Strategic Plan Towards 20/20 - April 2016

towards 20/20

strategic plan update april 2016

TABLE OF CONTENTS Strategic Planning and Strategic Innovation

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8 Directions

4

Committee Work

5

Priorities and Actions

6

Direction 1: Personalized Authentic Learning

7

Direction 2: Global and Local Connectedness

8

Direction 3: Entrepreneurial Spirit

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Direction 4: Resilience and Wellness

10

Direction 5: Community Connections and Engagement

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Direction 6: Strategic Partnerships and Collaboration

12

Direction 7: Collaborative and Innovative Faculty and Staff

13

Direction 8: Financial Sustainability and Accessibility

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STRATEGIC PLANNING AND STRATEGIC INNOVATION Anne Marie Kee, Executive Director of CAIS, has guided member schools to a helpful site that elaborates on the differences between strategic planning and strategic innovation. 1

Strategic Planning Analytical Numbers-driven Company-centric Logic/Linear Today to tomorrow Extend current values Fit the business model

Strategy Innovation Creative Insights-driven Market-centric Heuristic/Iterative Tomorrow to today Create new values Create a new business model

As we work on in our second year of implementing Towards 20/20, we are confident that the plan addresses elements of both planning and innovation for enhanced programs and services.

We are immensely proud of our continued success. We are also conscious that our achievements and growth depend on our ability to avoid complacency, take responsible risks, and provide value-added opportunities for students within a creative and dynamic environment.

“...while, typically, strategic planning has the intent of disciplining thought, strategy innovation has the intent of exploring future possibility. As a leader, when you do strategy innovation first and then strategic planning, you fulfill your total accountability of addressing the organization’s performance today AND providing growth opportunities for tomorrow.” 2 - Professor and author Robert Johnston 1. Retrieved from: http://innovationzen.com/blog/2006/08/23/strategic-planning-vs-strategy-innovation/ 2. Retrieved from: http://insigniam.com/enterprise-transformation-results/do-strategy-innovation-first-then-do-strategic-planning/

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8 directions 3

2 Global & Local Connectedness

Entrepreneurial Spirit

1

4 Joyful and Engaged Students

Personalized Authentic Learning

5

6 Strong HSC Community Connections & Engagement

Resilience & Wellness

All supported by...

7 Strategic Partnerships and Collaboration

Collaborative and Innovative Faculty and Staff

8 Financial Sustainability and Accessibility

STRATEGIES

ANNUAL OVER SIX YEARS

ACTIVITIES ON-GOING

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committee work After a successful year of active and mandatory faculty participation and important outcomes for 2014-15, the model for committee participation changed in our second year of implementation. We anticipate an annual review of the committee structure based on redefined needs and actual progress from year to year. Specific faculty and staff actively participate in relation to their existing roles and on-going responsibilities at the College.

While full committees meet once a month, there are several sub-committees that work on specific tasks between the meetings. The Leadership and Academic Teams dedicate one meeting every month to a progress review, and invite sub-committee chairs to provide progress reports. The Leadership Team monitors overlapping initiatives across the eight Directions, and manages collaboration, duplication, and reorganization to maximize time and other resources.

Over the fall and winter terms, the College kept the Board of Governors well-apprised of activities and initiatives through presentations by representatives of the committees for Directions 1,2, and 3. Additional presentations will take place in the spring term.

Committee work will involve: • Narrowing the focus on each Direction • Brainstorming and discussing needs • Research • Examining options and potential solutions

ROLE OF THE LEADERSHIP AND ACADEMIC TEAMS:

•

•

Preparing proposals for review by the Leadership and Academic Teams Monitoring progress by providing updates and summaries of all activities during the year and presenting accomplishments at the end of the year

• • •

• • •

Set timelines for implementation Allocate financial and other resources Monitor progress and evaluate success

Review committee proposals Create activity teams Approve and set annual priorities

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PRIORITIES AND ACTIONS

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The HSC Middle School presented“Beauty and the Beast JR” this March, and offered a preview of the show at Chapel.

Direction 1 personalized authentic learning strategies for 2015-16

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• Develop a progressive approach to assessing student learning, student engagement and recognition of achievement • Review our approach to the delivery of learning to enable more flexibility and customization (e.g. timetable, scheduling, technology resources) • Develop alternate pathways for students to support their unique talents, challenges and opportunities

activities for 2015-16 • Implemented changes in assessment processes, reporting documentation and communications in all four schools; the aim is to enhance student-centred learning and parent communications • Completed parent and faculty surveys and provided constructive feedback to inform changes to assessment and reporting • Defined inquiry and project based learning (PBL) as priority areas for professional development in support of personalized authentic learning • Faculty and students provided feedback to create definitions and infographics to build the framework for inquiry and PBL; faculty will attend international conferences in March and July for specific training • A sub-committee addressing cooperative credits implemented two pilot projects with Senior School students; two faculty completed the AQ course in cooperative learning • The timetable/scheduling sub-committee is researching options through meetings with CAIS schools • Continued development of the new learning management pilot project, MyHSC. MyHSC creates targeted content for students and parents that allows for easy tracking of personal timetable, workload, and course material Junior School Report - March 2016

The Helm supports creativity and critical thinking skills.

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Page 1 of 3

ID: 035706

Student: Megan Elizabeth Elton

Form: 0057 - Ms. Kristen Solowey

The following code indicates the student's current age and stage: 1

Attendance

Needs more time and experience to develop skill

2

Demonstrates skill some of the time

3

Demonstrates skill most of the time

4

Consistently demonstrates skill

NA

Skill not yet introduced or assessed

T1 T2 T3

Skills Passion

2

3

• Actively participates • Demonstrates enthusiasm and optimism • Approaches new situations with confidence, engagement and passion • Is aware of and thankful for opportunities Resilience

2

3

• Continues to work even when faced with challenges, stress and/or adversity • Tries hard despite setbacks • Stays committed to his/her goals Self-Control - Interpersonal

3

• Responds appropriately to feedback • Demonstrates courtesy and compassion towards adults and peers • Takes responsibility for his/her actions • Works well in a group • Recognizes and shows appreciation for others Self-Control - School Work

3

• Actively listens • Stays on task • Comes to class prepared • Follows directions Creativity/Innovation

T2

3

3

Days Late

1

3

T3

Term 1 (T1): September 10, 2015 to November 11, 2015.

Term 2 (T2): November 12, 2015 to February 28, 2016.

Term 3 (T3):

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3

T1 Days Absent

Comments Megan has had a successful Winter Term. She is an energetic young girl, who delights in acquiring new information. She continues to demonstrate an enthusiastic attitude towards our daily activities, theme-related studies, and spirit day events. Megan follows the classroom routines and expectations most often. She delights in helping her peers and understands her responsibilities as a student. A goal for Megan is to ensure that she is focused on making positive choices, rather than be concerned with what her peers are doing. She is an avid participant during group time, volunteering her ideas often. She is reminded to raise her hand in order to demonstrate patience and respect for her classmates. Megan is able to respond to questions with good accuracy and is a good listener, often making meaningful connections to the contributions of her classmates. She is anxious to please, needing reminders at times to concentrate on completing her own work instead of worrying about others. She has continued to build friendships over the term, and delights in class and recess time with her peers. She has demonstrated some growth in her ability to handle conflicts and is making an effort to avoid tears when a situation doesn’t go her way. She is encouraged to explore different friendships and ensure that she is including others during play opportunities. Megan is encouraged to continue to use her words in a kind tone when disagreements arise. A delight to teach, Megan is a hard working student with a good attitude towards school.

Above (L-R): New Report Cards in the Junior School; Screenshot of new learning management system, MyHSC. 3

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• Eager to explore new ideas • Comes up with and engages in innovative ways of thinking and doing • Pursues opportunities for independent learning • Asks and answers questions to deepen understanding

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.

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Direction 2 GLOBAL AND LOCAL CONNECTEDNESS strategies for 2015-16

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• Develop sustainable international service learning relationships, so the HSC community can create meaningful and enduring global connections • Diversify international student population • Develop a strategy to honour, celebrate, and engage the diverse cultures within the College, locally and internationally • Develop strategies to enhance the Global Languages programs at HSC to provide a greater number of HSC students with the opportunity to learn a language beyond French and English

activities for 2015-16 • Expanded criteria for level 3 trips to include pre-and post trip requirements that build cultural awareness and sustainability; explored problem-based curricular opportunities that include travel components • Admissions staff, along with our Global coordinator, attended international agency events in China, Korea and Mexico to address student recruitment potential and processes; resulted in 12 new students for 2016-17 from China • Expanded international week program in January, with a plan to update the current inventory of options for celebrating diversity at the College • Provided professional development for Junior School, with Admissions staff, to build cultural awareness • Investigated expansion of Middle and Junior School Global Language programs to lower grades • Explored the development of an information tool that consolidates the College’s existing local committee outreach programs

Every year, HSC Senior School students select special “Christmas Wishes” from their Christmas Wish Tree and help bring them to life for other students within the city.

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HSC AT A GLANCE Learn with Joy. Live with Purpose.

Hamilton

New York

7h 37m

% of grad Paris uates t 100 os Alm 7h 59m a re a c cepted by t heir university of choice

Beijing 13h 41m

Shanghai average class size 14h 45m Hong Kong

0+

cou Tokyo ntr

ou 13h 23m r in

100+ AP Scholars since 2006

Approximate flight times from Toronto’s Pearson International Aiport

2

1h 11m

$41 million in campus improvements since 2007

n i on ted

1,140+ students

London Toronto

+ alumni aro 00

e world d th un

8,0

Since 1901, we have provided extraordinary co-educational day school opportunities that prepare students for post-secondary education and life. Students gain a world-class education while developing leadership skills and confidence.

ies r stude epre s e nt pop u l a t

16h 8m

Above (L-R): Sample pages from a brochure created with an international audience in mind. This brochure was used during recruitment trips in China, Korea, and Mexico.

On February 24, our Me to We committee presented Minga - a community celebration. Funds raised will help build a school in Kenya.

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Direction 3 entrepreneurial spirit strategies for 2015-16 • Define key elements of Entrepreneurial Spirit (ES) • Foster ES and creativity in curricular and co-curricular activities • Foster a culture of ideation which comprises all stages of a thought cycle, from innovation, to development, to actualization.

activities for 2015-16 • With student input, developed a definition of entrepreneurial spirit for all ages and stages • Began production on a publication for June 2016 that will include the definition of ES, practical examples of student activity for faculty reference, and research sources • Provided funding to nine innovative projects through the David Tutty Joy and Innovation Fund. Projects were selected from 19 student and staff submissions • With the participation of two Senior School students, launched a pilot project for cooperative credit courses • Completed an inventory of HSC participation in SHAD. Determined that 40 students have participated since 1981; three students are accepted for 2016 • Completed a summary of Early Education and Middle School student activities that demonstrate skills for entrepreneurial spirit; will update annually

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PROPOSAL

S UB MIT T ED B Y KRIST Y FAGGION & N IC K TIM M S Designwerx is a full-service, one stop shop ready to take on any project. Whether you’re looking for a logo, a corporate brand, an advertising campaign, or a promotional video, Designwerx is prepared to take on your challenge. The best part? All of our designers are trained HSC students armed with creative tool-kits.

The catch? There isn’t one! Our rates are reasonable, our designs are spectacular, and our skills are out of this world.

HEAR US oUT...you’ve got nothing to lose – and quite literally everything to gain.

WHO?

2 TEACHERS

A FULL SERVICE IN-HOUSE

DESIGN STUDIO

WHEN? september

2016

leading a team of in-house graphic designers

6 STUDENTS

LAUNCH

in wage-earning junior designer positions

the

Cost?

WHERE?

2 LINES for 2 TEACHERS

The Benefit? 20 years combined industry experience and a world-class design shop will enable Designwerx to sustain itself financially and turn a profit within three years.

POSSIBLE

CLIENTS

• CIS • CAIS • Hillfield Strathallan College • Pearle Hospitality • Losani Homes • Source Cable • Spallacci Homes ...and more

Questions?

Let us pitch in person!

Contact Kristy Faggion or Nick Timms.

Above (L-R): SHAD website. SHAD provides an opportunity for 600+ students from around the world to attend a summer program, in-residence, at a Canadian host university, focused on STEM (science, technology, engineering & math); 2016 attendees Sasha Paikin, Camila Gutierrez and Nicole Bodnariuc.

WHAT?

KEMPER WHY?

EGRESS

Michael G. DeGroote Senior School

IT’S IN THE

STRATEGIC

PLAN!

Yup!

It covers all of them!

Personalized Authentic Learning Global and Local Connectedness Entrepreneurial Spirit Resilience and Wellness Community Connections / Engagement Strategic Partnerships & Collaboration Collaborative & Innovative Faculty and Staff Financial Sustainability and Accessibility

$$$

Renovations Computers and Licensing Cameras and Equipment Marketing and Advertising

$28,000

Designwerx offers hands-on learning in design, brand development and advertising, entrepreneurialism, sales, client services and more. Staffed by teachers and students, Designwerx will service clients and connect students with the greater community. Housed on campus, our students will put their creative minds to work while gaining invaluable real-world experience.

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Direction 4 RESILIENCE and WELLNESS strategies for 2015-16 • Improve our support mechanisms to help faculty and staff know students on a deeper level • Develop a comprehensive and integrated wellness program, which can be personalized and internalized

activities for 2015-16 • Launched new Wellness Club for Senior School students in Grades 11 and 12 that included guest speakers, hands-on activities for nutrition and stress management • Undertook wellness committee events for parents, students and staff on a variety of scales including both internal and external experts ; Wellness Week, Athletic Therapy, Mohawk Coop students, additional PE in Early Education classes • Began to fine-tune wellness framework for distribution and implementation • Academic and health services staff reviewed the College’s concussion management and Return to Learn programs, which were expanded to include a co-op placement for athletic therapy and a placement term with a MOMAC student

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Visit theAbout SiteUs Hillfield Strathallan College students and athletes have access to firstclass facilities and one of the best Athletic Therapy Clinics amongst independent schools in Canada.

HSC student and athletic community generate an exciting, fast paced triage like environment for the Athletic Therapy Student. We pride ourselves in being on the leading edge of concussion management and patient care.

Athletic Therapy students at HSC, gain hands-on experience in all aspects of athletic therapy from the implementation of pre-habilitation and on-field care, to return to school care and sport rehabilitation.

You will work alongside Certified Athletic Therapists, Registered Nurses and Athletic Directors. HSC also works in close conjunction with the Sports Medicine Experts Clinic, which provides opportunities to learn from other medical professionals such as Sports Medicine Physicians, Physiotherapists, Osteopaths, RMTs, Naturopaths and Acupuncturists.

As an Athletic Therapy student at HSC, you will learn how these professions work together to provide the best possible patient outcomes.

The Experience

The HSC Athletic Therapy clinic takes advantage of multiple modalities including ultrasound, laser therapy, Interferential Current Therapy, hydrotherapy tubs, TENS and muscle stimulation.

The clinic services all students including a number of varsity and recreational sports, including rugby, soccer, ice hockey, basketball, track and field, and wrestling. With more than 20 organized sports in rotation at the College, there is a significant amount of daily triage necessary, clinically as well as on-field. The College also plays host to various national and regional tournaments and competitions.

Students will see a large volume of injuries and conditions which will allow for fine tuning of decision-making and assessment skills, and gain experience working with and helping to treat a variety of injuries and conditions. The skills you learn at HSC will help improve your special tests, overall assessment and rehabilitation skills.

HSC now offers a co-op placement for athletic therapy and a placement term with a MOMAC student. The above is a prospectus created for recruitment.

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Above: In February 2016 HSC hosted the 2nd annual Wellness Week, focused on activity, health, and personal and community well-being.

Words Hurt - Wellness Week? Resislience?

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DIRECTION 5 COMMUNITY CONNECTIONS AND ENGAGEMENT STRATEGIES FOR 2015-16

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• Develop an integrated approach to promote philanthropy and charitable giving to HSC • Build awareness of the need for investment in the College

ACTIVITIES FOR 2015-16 • Activated The David Tutty Joy and Innovation Fund process with 19 submissions from students and teachers • Produced four highly successful performances of the 2016 Staff, Alumni and Parent Musical The Adams Family • Shared key highlights of Alumni Survey with entire community via the HSC Review • Increased engagement and participation in the Parents’ Guild (PG) • Hosted Alumni events in Ancaster, Montreal, Kingston, London, Toronto and Hamilton • Augmented the Parent E-News publication to connect College-wide • Researched and reviewed new mentorship software for implementation in 2016-17; will provide networks for current parents, recent and long-standing alumni, teachers and students

THE DAVID TUTTY

Joy & Innovation F U N D

impact REPORT

JANUARY 2016

In 2016, HSC announced the first nine projects to be brought to life through The David Tutty Joy and Innovation Fund.

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The Biennial Staff, Alumni and Parent Musical brings together the community in an artistic production that is staffed and performed by volunteers.

The annual HSC Science Fair allows students to present their projects to judges from the community and the school.

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DIRECTION 6 STRATEGIC PARTNERSHIPS AND COLLABORATION STRATEGIES FOR 2015-16 • Pursue strategic partnerships that support the College’s objectives

ACTIVITIES FOR 2015-16 • Increased facility rentals with new athletic partnerships - Transway, Hamilton Childrens’ Choir, Extreme Dodgeball • Established partnerships with Mohawk College for facility waste management, food service, concessions, security, fitness and massage therapy • Partnered with McMaster Health Sciences to support a nursing program placement (MOMAC Mohawk/McMaster collaboration) • Offered two tuition-based scholarships as part of an HSC sponsorship of BASEF for admissions recruitments

Image of survey developed by Environmental Technician students from Mohawk College as part of a capstone research project they are completing for HSC.

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Above: On March 26, Garth Brooks spent the day at HSC to support his charity – the Teammates for Kids Foundation. The organization held sports camps in the College’s new Athletic Complex and Community Centre.

Extreme Dodgeball Hamilton is one of the external groups that rent HSC facilities. This lighthearted promo video was filmed at HSC.

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Direction 7 COLLABORATIVE AND INNOVATIVE FACULTY AND STAFF strategies for 2015-16

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• Develop a renewed professional development strategy to support strategic directions including the exploration of new opportunities for enhanced professional and personal growth • Implement strategies to support enhanced collaboration and teamwork within schools and across the College

activities for 2015-16 • Based focus areas for PD sessions in September and November on feedback from the faculty survey – mental health and wellness, brain strategies for the classroom, tech talks • Launched a phased plan for the implementation of the new learning management system, which includes extensive opportunities for collaboration and innovation: pilot faculty committee; sandbox learning spaces for all faculty; school meetings; department meetings, cross school forums; tech talks; individual training sessions • Activated new HR portal to replace the PD request and tracking system in FirstClass • The Centre for Leadership in Learning offered monthly professional book club meetings to discuss articles that are aligned with principles of Towards 20/20 and teaching practices • Montessori and Senior School faculty established a peer observation program • Developed Wellness Week programs in support of parents, students, faculty and staff • Faculty actively participated in CISOntario and CAIS PD experiences – Cohort 21, Project 2051 • Hosted the fall CAIS Leadership Institute at HSC. The event featured more than 25 CAIS school participants, with six HSC faculty also in attendance

The Centre for Leadership in Learning (CLL) offers monthly professional book club meetings to discuss articles that are aligned with principles of Towards teaching practices PROJECT20/20 BASED and LEARNING & PROBLEM BASED LEARNING SIMILARITIES Focus on an open-ended question or task

PROJECT BASED LEARNING & PROBLEM BASED LEARNING Provide authentic applications of content and skills Build 21st century success skills SIMILARITIES Emphasize student independence and inquiry

Focus on an open-ended question or task

Are longer and more multifaceted than traditional lessons or assignments Provide authentic applications of content and skills

View SlideShow

DIFFERENCES

Build 21st century success skills

PROJECT BASED LEARNING PROBLEM BASED LEARNING Emphasize student independence and inquiry multi-subject Are longerOften and more multifaceted than traditional lessons or assignments May be lengthy

DIFFERENCES (weeks or months)

More often single-subject, but can be multi-subject Tend to be shorter, but can be lengthy

FollowsPROBLEM general, Classically follows specific, PROJECT BASED LEARNING BASED LEARNING variously-named steps

traditionally prescribed steps

More often single-subject, The “product” may be tangible or Includes the creation Often multi-subject but can be multi-subject a proposed solution, expressed in of a product or performance writing or in a presentation

May use scenarios but often Often uses case studies or fictious May be lengthy Tend to be shorter, involves real-world, scenarios as (weeks or months)fully authentic tasks and settings but can be lengthy “ill-structured problems”

The 2015 CAIS Leadership Institute, attended by over 25 CAIS school participants

Follows general, variously-named steps

Source: John Larmer, Buck Institute for Education

Classically follows specific,

traditionally prescribed steps Poster generated to promote project based learning at HSC. Includes the creation of a product or performance

The “product” may be tangible or a proposed solution, expressed in writing or in a presentation

May use scenarios but often involves real-world,

Often uses case studies or fictious scenarios as

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Direction 8 FINANCIAL SUSTAINABILITY AND ACCESSIBILITY

ENGAGE

AUTHENTIC

RESILIENCE

CONNECT

COMMUNITY

RESPECT

INTEGRITY

LEARN

PURPOSE

ACHIEVE

SUCCEED

CARE

GUIDE

PLAY

HSC

JOY

SHARE

• Develop a communication plan to educate current and prospective families on the definition of an independent school • Renew our strategic financial plan and financial planning guidelines • Continue to refine our marketing strategy and market positioning

GIVE

strategies for 2015-16

HELP

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activities for 2015-16 • • • • • • • •

The committee focused on enrolment pipeline issues Made changes to the scholarship policy and processes to target new students Completed a review of marketing plans and an analysis of value proposition and market position Began updates to the HSC demographic study Began development of a framework for the strategic financial plan Launched investigation into long-term international student recruitment Began to develop a high-level endowment strategy Raised over $60,000 to support student and faculty projects through The David Tutty Joy and Innovation Fund

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Hillfield Strathallan College

TRANSFORMED

Annual Report 2014-15

The HSC Annual Report 2014-15 recognized donors and friends of the College, as well as major milestones and accomplishments.

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The Final Chapter in the Transformation HSC Campaign

Above (L-R): Screenshot of new summer camps website, whereby parents can register students for camps online; in 2015, HSC launched the final fundraising chapter in the Transformation HSC capital campaign.

Designed by benjamin rudolph ’15

media relations & public relations prefect

Bring a Friend to School Day 14

“

“The joyful learning process requires and builds on noncognitive skills as well as academic knowledge.

Skills such as resilience, persistence, determination, and willingness to problem solve lay the foundation for joy in learning.

Basically, when students are engaged learners, joy emanates from success in the learning process.�

Rantala & Maatta, 2012; Tough, 2012 15

Hillfield Strathallan College | 299 Fennell Avenue West, Hamilton, ON L9C 1G3 | P. 905-389-1367 | F. 905-389-6366 | www.hsc.on.ca