baseline data.

b. Teachers will deliver a purposefully differentiated curriculum.

All unit plans will show evidence of differentiation in the

Good progress is being made: a total number of 1350

assessment and learning-plan stages by May 2015.

curriculum units, or 83.2%, were collected in June 2014. In 2014-15 we plan to create tools to review the quality and degree to which differentiation has been embedded into the units.

26

All teachers will reach a level of applying or above on the

Excellent progress is being made. The overall level has

differentiation and assessment rubrics by May 2015.

increased from 2.9 to 3.1 for differentiation and from 2.6 to 2.9 for assessment from 2013 to 2014. The target of the ‘Applying’ level is equivalent to level 3.

c. Individual students will reach their full academic potential.

^80% of individual student's growth will meet or exceed the

We are still refining MAP procedures to determine appropri-

average growth rate according to MAP, or as specified in their

ate baseline data. Individual Learning Plans (ILP’s) are used to

individual learning plans, by May 2015.

measure the growth of students who receive Learning Support services. Data on students with ILP’s will be included as of 2014-15.

All students can articulate their growth/progress through a

Portfolios are in place in some divisions, however we still need

portfolio and student-led conferences by May 2016.

to work on essential agreements regarding portfolio usage.

We specifically need to plan and map out a timeline for implementing portfolios in HS.

d. All students will be socially and emotionally healthy.

All unit plans will have social-and-emotional learning

*We currently have a range of different terminology for

embedded by May 2016.

dispositions or social emotional learning. The Leadership Team will make a decision about "dispositional learning" across all divisions – terms of definition, how will they be assessed and how they will be reported.

70% of students will be satisfied with the level of support they

The 2014 climate survey results show that we are on track in

are offered at AISJ by May 2014.

ES but not in MS and HS: ES - 87.11%, Other - 33.16%. We need to determine the causes of the low number in HS and MS by exploring whether the question was poorly phrased or if there are deeper concerns that we need to address.

^80% of parents will be satisfied with the level of assistance

The 2014 climate survey results; ES - 76.30%, MS - 62.02%, HS

their child receives at AISJ by May 2014.

- 47.73%, Pretoria ES - 80.43%, Pretoria MS - 65.22%, are quite varied and we are considering whether this is an appropriate benchmark for the diverse age groups.

27

e. All students will transition seamlessly between divisions and grade levels regardless of their needs.

All learner support systems will be refined to ensure coherence

Achieved. Our support systems will need to be continuously

and consistency within and across departments and divisions by

refined.

May 2014.

All teachers know and can clearly articulate key intended learning

While we use three methods to collect this data, it is difficult

from one subject/grade to another by May 2014.

to triangulate and corroborate. However, we are confident that we are on track with this.

All students will have a portfolio to define their continuum of

Work needs to be intensified in 2014-15 to meet this

learning throughout their time at AISJ by May 2016.

timeframe.

85% of students will indicate satisfactory or above on the student

The 2014 climate survey results of ES - 49.36% and Other -

climate survey by May 2016.

57.53% have raised some concerns regarding the progress and/or validity of this measure.

GOAL FOUR: to build a strong sense of belonging and contributing to a community, within, around, and beyond the school.

a. AISJ will develop a cohesive and vibrant school spirit where staff and students feel they belong.

OBJECTIVES

INDICATOR

NOTES

School spirit, as measured by the School Spirit Index, will

The School Spirit Index has been developed from a combi-

increase by ^%10 by May 2015.

nation of four survey question results. A comparison of survey results from 2013 to 2014 shows an increase of 10.6%.

b. Parents will feel they belong to, are supported by, and can contribute to the AISJ community.

^85% of parents will feel supported by AISJ by May 2016.

The 2014 climate survey results 82.19% indicate we are on track.

The number of AISJ parents attending ^two or more school

The 2014 climate survey results reveal strong growth in this

events and initiatives will increase by ^20% May 2016.

area. We established a baseline of 67.8% in May 2013 and recorded a result of 80.4% in 2014; which is an increase of 19% year on year.

28

c. AISJ will understand and play an active role in the community in which we live.

The curriculum at each grade level will draw from the

Good progress is being made. A total number of 1350

community in which we live by May 2015.

curriculum units or 83.2% were collected in June 2014.

The next step will be to create tools to measure the degree to which the units draw from the local community in SA.

100% of AISJ's partnerships with community groups will be

Criteria has been developed to determine and monitor

sustainable and fully articulated by May 2015.

the sustainability of all service partnerships.

GOAL FIVE: To ensure that the school has the financial capacity and means to deliver and sustain a high quality international education.

a. AISJ will have the financial capacity to sustain existing programs and develop new programs that meet the learning needs of our students.

OBJECTIVES

INDICATOR

NOTES

A faculty grant program to fund action research will be

Achieved. Guidelines and procedures for the program

developed by May 2014.

were documented and passed by the Board in 2014.

At least 3.5% of annual expenses will be committed to

Achieved.

providing resources for teaching and learning by 2014.

requirements.

0.25% of annual expenses (up to a cumulative reserve amount

Achieved. This amount is scheduled to be built into and

of ^2 million Rand) will be committed to a strategic program

implemented in 2015/16 budget.

Annual

expenses

meet

the

stated

development fund, devoted to new initiatives, by May 2016.

0.25% of annual expenses will be committed to maintaining

Achieved. Budget has been allocated and is available.

the scholarship program.

b. AISJ will remain highly competitive in the teacher job market, to attract and retain faculty.

The overseas hire teacher package will be among the top 10%

Achieved. We will be adjusting the benchmark due to a

of accredited international schools by May 2014.

re-selection

of

comparable

schools

and

newly

developed indexing tools but initial benchmarking indicates we are well positioned.

29

The local hire teacher package will be among the top 5% of South African independent schools by May 2014.

c. AISJ will continue to increase the capacity of our teachers.

At least 3% of annual expenses will go to support on-going

Achieved.

Annual

teacher professional learning by May 2015.

requirements.

expenses

meet

the

stated

d. AISJ will sustain a long term financial plan.

Achieved March 2014.

AISJ's reserve and investment policies will secure the long term sustainability of the school and meet acceptable country risk profile by May 2014.

AISJ will fully fund a long term facilities maintenance plan by

On track. This will be incorporated into the 2015-16

May 2015.

budget.

AISJ’s long-term financial plan will be reviewed annually.

Completed for 2014-15 and built into financial procedures.

GOAL SIX: To provide the facilities that enable us to deliver a rich and balanced learning program appropriate to the education of international students.

a. AISJ facilities will be well maintained.

OBJECTIVES

INDICATOR

NOTES

95% of the community believes that the grounds and facilities

2014 climate survey results - HS/MS 79.2% - ES 58.82% -

are well maintained, safe and inviting.

Parents 93.17% - Faculty 92.18% We will need to review whether the student benchmark is too high.

30

AISJ will institute an annual maintenance and safety audit by

Work is ongoing. An external consultant has completed

2015.

a report.

AISJ will develop a long-term facilities maintenance plan by

Work is in progress and on track. The long term facilities

May 2015.

maintenance plan is to be outsourced due to level of expertise required.

b. AISJ will continue to review and implement the current facility master plans for both campuses.

80% of the community strongly agree or agree that the school

2014 climate survey results Faculty 84.37% - Parents

is making satisfactory progress in the redevelopment of its

79.07%.

facilities.

AISJ will develop a technology facilities plan by May 2014.

A Technology Infrastructure Plan has been developed.

AISJ will develop a new five year facilities master plan by May

The architect who created the initial master plan has

2015.

been engaged to update the master plans on both campuses in October 2014.

AISJ will develop an environmental awareness/impact plan by

Achieved in May 2014.

May 2015.

31

INTERESTING FACTS Student Population New Students 2014-15 – 252 - 21% New Families 2014-15 – 195 – 35 %

Total Student Enrollment Growth

1400 1200 1000 800 600 400 200 0

20102011

20112012

20122013

20132014

201420152015 2016 Target

Student Demographics 2013-14

American Australian Belgian British Canadian Dutch French German Indian Italian Japanese Korean Pakistani South African Spanish Swedish Unclassified

32

AISJ had students from 77 countries in 2013-14.

INTERESTING FACTS % of Home Languages All AISJ Students

English French Spanish Korean Dutch Swedish Hindi German Portuguese Afrikaans Italian Polish

Instructional Staff Growth 250

200 150

100 50 0 2009-10 2010-11

2011-12

2012-13 2013-14 2014-15

Instructional Staff (including administrators, teachers and teaching partners) 178 to 191 = 7.30 %.

33

INTERESTING FACTS Faculty Demographics

American Australian South African Canadian

200 180 160 140 120 100 80 60 40 20 0 2009-10 2010-11

34

2011-12

2012-13 2013-14 2014-15

Operational Staff 166 to 175 = 5.42% increase

Italian Spanish Trinidadian

Austrian

Venezuelan

Belgian

Walsh

British

Japanese

Colombian

Mexican

Dutch

New Zealander

French

Operational Staff Growth

Irish

UNITED STATES

Locations

UNIVERSITIES AND COLLEGES CHOSEN BY GRADUATING SENIORS American University (4) AMDA College & Conservatory of the Performing Arts Amherst College Ball State University Boston University Brandeis University Bryn Mawr College California College of the Arts (San Francisco) Carnegie Mellon University College of William and Mary Columbia University Dartmouth College Drake University Drexel University Duke University Emerson College Flagler College Florida Institute of Technology Florida State University (2) Foothill College George Mason University Georgia Institute of Technology Grinnell University Indiana University at Bloomington Ithaca College James Madison University Loyola University Chicago Michigan State University Morehouse College New Mexico Institute of Mining and Technology New York University (2) New York Film Academy (4) Northeastern University Ohio Wesleyan University Old Dominion University Pace University, New York Pennsylvania State University, University Park Pepperdine University Pratt Institute

Purdue University Rensselaer Polytechnic Institute (2) Ringling College of Art and Design Rochester Institute of Technology Southern Virginia University Stony Brook University The University of Tampa (3) The New School University of Arkansas University of California at Berkeley University of Cincinnati University of Colorado at Boulder (3) University of Connecticut University of Illinois at Urbana-Champaign University of Kentucky University of Massachusetts Amherst University of Miami University of Michigan (3) University of North Florida University of Northern Colorado University of Oregon University of Ohio University of Pittsburgh University of Southern California University of Tennessee at Chattanooga University of the Pacific University of Virginia University of Washington University of Western Washington Virginia Commonwealth University Virginia Polytechnic Institute and State University Warren Wilson College Webber International University Wellesley College Wheaton College Illinois Willamette University Worcester Polytechnic Institute

35

WORLD

Locations

UNIVERSITIES AND COLLEGES CHOSEN BY GRADUATING SENIORS SOUTH AFRICA Monash South Africa (2) Rhodes University University of Cape Town University of Pretoria (2) University of Witwatersrand NETHERLANDS Delft University of Technology Erasmus Universiteit Rotterdam Hogeschool van Amsterdam, University of Applied Sciences The Hague University Universiteit Maastricht (2) Webster University UNITED KINGDOM Brighton and Sussex Medical School Coventry University European Business School, London Heriot-Watt University, Scotland Keele University Kingston University London Metropolitan University London School of Economics Oxford Brookes University Queen Mary University of London The Robert Gordon University, Scotland The American International University in London (Richmond) University of Southampton University of Arts London University College London University of Birmingham University of Edinburgh, Scotland University of Exeter

36

University of Glasgow, Scotland University of Hertfordshire University of Manchester (2) University of Manchester Institute of Science & Technology University of St. Andrews, Scotland University of Warwick University of West of England, Bristol University of York CANADA Carleton University Concordia University - Montreal McGill University (3) Queen’s University Simon Fraser University St. Francis Xavier University University of British Columbia (3) University of Ottawa University of Toronto (2) University of Winnipeg POLAND Politechnicka Warszawska PORTUGAL Universidade Catolica Lisboa INDIA University of Delhi International Institute of international & Technology-Hyderbad ITALY John Cabot University Polytechnic University of Milan