ANNUAL REPORT 2012-2013
“Together we dare to imagine, inspire to succeed, and courageously make a dif ference”
CONTENT MESSAGE FROM THE BOARD
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MESSAGE FROM THE SCHOOL DIRECTOR MESSAGE FROM THE TREASURER
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TREASURER’S STATEMENT OF FINANCIAL POSITION
TREASURER’S STATEMENT OF COMPREHENSIVE INCOME VISION, MISSION AND CORE BELIEFS
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GOALS
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GOAL 2
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GOAL 1
GOAL 3 GOAL 4 GOAL 5 GOAL 6
4
6 7 8 9
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10-14
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17-19
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15-16
20
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21-22
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24-26
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INTERESTING FACTS
UNIVERSITIES AND COLLEGES CHOSEN BY GRADUATING SENIORS
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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27-28
MESSAGE FROM THE BOARD
Dear Members of the AISJ Community,
It gives me great pleasure to write to you at the beginning of another exciting year at AISJ, and I welcome all our returning and our newest community members - students, staf f and parents.
There were a lot of positive developments over the past year, so I will share an update on what has transpired from the perspective of the Board of Directors at AISJ, and some of our priorities. The combined forces of Andy Page-Smith's dynamic leadership and the skilled and devoted commitment of our staf f to our students has resulted in a more unified and value-driven community dedicated to the passionate pursuit of learning.
Graduation for the Class of 2013 in June showcased the diversity, personality and talent among our student body, along with high levels of social awareness, active curiosity and athletic success. The invited speaker, Bobby Godsell, underscored the importance of finding our place in the world and our ability to make connections and have an impact at any level, while our two student speakers displayed warmth, humor and intelligence. It was inspiring to see these typically AISJ values and at tributes in full view.
The Board of Directors worked hard all last year, in fact, to tease out and fully discuss the kinds of success we all want to see at AISJ. Broad and deep goals and objectives were developed from compelling but somewhat skeletal vision and mission statements, goals which touch on all aspects of our School's present and future - you will find these on the website. From here, an ad hoc commit tee of mostly members of staf f will work on defining and refining them so that they support excellence in learning, and are actually achievable. This year the Board will monitor and oversee the first steps towards implementing these strategic goals, and while we accomplished a lot in terms of preliminary evaluative work, we will continue to work with School leaders to support their ef forts leading to higher educational quality for all our students. We will balance the need for inclusivity in the classroom with a rigorous approach to learning at all levels; this includes ensuring the continuation of improvements in the delivery and results of our IB program. Along the way, the Board began the process of refining and aligning our internal governance practices to provide the most professional and ef ficient leadership we can; we oversaw the considerable and beautiful facilities developments we are all now enjoying; and made sure that our financial resources were prioritized and well managed. I can say with understanding and confidence that AISJ is in excellent shape and ready to take on the exciting challenges of the new academic year.
No mat ter what your role is - and your role as a parent is paramount - your energy and support are crucial. AISJ's values will be playing out in our students as they navigate our challenging world. I welcome your at tention and scrutiny as we move forward with our priorities, and thank you for your interest and participation in AISJ's mission. Roberto Mercade Board Chair
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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MESSAGE FROM THE SCHOOL DIRECTOR Once again this past year we have witnessed incredible grow th and development as a school. While enrollment numbers and facilities may dominate the headlines, it has been the development in our teaching and learning standards that has directed our school year. This was our first year of implementing these new teaching standards - focusing on what that means about how we teach, and critically, about how students learn. This work will continue nex t year as we work to document key learning behaviors and strive to more appropriately measure students’ learning. This year was also dominated by a desire and need to take our agreed strategic priorities to ensure that we developed these into specific goals and objectives that are measurable and time bound. To acknowledge this move to being more accountable and transparent, this year’s Annual Report is organized around the six goals that have been developed and our current progress towards those goals. Of course it must be noted that these goals and objectives were not completed until May 2013 and therefore this year’s report cannot report on all data, or adequately judge our progress. As in many cases we are still developing instruments to measure what we think is important and to develop clear baseline data, although this will be the model for future reporting to the school community.
As a school we are striving to become more data-driven, and as such, we aim to become bet ter at asking the right questions to the right audience, and to interpret the data we collect to learn how to do things bet ter. In acknowledging the data collected this year – we recognize that we still have plenty to work on. I am pleased to report, however, that we have learned from lessons in the past and have now completed Phase 2 of our campus redevelopment on time and on budget. We are well on track to do the same with a very ex tensive Phase 3 development. Fiscally, we are working on a well-developed long-term financial plan that delineates operational reserves and a careful cost analysis of future capital needs targets that we have been able to meet this year. I am particularly pleased to report that our IB Diploma Program results are on track with our improvement plan, and our graduates were accepted into excellent universities, collecting, along the way, a record amount of scholarship funding. Our May climate survey reveals that 87% of parents indicate that they would strongly recommend or recommend the school to others and 79% of respondents strongly agreed or agreed that they are pleased with the school’s performance. I am encouraged by this data as we develop a culture of continual improvement. This year we have continued to work hard on school infrastructure. We have invested heavily in new staf f and refined process and procedures. This will continue in the new year as we look to a more strategic approach to school communication and seek to continue the improvement in communication at all levels. I would like to thank the Board of Directors for their great support throughout the year, a group that clearly embraced the notion of ensuring the strategic future of the school. This is not an easy task but the Board’s commitment to this was non-negotiable. As always I am amazed at the level of support from our parents who give so freely of their time. Lastly, I would like to recognize the professionalism of the entire AISJ staf f. A year ago, I commented that I have pushed this group probably harder than is fair; consequently, I must acknowledge that I am encouraged by how they push themselves and truly have embraced the school value of continual learning. With their collective ef forts and your continual support the future of the school is bright. Andy Page-Smith School Director
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
MESSAGE FROM THE TREASURER I’ve have had the good fortune to serve as the Board Treasurer and the even greater pleasure of serving with a Board of Directors that has been selflessly dedicated to supporting AISJ’s activities as well as the community at large. The Finance Commit tee and Board focus not only on the current financial af fairs but also the long-term financial stability of the school. Monthly finance meetings are held to review the financial management reports and focus on financial strategic planning.
A year ago we began a journey that included the implementation of a ten-year strategic plan and the creation of a reserve strategy. I am pleased to report that the set target for the Operation Reserve Fund of 20% of the annual operational budget was reached in 2012/13 and will be maintained in 2013/14.
The long-term financial plan is a key financial instrument in helping the school to remain focused on the strategic goals identified and ensuring financial resources are available to build on the school’s excellence.
A walk around both the Johannesburg and Pretoria campuses shows the significant construction taking place all year round. This grow th can clearly be seen in the Statement of Financial Position for the year ending June 2013. The accompanying debt to fund the projects is reflected in the long and short-term liabilities.
The Annual Financial Statements for the year ending 30 June 2013 was approved by the Board of Directors and is published on our website. The auditors, Deloit te, reported that Management has key controls in place to ensure a reliable reporting environment and that AISJ’s financial af fairs for the 2013 financial year are in compliance with International Financial Reporting Standards and the South African Companies Act. It is the ongoing focus of the Finance Commit tee to: • maintain a financially strong educational institution. • provide facilities that are up to date, modern and conducive to the learning and enhancement of our community. • at tract, maintain and develop top quality teachers from South Africa and around the world. • create a positive learning community within our school and contribute to the community we live in. James Deiot te Treasurer
The Annual Financial Statements for the year ending 30 June 2013 was approved by the Board of Directors. The full report is available on the School’s website. The Statement of Financial Position illustrates the significant grow th in the non-current assets due to the Phase 2 building development at both the Johannesburg and Pretoria campuses. The accompanying debt to fund the projects is reflected in the long and short-term liabilities.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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6
STATEMENT OF FINANCIAL POSITION 30 JUNE 2013 Non- current assets Property, plant and equipment Current assets Trade and other receivables Cash and Cash equivalents Total current assets Total assets
Reserves and liabilities Reserves Retained income
Non-current liabilities Financial lease liabilities Long- term loans Total non-current liabilities
Current liabilities Trade and other payables Income received in advance Finance lease liabilities Short term loan Total current liabilities Total equity and liabilities
69%
23%
184 688 477
131 970 464
22 752 112 61 654 844 84 406 956 269 095 433
16 094 676 88 627 043 101 721 719 236 692 183
184 918 275
137 272 959
36 328 015 36 328 015
73 897 14 061 996 14 135 893
13% 3% 7%
R
4 142 548 78 158 176 710 051 2 272 556 85 283 331 236 692 183
11 915 989 29 437 783 73 897 6 421 474 47 849 143 269 095 433
ASSETS 8%
2012
R
Assets
2013
2013
2012 7% 56%
37%
9% 28%
Property, plant and equipment Trade and other receivables Operational reserves Bank balances and short- term deposits Capital development fund
The contribution to the Capital Development Fund in 2013 is reserved as part of funding for the Johannesburg Phase 3 gymnasium construction.
In 2012 the Board of Directors adopted a formal Operational Reserves policy set ting a target of 20% of the annual operational fund. This target was maintained in 2013.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED 30 JUNE 2013 2013 R
245 838 905 9 289 292 (57 221 645) (151 400 064) 46 506 488 2 877 990 (1 739 162) 47 645 316
Revenue Other (income) expenses Operating expenses Staf f cost Surplus from operations Interest received Finance costs Total Comprehensive income for the year
2013
Revenue
11.0%0.4% 0.2% 7.7%
80.2%
3.8% 3.6% 4.7% 6.0% 1.3% 1.1%
72.6%
69.7%
Key financial considerations for 2013/14 include: • Investment in Technology: o Grade 6 to 12 personal computing device o Campus-wide network improvements • New busses
Tuition fees Transport fees Meal fees Capital fees income Entrance fees
2012
Expenses
2.6%
207 132 986 (1 273 849) (49 958 074) (114 773 082) 41 127 981 2 660 406 (1 723 706) 42 064 681
9.7% 0.5% 1.0%
80.8%
3.3%3.3% 4.1% 7.0% 1.4% 1.1% 4.7%
R
2012
8.7%
2013
2012
6.4%
3.4%
Administrative & School wide support Building and grounds maintenance & security Depreciation Instructional Support Material Staf f Cost Student Activities Teaching & Learning Technology Transportation
• Greater investment in Service Learning • Further enhancements in Grade 4 Arts program • At tract highly capable & energetic teachers from the international community
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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VISION “Together we dare to imagine, inspire to succeed, and courageously make a dif ference”
MISSION
We are a diverse, international community providing a balanced and nurturing learning program that fosters personal grow th, provides meaningful opportunities for achievement, and promotes positive contributions to society.
CORE BELIEFS We believe that...
Honesty and integrity are fundamental
Inspired teaching and learning are essential for exemplary achievement and grow th 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
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
GOALS
1.
To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal grow th.
2.
To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.
3.
To meet the individual academic, social and emotional needs of each student through integrated systems and quality dif ferentiated teaching.
4.
To build a strong sense of belonging to a community, within, around and outside of the school.
5.
To ensure that the school has the financial capacity and means to deliver and maintain a high quality international education.
6.
To provide the facilities that enable us to deliver a rich and balanced learning program appropriate to the education of international students.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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10
GOAL1
“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.”
Spring MAP Language Usage Test Results: Grades 3-9
250 240 230 220 210 200 190 180
All students will achieve a high level of academic success.
Last year, 2012-13, we implemented Measures of Academic Progress (MAP) with Grades 3, 5, 7 and 9 in October. In April we ran the tests again, including Grades 4, 6 and 8. We have just finished our first year in gathering MAP data. From nex t May onwards, we will be able to compare this data year to year and also compare our data to international and US grow th rates. When we receive the Spring data from NWEA (Northwest Evaluation Association) based in Oregon, USA, the accompanying graphs will be modified to compare AISJ students to those in the USA and in other participating international schools.
Our projected target for Measures of Academic Progress results will be among the top 30% of international schools by May 2016. AISJ Average RIT Scores April 2013 250
Spring MAP Reading Test Results: Grades 3-9
240
AISJ (Apr’13) USA Schools (Apr’13) International Schools (Apr’13)
Spring MAP Mathematics Test Results: Grades 3-9 250 240 230 220 210 200 190 180 0
Grade 3
Grade 4
Grade 5 Grade 6 Grade 7
AISJ (Apr’13) USA Schools (Apr’13)
Grade 8 Grade 9
International Schools (Apr’13)
Spring MAP General Science Test Results: Grades 3-9
250 240 220
220
210
210
200
200
190
190 0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
230
230
180
0
180 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
AISJ (Apr’13) USA Schools (Apr’13)
International Schools (Apr’13)
0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
AISJ (Apr’13) USA Schools (Apr’13)
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
International Schools (Apr’13)
GOAL1
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“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 sharply with 41 of 51 students participating in the IB Diploma program in the 2012-13 school year.
In order for any academic program to be successful, we feel that students must enjoy their learning experience.
Number of AISJ IB DP Candidates
Our projected target is that 80% of students will strongly agree or agree that they enjoy learning at AISJ by May 2014.
45 40 35 30 25 20 15 10 5 0
In the recent climate survey, 76% of student respondents strongly agree or agree that they enjoy their learning experience at AISJ.
% of Grade 6-12 Respondents Who Enjoy Learning at AISJ
May 2011
May 2012
May 2013
Number of Diploma Candidates
We have set a target average score of 33 points for students taking the International Baccalaureate Diploma Program (IBDP) by May 2016. Our 2013 average is 32 points.
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
No Data
No Data
May 2011
May 2012
May 2013
May 2014 Target
The worldwide IBDP average score will be available sometime in October at which time we will amend the accompanying graph. Average Point Score AISJ and World 40 35 30 25 20 15 10 5 0
May 2011 May 2012 May 2013 May 2014 May 2015 May 2016 Target AISJ - MPS
Worldwide - MPS
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL1 The school will of fer a wide variety of arts activities for all age groups and abilities in which all students are expected to engage.
A balanced program requires that all students regularly participate in a wide variety of arts and athletics activities. We have targeted 100% participation in arts and athletics activities or electives across both schools by May 2016.
In order to ensure that we have enough activities to interest students we need to of fer as many activities as possible. We are gathering data on the number of activities of fered by other International Schools in Africa who have similar aspirations and backgrounds. By comparing the number and variety of activities that are of fered, we will be able to measure our progress. We have begun to compare our data with the other schools in our AISA ‘Data Dashboard’ group, but the exact mechanisms for sharing of this data need to be finalized. We intend to be in the top 20% of schools in Africa in terms of our of ferings by May 2015.
“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth. ”
% of Participation in Arts in 2013 100% 80% 60% 40% 20% 0%
% ES Involved in Art
% MS Involved in Art
% HS Involved in Art
Variety of JHB ES Activities 15 10 5
0
Athletics Activities
Arts Activities
Academic & Other Activities
Service
Variety of JHB MS Activities 20 18 16 14 12 10 8 6 4 2 0
Athletics Activities
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
Arts Activities
Academic & Other Activities
Service
13
GOAL1
“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth. ”
Variety of HS Activities
30 25 20 15 10 5 0
Athletics Activities
Arts Activities
Academic & Other Activities
Service
Variety of PTA ES Activities 14 12 10 8 6 4 2 0
Athletics Activities
Arts Activities
Academic & Other Activities
Service
Variety of PTA MS Activities 8 6 4 2 0
Athletics Activities
Arts Activities
Academic & Other Activities
Service
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL1
The school will of fer a wide variety of athletic activities for all age groups and abilities in which all students are expected to engage.
We have begun to compare our data with the other schools in our AISA ‘Data Dashboard’ group, but the exact mechanisms for sharing of this data need to be finalised. We intend to be in the top 20% of schools in Africa in terms of our of ferings by May 2015.
% of Participation in Athletics in 2013 100% 80% 60%
“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth. ”
Each student is engaged in and understands the culture of meaningful service.
At the end of 2012-13 school year, we estimate that 80% of students were actively engaged in service learning as part of the curriculum.
To help us measure students’ developing understanding of service culture, we are developing a Service Learning rubric in 2013-14, which will determine what level of understanding they have of the Service Learning Standards. Students will pilot the rubric in Semester Two of 2013-14 and will be implemented school-wide in 2014-15.
40% 20% 0%
% ES Involved in Athletics
% MS Involved in Athletics
% HS Involved in Athletics
*See the accompanying graphs for the number of athletic activities of fered within the various divisions.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
GOAL2
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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.
The broad concept of what it means to be “conceptual, independent and connected learners” has been introduced to faculty in orientations at the beginning of the year. Focus groups led by key members of the Teaching and Learning Team will continue to develop teacher and student understanding of these three concepts throughout the year with the view to producing Learner Rubrics by May 2014. We have come a long way in providing age appropriate individual computing devices and access to global resources via the Internet. Students in grade six through twelve have been given touch computing devices and we have significantly increased our ability to use the Internet by increasing the amount of bandwidth available to teachers and students. We are in the process of researching what technology education should look like in the early years at AISJ and we will have a plan by later this year.
Machines Purchased (by Year) 1000 900 800 700 600 500 400 300 200 100 0
In order to meet the target that “All students will have full access to age appropriate global resources via the Internet,” the necessary funding and Internet bandwidth are plot ted on the accompanying graphs.
Internet Bandwidth (Mbps) and Cost 40 35 30
R 3,500,000 R 3,000,000 R 2,500,000
25
R 2,000,000
20
R 1,500,000
15 10 5 0
R 1,000,000 May 2011 May 2012 JHB (Mbps)
May 2012
May 2013
Desktop
May 2014
Personal
Total
May 2013 May 2014
PTA (Mbps)
R 500,000 R0
Cost Rand
Operational Expenses and Capital Expenses R 12,000,000 R 10,000,000 R 8,000,000 R 6,000,000 R 4,000,000
R 2,000,000 R0
May 2011 May 2012 OpEx
May 2013 May 2014 CapEx
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL2
“To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth. ”
The curriculum will be inquiry-based, demand connections across subject areas and build on previous learning.
Last year, 2012-13, a school-wide initiative was implemented to develop and complete scope and sequences for all subject areas. A curriculum mapping tool called Atlas Rubicon will enable us to track connections across subject areas. The accompanying graph shows that 49.5% of UbD units have been developed. Our projected target for May 2015 is 100%.
% UbD Units Developed 100% 80% 60% 40% 20% 0%
May 2013
May 2014
May 2015 Target
Professional teaching rubrics were developed by a focus group of Teaching and Learning staf f and teachers in 2011-12 school year. The purpose of the rubrics is to articulate practices under the key domains. Teachers use the rubrics as a self-assessment tool for goal set ting, identif ying areas for grow th and as an evaluation tool. Data is collected and moderated every year and a whole school average is generated for the data dashboards.
The accompanying graph shows where teachers are with regards to Inquiry and Integration as measured by the Professional Teaching rubrics for the 2011-12 and 2012-13 school years. As the projected grow th line illustrates, the expectation is that all teachers will be at the “applying level” by May 2016.
Inquiry & Integration at “Applying Level” by May 2016
5 4 3 2 1 0
May 2012
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
May 2013
May 2014 May 2015
Inquiry
Integration
May 2016 Target
GOAL3
“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.
Under the leadership of Dr. Cheryl Young, AISJ’s Learner Support Coordinator, our philosophy, policies and procedures are currently being reviewed to ensure they are in alignment with the school’s mission and values. Any policy changes will go to the Board at their November 2013 meeting for ratification; this will also include a review of the school’s admissions “wait-list” criteria. When clear policy and criteria have been confirmed, then all of the procedures will be reviewed with a view to implement the new procedures by May 2014. This work will include the development of criteria to help assure that both the interests of the applicant and the school are taken into consideration. It is imperative that we understand the school’s capacity to admit students who may have dif ferent learning needs and how we will judge them to be successful in the long term. Inherent in this work will be the development of clear entrance and exit criteria.
Teachers will deliver a purposefully dif ferentiated curriculum.
An initial review of all unit plans shows that the quality of dif ferentiation in the assessment and learning plan stages varies from unit to unit. This year, 2013-14, the Teaching and Learning team are developing a tool to track evidence of the key components of dif ferentiation in the assessment and learning plan stages of the unit plans. The tracking tool will not only enable us to collect evidence on the percent of units with dif ferentiation in the assessment stage and learning plan stage, but more importantly enable us to determine and measure the quality of dif ferentiation. The accompanying graph shows where teachers are with regards to Dif ferentiation and Assessment as measured by the Professional Teaching rubrics for the 2011-12 and 2012-13 school years. As the projected graph illustrates, the expectation is that all teachers will be at the “applying level” by 2015. Teacher Differentiation and Assessment at “Applying Level” by May 2015
5 4 3 2 1 0
May 2012 May 2013 May 2014 Dif ferentiation
17
May 2015 Target Assessment
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL3
“To meet the individual academic and social and emotional needs of each student through coherent PK-12 systems and quality differentiated teaching.”
Individual students will reach their full academic potential.
A K-12 Learning Support Coordinator joined the AISJ Staf f this year. Procedures to measure individual student grow th, and to help identif y entrance/exit criteria are being established K-12. All students will be socially and emotionally healthy.
A focus group of Teaching and Learning staf f and teachers developed the trans-disciplinary and dispositional standards last year, 2012-13. Social and emotional learning skills were documented within the dispositional standards. This year, 2013-14, a focus group of teachers will be field testing how this may be incorporated/embedded into units throughout the 2013-14 school year with a view to full implementation in the following year 2014-15. The accompanying graph reveals that 64% of student respondents believe that their social and emotional needs are met. We are well on our way to our projected target that 70% of students will be satisfied with the level of support they are of fered at AISJ by May 2014. % of Grade 6-12 Students Who Believe Their Social and Emotional Needs are Met 100% 80% 60% 40% 20% 0%
No Data
No Data
May 2011 May 2012 May 2013 May 2014 Target
Likewise, 75% of parent respondents believe that their child’s social and emotional needs are met. Our projected target is 80% by May 2014. % of Grade 6-12 Parents Who Believe Their Child’s Social and Emotional Needs are Met 100% 80% 60% 40% 20% 0%
No Data
No Data
May 2011 May 2012 May 2013 May 2014 Target
An AISJ K-12 Learning Support Framework workgroup has been established. The Leadership Team and Learning Support teachers will provide input throughout the year. Scope-and-sequences matrices document the key learning outcomes across all subjects and grades, however this year, 2012-2013, AISJ will explore how to collect and measure data in regards to teachers’ knowledge and articulation of this.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
GOAL3
“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 transition seamlessly between divisions and grade levels regardless of their needs.
The accompanying graph shows that 70% of grade 6-12 respondents on the 2012-13 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. The question was not asked in earlier climate surveys. % of Grade 6-12 Respondents who Believe Their Divisional Transition Was Smooth and Seamless 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
No Data
19
No Data
May 2011May 2012 May 2013May 2014 May 2015 May 2016 Target
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL4 AISJ will develop a cohesive and vibrant school spirit where staf f and students feel they belong.
Considerable progress has been made throughout the 2012-13 school year with the addition of further school events and increase in information sessions in all divisions and the formation of a Parent Association on the Pretoria campus. All divisions moved towards or refined existing “house” structures across grade levels to enhance cross-age group collaboration and develop a sense of school spirit. The challenge moving forward will be the measuring of school spirit amongst teachers, parents and students. We will use a collection of school climate data and other data to develop the “School Spirit Index” (SSI), to measure our progress starting in May 2014.
“To build a strong sense of belonging to a community, within, around and outside of the school.”
% of Parents Attending AISJ Events Sporting Events Music Cafe Theater Productions Star Show Family Fun Day Festival of Races Summer Carnival Mistletoe Craf t Fair 30th Anniversary Celebration International Day
0
10
20
30
40
50
60
Parents will feel they belong to, are supported by, and can contribute to the AISJ community.
In the May 2014 climate survey, questions will be added to enable us to appropriately measure this objective.
However, in May 2013, 225 of the 332 respondents to the climate survey at tended 2 or more events which represents 67.8% of our parents. The average number of events at tended was 3.23. % of AISJ Parents Attending 2 or More Events 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
May 2013
May 2014
May 2015
May 2016 Target
AISJ will understand and play an active role in the community in which we live.
With the hiring of a dedicated Service Learning Coordinator in 2012, our ef forts to play a more active role within the community in which we live has been intensified and refined. We have made a commitment to ensure this work will be integrated into our curriculum for all grade levels by May 2015, a goal toward which teachers have already made significant progress. We have also developed criteria that will help us to determine the community partnerships. Our aim is to ensure these relationships are sustainable and fully articulated by May 2015.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
GOAL5
21
“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.
For AISJ to ensure it is at the forefront of best practices in education, the Board has made a commitment to enable new programs to be developed by the establishment of a specific “Strategic Program Fund.” This fund will be developed by ensuring a small portion of annual tuition is put aside each year, which can be tapped into for use in future initiatives. By May 2016, it is planned to have a cumulative reserve amount of 2 million Rand to meet this objective. The first contribution will be considered in the development of the 2014-15 annual operating budget. Research is underway to determine what a faculty grant program would entail. The goal of the program would be to of fer funding for action research carried out by teachers. The purpose would be to improve student learning by ‘encouraging’ teachers to conduct classroom research on innovative instructional strategies in their classrooms. During the course of this year we will develop guidelines and protocols.
The scholarship program at AISJ is one important facet of our commitment to service and being a part of the community we live in. ASIJ will remain commit ted to providing financial support for maintaining the scholarship program, which is 0.25% of annual expenses. The figures in the accompanying graph represent the operational funding provided for the scholarship program. It would be dif ficult to accurately estimate the investment in terms of support staf f and capital expenses.
Scholarship Programme 0.30%
R 600,000
0.25% 0.20% 0.15% 0.10%
R 500,000 R 400,000 R 300,000 R 200,000 R 100,000
R0
May 2011 May 2012
Scholarship Program
May 2013 May 2014
0.05% 0.00%
% of Expenses
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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GOAL5
“To ensure that the school has the financial capacity and means to deliver and sustain a high quality international education.�
AISJ will remain highly competitive in the teacher job market, to at tract and retain faculty.
AISJ is currently completing a study of local and international teacher salaries. It is the schools aim that the overseas hired teacher package will be among the top 10% of accredited international schools by May 2014 and the local teacher hire package will be among the top 5% of South African independent schools by May 2014. Early indicators based on our research suggest we are currently sit ting around 80%. We have joined a group of international schools seeking to standardize and share salary package data which will enable us to more accurately determine our position.
Teaching and Learning Spending R 12,000,000.00
3.0%
R 8,000,000.00
2.0%
R 10,000,000.00 R 6,000,000.00
6%
7,600,000
4%
5%
7,400,000
3%
7,200,000
2%
7,000,000 6,800,000 6,600,000 6,400,000
May 2011 May 2012
Instructional Resources
May 2013 May 2014
% of Total Expenditures
1.0%
R 2,000,000.00 R
0.5% 2010-11
Rand
8,200,000 7,800,000
1.5%
R 4,000,000.00
Instructional Resource Spending 8,000,000
2.5%
1% 0%
AISJ will continue to increase the capacity of our teachers.
At least 3% of annual expenses will go to support ongoing teacher professional learning by May 2015 as illustrated in the accompanying graph. We are currently achieving this annual expense ratio. This objective is designed to ensure that our spending on instructional supplies is maintained at a reasonable level. Like the majority of our objectives, this is a maintenance objective.
2011-12
2012-13
2013-14
0.0%
% of Total Expenses
AISJ will sustain a long term financial plan. In 2011, AISJ developed its first long-term financial plan. This was reviewed and further refined last year to ensure we had suf ficient reserves to manage any potential risks. Our targeted reserves were met last year and in future it will be reviewed annually as a standard practice. Part of this planning regime is to complete a series of scenario testing to determine and manage any potential risk. This will be further developed this school year as we review the plan from a country risk profile. Another financial challenge for future years will be not only to ensure that suf ficient funds are available to continue the redevelopment of both campuses, but also that funds are available for appropriate ongoing maintenance. Further to this, monies will be accessible this year and nex t to begin our long-term facilities maintenance plan, an environmental impact study and a review of future technology needs.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
GOAL6
AISJ facilities will be well maintained.
Work has already commenced on review of all maintenance and occupational safety through an internal audit. In future this audit will be institutionalized as an annual operational task. Part of this work will also see the development of a long-term maintenance plan. It is intended that this work will be completed by May 2014.
The accompanying graph shows that as of the 2012-13 school year, 86.2% of our community believed that our facilities are well-maintained, a 19% increase from last year and a 30% increase from two years ago. % of Respondents Who Believe That the Grounds and Facilities are WellMaintained, Safe and Inviting 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
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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.”
AISJ will continue to review and implement the current facility master plans for both campuses.
Progress on the redevelopment of both campuses is on track in accordance with the school’s master plans for both campuses. Over 60 milliton Rand will have been invested into Phase 3 work for both campuses when the new double gymnasium sports facility is completed in April this year. A further 10 million Rand has been invested in capital works projects to improve service infrastructure on both campuses. The accompanying graph shows that as of the 2012-13 Climate Survey, 80% of the respondents are comfortable that the school is making satisfactory progress in the redevelopment of its facilities. We are happy to report that we have reached our projected goal that 80% of the community will strongly agree or agree that the school is making satisfactory progress in the redevelopment of its facilities by May 2014. % of Respondents Who are Comfortable with the Progress in Redevelopment of the School Facilities
May 2011
May 2012
May 2013 May 2014 Target
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
May 2011
May 2012
May 2013
May 2014 Target
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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INTERESTING FACTS Student Population
New students in 2013/14 – 28.90% New families to the school 199 – 22.80%
Total Student Enrollment Growth 1400 1200 1000 800 600
14 Tar -201 ge 5 t
14
-20
13
20
13
20
20
12
11
20
20
-20
-20
11 -20
0
10
200
12
400
Student Demographics 2013-14 American 29% South Africa 6% Indian 6% British 6% Dutch 5% South Korean 5% Swedish 4% French 3% Italian 3% Canadian 3% Brazilian 2% Spanish 2% Australian 2% German 1% Japanese1% Pakistani 1%
The graph indicates the most populated nationalities. AISJ is represented by 88 nationalities at this time.
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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% of Home Languages All AISJ Students English French
Spanish Korean Dutch
Swedish
Hindi
English
German
Portuguese Afrikaans
Italian
Polish
Staf f
Staf fing numbers changes operational and instructional year to year
Percent of faculty turnover (including administrators, teachers and teaching partners) in 2012-13 was 18.9% Percent of new faculty hired (including administrators, teachers and teaching partners) in 2013-14 was 25.3%
Instructional Staff Growth 2013-14 2012-13 2011-12 2010-11 2009-10
0
50
100
150
200
Instructional staf f (including administrators, teachers and teaching partners) 164 to 178 = 8.5% increase
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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Nationalities Represented by Teachers and Administrators
American-66 British-11 French-2 New Zealand-3 Venezuelan-1
Australian-10 Canadian-10 Irish-4 South African-57 Welsh-1
Austrian-1 Columbian-1 Italian-1 Spanish-2
Belgian-1 Dutch-3 Mexican-1 Tanzanian-1
Operational Staff Growth 2013-14 2012-13 2011-12 2010-11 2009-10
0
20
40
60
80
100
120
140
Operational staf f 149 to 166 = 11.4% increase
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
160
180
Universities and Colleges chosen by graduating seniors from 2010-2013: Unless otherwise indicated, enrollment is one.
UNITED STATES
Ball State University Boston University Brigham Young University Bryn Mawr College California College of the Arts (San Francisco) Centenary College Dartmouth College Emerson College Flagler College Florida State University 2 Fordham University Indiana University at Bloomington LIU Post Loyola University Chicago Michigan State University Morehouse College Northeastern University 4 Princeton University Rensselaer Poly technic Institute Savannah College of Art and Design Skidmore College Southern Virginia University
Texas Tech University The University of Tampa 3 University of Arkansas University of California at Berkeley University of Cincinnati University of Colorado at Boulder University of Illinois at Urbana-Champaign University of Kentucky University of Miami University of Michigan 2 University of North Florida University of Northern Colorado University of Oregon University of Southern California University of the Pacific University of Virginia Virginia Commonwealth University Webber International University Wellesley College Wheaton College IL Willamet te University Worcester Poly technic Institute
COLLEGE ACCEPTANCES
UNITED STATES
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG
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CANADA Concordia University - Montreal McGill University Queen's University St. Francis Xavier University University of British Columbia 3 University of Toronto 2 University of Winnipeg
UNITED KINGDOM Brighton and Sussex Medical School Coventry University European Business School, London Heriot-Wat t University Ox ford Brookes University The Robert Gordon University University College London University of Birmingham University of Edinburgh University of Exeter University of Manchester 2 University of Manchester Institute of Science & Technology University of Southampton University of Warwick
NETHERLANDS Delf t University of Technology Erasmus Universiteit Rot terdam Hogeschool van Amsterdam, University of Applied Sciences Universiteit Maastricht Webster University, The Netherlands SOUTH AFRICA University of Cape Town Monash South Africa 2 IE University
SPAIN IE University Marbella Design Academy Costa Del Sol INDIA University of Delhi
ISRAEL Interdisciplinary Center (IDC) Herzliya
COLLEGE ACCEPTANCES OTHER COUNTRIES
AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG