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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   •

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LPS  learning  environment   Caring,  nurturing,  loving   Parent  education  /  parent  partnership  in   education   The  4  divisions  and  then  class  levels  in  each   allows  for  diverse  education  among  age  groups   Remain  financially  sound   Proactive  Board   Exposing  kids  to  action  sports  (e.g.  Project   Adventure)   Instilling  values  (e.g.  empathy)   Philanthropic  events   Sense  of  community   Qualities  of  teachers     Open  attitude  /  flexibility   Sense  of  community   School  sees  parents  as  a  partner  in  education   Emphasis  on  the  child  as  an  individual   Reputation  –  maintain  academic  strength   Open  feel  of  HS  campus,  including   independence   Balance  of  male/female  role  models  /  teachers   in  lower  grades   Spiritual  background,  but  not  oppressive  or   forced  –  respect  and  teach  other  religions   Quality  of  teachers  and  the  leadership   Parenting  sessions  to  prepare  the  parents  for   example  PE  activities  to  educate  parents  –  get   to  know  each  other  –  are  useful   Loving  environment  that  engages  children  to   take  risks   Diverse  sports  opportunities  and  helps  boys  and   girls  with  sports   4  divisions  concept  are  good  –  kids  see  a  sense   of  progression   engage  parents  and  encourage  parent   participation   foster  an  environment  for  children’s  love  for   books  –  HKIS  library  is  open  for  parents  are   useful.    Donate  a  book  on  birthday   cluster  system  works  well  because  kids  get  to   know  a  lot  more  of  their  peers   parent  information  /education  sessions   community  events  e.g.  Worlds’  Fair,  ball   opportunities  for  volunteering  in  the  classroom   for  parents   music  program  and  PE  program  is  okay  (LP/UP   experience  only)  

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Art  program  is  also  good  –  in  general,  creative   spirit  is  enough  so  far  till  Grade  3   Strong  emphasis  on  Science   School  does  a  good  job  of  encouraging  (not   teaching)  love  of  reading   Very  aware  in  general  of  being  in  an   international  world  (care  at  not  incorporating   best  practices  all  the  time,  but  incorporated  in   culture)   Hardware  of  school  is  okay   For  LP  and  UP,  then  school  does  a  good  job  on   and  setting  students  to  be  in  touch  with  inner   feelings   The  general  atmosphere  in  the  school  is   emotionally  supportive  (in  LP  &  UP  experience).     The  MS  parent  had  nothing  positive  to   contribute.   LP  Principal  leadership  encourages  teacher   development  while  still  keeping  things  happy   UP  promotes  more  independence   Day  planner  in  UP  is  a  good  idea     Some  parents  reported  strong  teachers   personally,  others  disagreed  (in  LP  and  UP   experience  so  far)   Being  able  to  drive  kids  with  pick  up  at  school   (mandatory  busing  is  a  bad  idea)   Being  able  to  park  along  the  sidewalk  near  CAN   (now  unable  to)   Facilities  are  amazing  in  all  divisions   Library  program  are  very  good   Diversity  of  culture,  ethnicity  in  student  body   and  within  the  classroom  is  very  good   Stays  true  to  mission  –  most  parents  agreed   except  for  academic  SLR   The  creativity  that  the  teachers  bring  to  the   curriculum  –  that  makes  learning  fun,   interesting   The  teachers  have  ability  to  deliver  the   curriculum  with  creative  freedom   Attracting  teachers  who  are  passionate  /   creative   Keep  class  sizes  the  same,  and  adult  ration  the   same   Keep  the  interim  –  fabulous  learning.    Help   parents  to  comprehend  the  learning  embedded   in  these  activities/programs   Keep  SLRs  alive  and  conscious  –  as  a  prospective   parents  this  make  our  school  values  visible  and   all  that  we  do  is  related  back  to  the  SLRs.   Warm  first  impressions  of  HKIS  (from  a  new   parent)  –  warm  fuzziness   Responsiveness  /  partnership  of  parents/admin   1  

 

 


HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • •

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Learning  support  is  valued  (improve   consistency)   Keep  sense  of  community   Quality  of  teachers  extraordinary   UP  camps  foster  a  sense  of  community   Good  at  developing  “whole”  child   Great  sense  of  community   Fosters  love  of  learning,  love  going  to  school,   kids  can’t  wait  to  go  to  school   School  has  strong  reading  program  –  kids  love   reading   Socialization  focus  (teamwork)   Language  development  (English)   After  school  activities   Lots  of  opportunities  for  parents  to  get  involved   (inside/outside  classroom)   Having  experienced  staff  resources  (e.g.   guidance,  technology,  enrichment,  music,  art,   PE,  etc)   Programs  /  lectures  for  parents  from  outside   consultants   UP  camp,  PEAK,  Interim  great  experiences  but   stress  learning  results/expectations   “outside”  learning  opportunities     provide  good  environment  to  learn  Chinese,   culture   Freedom  to  modify  teaching  within  curriculum   to  accommodate  student/class  needs/learning   styles   High  school  class  size  per  grade  is  great   especially  for  someone  new   Teacher/student  ratio  is  great  (HS)   Availability  of  facilities  is  generous   Music  program  starts  at  UP   Music  program  has  ability  to  foster  interest  and   has  welcoming  environment   Exposure  to  different  cultures,  religions,   perspectives,  backgrounds,  values  starting  from   a  young  age  and  continuing   Value  excellent  faculty.    Experienced,  qualified   (consistently  great  faculty)   Focus  on  developing  the  whole  child  –  love  the   independence,  freedom  to  make  choices,   confidence  built  when  attending  Middle  School   The  Arts  program,  development  of  creativity  in   students   Sports  program   High  level  of  conversations   Few  discipline  issues   Engaged  students  

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Emphasis  on  service  (MS  and  HS)  –  interims,   compassionate  individuals,  schools  are   encouraging  it   Spirituality  –  people  come  from  different  faiths,   opening  minds  and  hearts,  world  religions   courses   Shared  inquiry  in  classes   Structure  of  the  senate   PE  department  –  curriculum  is  different  from   other  classes   Facilities   Interims   Connected  to  a  class   Changing  the  cheating  environment   Teacher  and  student  interactions  –  confident  to   find  teachers   Multi-­‐cultural  –  open  to  learning  about  different   cultures/  diversity   Academics   Openness  to  new  people,  experiences  –   everyone  has  moved   Interim  –  mixed  all  4  years,  particularly  service   trips,  team-­‐building   Service  programs  for  the  kids   Electives   Breadth  of  classes   Faculty  and  then  opportunity  to  collaborate   Working  on  continuous  improvement   Faculty  itself  –  diverse,  strong,  enthusiasm,  goes   on  Interim  trips   Don’t  have  teach  to  tests   Homework  allows  for  high-­‐level  discussion   Respect  for  others  –  no  bullies  –  at  least  in  HS   Like  world  religions  education/focus  and   religion  education  in  general   Interim  should  be  more  service  oriented   Leadership  opportunities  for  students,  especially   in  HS,  but  beginning  in  MS   Opportunities  to  have  roles  in  school     Continuity  of  HS  counselor  across  4  years   A  lot  of  service  programs  at    our  school   Diversity   Interim   Field   Collaborative  time   Senate   Elective  courses   Encouraged  to  pursue  something  outside  of   school   Keep  Liscio   SOS  program  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

New  calculators   HKIS  mission  statement  –  should  drive  priorities   of  school   Service  learning  –  genuine,  authentic,  serving   others   Inviting  people  to  step  to  step  out  and  take   challenges   Respectful  environment   Open  to  designing  and  sharing  ideas   Taking  risks  and  collaboration   LINK  –  representatives  in  different  divisions   Opportunities  for  building  relationships  with   parents,  students,  colleagues   Cutting  edge  trends  though  discernment   Religion  –  open  exposure  to  different  faiths   myDragonNet  and  technology  integration   open-­‐minded  and  acceptance   exposure  to  many  areas  of  life   diversity,  cultural  diversity   multicultural  environment  –  increase  the   diversity     PEAK/INTERIM  –  valuable  program   Campus   World  religion  course   Well  rounded  education   Quality  of  teachers  is  high   Respect  for  people  of  different  faith   World  religions  course  helps  and  understand   the  world  better   Educated  /  informed  about  different  religious   people  –  helps  with  an  open  mindedness   World  value  –  through  courses  and   backgrounds   Education  prepares  us  to  go  into  the  world   Library  –  facilities  /resources   Positive  intent  –  value  people,  value  colleagues,   value  students   Being  open  to  different  cultures  and  religions  –   helps  us  in  the  long  run   Gives  you  the  opportunity  to  make  long  term   relationships   Schedule  variation,  alternates     Teachers  really  care  about  the  students  learning   (some)   Would  not  want  to  change  the  personal   relationships  with  teachers   Lots  of  opportunities  to  try  different  things     Interim   Some  smaller  classes   Ritazza/noodle  shop  

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1:1  computers  –  textbooks,  communication  with   teachers   field  and  pool   outdoor  campus   projector,  technology   accepting  of  everyone,  no  bullying     Mission  –  dedicating  minds  to  inquiry   Service  focus,  understand  what  it  represents   Lots  of  student  led  events  /  activities   Teachers  allow  and  give  opportunities  for   students  to  collaborate  with  people  different   from  them   Professional  development,  freedom  to  develop   the  curriculum  (teachers)   Teacher  design  and  re-­‐design  for  the  benefit  of   the  students  –  continually  creating   Diversity  of  people,  cultures,  religions   Class  size   Academically  strong   Top  schools   1:1  computer  system   Interim   Service  opportunities  –  encourages  more   compassion   Quality  of  students   Accepting,  understanding,  less  judging  student   body   Cultural  diversity  and  acceptance   International   Large  range  of  clubs   Making  a  difference   People  have  their  own  talents  and  are   passionate  and  confident  at  them   scholarships   commitment  of  teachers   pollination  of  ideas  from  other  international   school   Diversity  in  student  body   Rally  together  to  support  one  another  -­‐  sense  of   community  -­‐  St  Baldrick’s     Frequent  community  gathering  as  in  chapels,   concerts,  religious  music,  Christian  ethos   /values  /  character     Crisis  in  families  /  world   Faculty  that  cares  about  students   communication  between  school  and  community   is  strong.   Collaborative  time  for  teaching  teams  to  meet   and  plan   Continue  art  programs  –  music,  art,  drama,   dance  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • •

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Opportunities  for  athletes   Opportunities  for  students  to  develop  talents   and  gifts     Teachers  care  and  make  time  for  students   Interim-­‐expand  time   Asian  history  in  action   Humanities  in  action   Parent  involvement  in  primary  classrooms     values  built  in  students  from  a  young  age.     Open  minded  to  change  –listen  to  parents   voices.     Availability  of  courses  and  after-­‐school   programs.       Service  opportunities   Students  feel  safe  socially,  academically,   physically   Learning  about  other  religions  and  respecting   one  another  –  leads  to  empathy   rd Recognition  of  3  culture  kid  issues.     Community  –  diversity  (HKIS  is  becoming  more   and  more  American.    We  need  to  maintain  and   protect  the  diversity  better  and  not  lose  the   diversity  to  other  international  schools.)   Community  –  allowing  parents  &  parental  skills   to  support  school  (esp  in  LP  &  UP)     Teacher  openness  –  access  to  talk  to  them  to   ask  for  help     College  reps  appreciate  intellectual  readiness,   communication  skills,  etc  of  our  students.    This   dynamic  is  being  cultivated  in  high  school     Tai  Tam  field  &  pool  –  bringing  outside   community  In  for  sports   Whole  child  education  is  unique  and  special     Counselor  staff     PCGs   Teaching  to  different  skills  sets  &  learning  styles   Service  component  of  the  mission  statement   and  SLRs  is  special,  unique  and  important   Not  making  service  component  mandatory  in   high  school  is  great  b/c  it  makes  it  more   valuable  /  authentic  (different  from  a  grade  /   report  card)     Community  of  students     Relationships   Maintenance  of  connections  b/w  teachers  and   alumni     Nurturing  environment     Keeping  high  quality  teachers  –  how  do  we   create  packages  that  attract  and  retrain  high   quality  people  

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LP&UP  connections  should  be  maintained  even   with  LP  school  move  next  year     Spiritual  component   Leadership  development  –  music  share,   opportunities  in  building  confidence,  speaking     Mandarin  Language  program  in  middle  school   is  strong     Student  humanities  in  action  :  very  valuable   class  /  analyze  societal  need  /  presentation   skills   Interim  –  fabulous  program  (maybe  more   opportunities  to  do  service  locally)     Keep  the  SLRs  –  may  be  reflect  more  in  PCGs  on   one  of  them  a  week     Develop  the  arts  program  more  !!!  As  there  are   such  fabulous  artists  here  (ISTA  theatre   please!!!)     Athletics  program  is  very  versatile  &  inclusive  /   sportsmanship,  play  the  game  the  right  way   Homeroom  /  cohort  system  is  HS  is  very   conducive  to  “tight  knit  group”   The  school  is  open-­‐transparent  –  progressive  – embraces  and  welcomes  parents  contribution     Participation  opportunities  for  students  to  have   a  voice  /  leadership  opportunities     Student  Ambassadors     System  of  making  club  in  HS  :  student  lead  /  not   teacher  lead,  gives  opportunities  for  students  to   display  leadership  and  have  voice   Keep  developing  sustainability  projects     Facilities  management  /  long-­‐range  facilities   planning     Teachers  are  friendly,  have  morals,  going   beyond  in  their  teaching  methods,  care  about   student  voice  and  respect   If  creativity  &  delivery  of  teachers  is  good  and   student  expect  this  and  learning  and  fun  can  go   to  together   Issues  between  kids  are  handled  well  (LP/UP)   culture  is  good  for  healthy  social  behaviors   Taking  a  learning  orientation  for  behavior   service  component  can  be  heavy  burden  and   more  preparation  for  intense  culture  experience   spirituality  is  great  in  HS,  other  divisions  it  is   lacking     Interim,  PEAK  and  camping  !!     For  students  to  have  a  voice  and  public   speaking  working  on  globalization  issues  –   Humanities  in  Action  students  to  talk  about   World  Events     core  Academics  in  HS  –  teachers  who  ask   student  questions  not  so  much  in  MS   4  

 

 


HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • •

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Open  learning  environment     Student  Body  &  Cultural  Diversity     Interim  /  Peak  /  Camp   Service  clubs  –  S.O.S   9th  Grade  Humanity  in  Action   Chinese  Culture  (  maybe  stronger  language   classes)     PCG’s  great  –  but  need  to  be  more  cohesive.     Better  training     Homerooms  in  HS  –  good,  but  same  as  PCG   need  guidance,  structure   LP  –  “continuous  improvement”  very  strong.    LP   really  open  to  improvement   Location   Good  Relationships  w/students  &  faculty   Good  teachers  and  their  own  support     Very  supportive  faculty  ,  Admin  etc   Teachers  encouraging  and  challenges  class  to   speak  their  mind  and  be  a  more  mindful  global   citizen   Variety  of  clubs  and  activities  and  chance  to   create  own  if  it  doesn’t    exist   Size  manageable  classes   Over  40  different  nationalities  /  diversity     Clear  mission  and  educational  philosophy   without  being  forceful  or  “pushy”  in  it’s  ideals   Diversity  of  religions  education   Service  opportunities  –  but  not  mandatory  –  we   have  a  service  culture   Continued  learning  opportunities  for  students   and  faculty     Spirit  week  (b/c  students  don’t  feel  school  is   very  spirited  that  week  is  a  great  way  to  have   fun  for  the  sake  of  fun  )   Cross  curricular  cooperation  (between  not  just   humanities)  can  do  more  of  it     Really  like  8th  floor/mandarin  rooms  –  like  the   outdoors   Class  scheduling  (every  other  day  –helps  to  get   to  see  teachers  and  for  time  management)   breaks,    A  lunch  /  B  lunch   Physical  space  and  location  of  school  –  offers   great  opportunities  to  utilize  natural  resources   Layout  of  school  b/c  it  helps  keep  kids  moving   Late  start  days  (both  student  &  faculty)     Even  through  we  are  an  American  and  Lutheran   school  we  do  a  nice  job  transcending  and   moving  beyond  that  to  create  a  global  mindful   citizen   Providing  opportunities  for  students  to  gain   spiritually  regardless  of  faith    

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homerooms   As  a  teacher  :   Interacting  with  kids,  other  faculty   Access  to  high  administration   Opportunities  given     Diversity  ,  friends  from  around  the  world   Caring  Environment  -­‐  emphasis  on  the  whole   person  and  sense  of  community   Counselor  –  not  only  college  but  focus  on  the   person,  Conversations,  care  on  students     As  a  student   Interim    -­‐  service  in  the  high  school  -­‐  Bonding,   culture   Clubs,  sports  team     Student  government  in  MS  is  good   House  system,  stay  for  3  years   Sports  field  (students  /  Community)     Auditorium   Location     Relaxing  ,  No  distractions     Use  of  Turtle  Cove   System  of  schedule     Bullying  >  Safely  aspect  of  the  schools   MyDragonnet  >  easy  access   Calendar  schedule  is  good     Supporting  as  a  family  community   Opportunities   Teacher  care  about  students   Teachers  treat  students  with  respect   Support  to  college  is  good     Encourages  diversity  and  respecting  cultural  /   religious  differences   Teachers  are  very  approachable  and  ready  to   help   Students  feel  like  they  are  being  cared  for  with   counselors   Our  humanities  courses  are  very  well  planned   and  executed     There  are  a  lot  of  course  choices   In  lower  primary  there  is  a  strong  culture  of   continuous  improvement   Lower  primary  always  looks  on  ways  to  improve   The  upper  primary  camp  is  a  great  experience   teaching  many  great  values  and  bringing  the   students  together.    It  should  definitely  stay  the   same     HKIS  created  a  very  strong  and  closely  tied   community  with  great  parent  /student  and   teacher  involvement.       Parent’s  respect  the  school  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   •

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I  definitely  believe  PEAK  and  interim  should   stay-­‐they  are  a  great  bonding  experience  and   introduction  to  great  value.     One  way  to  increase  diversity  is  may  be   scholarship  funds     PCG  is  extremely  effective  for  middle  school     Homeroom  is  not  effective  because  it  is  too   short  and  irregularly  spaced.     Try  to  create  community  at  UP/LP  –  LP/UP/MS   mix  around  each  year   Your  grade  level  (knowing  names)   Homerooms  at  HS,  etc   Create  small  communities  within  larger   community  (Dallas  -­‐  HS  student)     People  are  generally  kind(care  for  property  etc)   New  kids  don’t  feel  new,  good  at  integrating   Collaborative  environment  (faculty,  HS)   So  far,  so  good  –  Integrated  Inquiry  –  do  it  more   Parental  participation  is  allowed   You  have  voice,  opinion  (school    listens)   Teacher  /  student  relationships  are  strong   (Dallas)     Good  diversity  of  personalities  among  teachers   (introvert,  extroverts,  etc)     Human  element  (tech  represents  challenge   sometimes)     Strong  support  for  professional  development   Culture  of  speaking  one’s  mind   No  apathy  and  isolation  at  HKIS  –  a  good  thing   we  hope  doesn’t  change   Interim  –  it’s  really  fun/PEAK  in  the  MS   The  class  schedule  in  HS,  class  every  other  day   will  allow  time  to  do  homework.  Can   communicate    w/teachers   The  genuineness  of  the  teachers  and  how  they   really  care  about  the  students   The  school  reaches  all  levels  of  academics.  If  a   kid  needs  more  support,  it’s  there,  if  they  need  a   challenge,  it’s  there  as  well   PCG’s  in  MS  and  Homeroom  HS  –  (keep  same   teacher)  to  maintain  small  group  connection   Coming  together  as  a  community  in   “community  gatherings”  –  in  the  past  we  come   together  more  frequently   The  student  population  can  create  “clubs”  or   “charities”  w/school  support   Professional  development  for  teachers  –  also   helps  other  teachers  improve  because   knowledge  is  shared   The  schools  willingness  to  continue  to  improve,   i.e.  Cafe’s  and  actually  improve  

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Teachers  given  release  time  for  professional   development   The  Math,  Science,  Humanities,  offices  that   offer  help  to  students  after  school   Diversity  amongst  teacher  and  students   Music  dept  is  good  –  diverse  music  choices  –   strings,  guitar,   Sports  opportunities  available  here  than  in   other  schools  internationally  (nice  variety)   Well  balance  –  sports,  music,  academics  and  art   Appreciate  the  discussion  about  faith  and   spirituality     Teaching  different  religions   How  the  school  embraces  newcomers,  people   are  friendly  mentoring  and  new  parent   orientations   Parenting  seminars   The  “Focus  on  China  Lectures”   The  AP  classes  and  teachers  in  HS  are  good   The  counselors  in  HS  are  fantastic  at  guiding  the   students  for  the  right  fit  for  them  (full-­‐time)!   The  enrichment  for  gifted  students  and   developmental  support  for  students  will  need   extra   Teachers  are  very  accessible  and  helpful   Community  feeling,  focus  on  being  an   international  school  of  nurturing  aspects  in  LP,   Not  all  about  academic  excellence  but  about   developing  all  aspects  of  a  student   Teachers  are  open  to  ideas  and  feedbacks  from   students  and  willing  to  interact  with  students   School’s  emphasis  on  students  being  able  to   develop  self  confidence  and  self  esteem   School’s  emphasis  on  students  should  learn  for   sake  of  learning  and  not  just  for  grades   HS  does  a  good  job  preparing  kids  academically   School  being  very  tolerant  of  open  minded  that   students  have  different  religions  and  religious   beliefs  or  even  being  atheists   HS  interim  is  a  good  program   No  uniform  in  HS   The  diversity  of  cultures  /  nationalities   Consistent  HS  homerooms  throughout  HS     Hs  communities  and  MS  Houses   Commitment  to  best  practice  and  professional   development   Flexibility  of  program  development   Sense  of  academic  excellence  tempered  with   compassion   PEAK  and  interim  experiences   Parent  participation  in  class  activities  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • •

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Diversity  of  sports  -­‐>  Lacrosse  /  extracurricular   activities  -­‐>  inclusion  of  parents     Inter  disciplinary  learning   Environments  to  generate  interpersonal  growth     Development  the  transitions  program  between   MS  and  HS   Service   Academic  opportunities  –  more  flexibility  in   scheduling   Clubs   Holistic    education  –  academics,  sports,  fine   arts,  leadership,  service   Interim  in  the  high  school  –  character  building   Hands  on  activities,  art  always  classroom  work   Grounded  in  Christian  faith  but  find  a  balance   Diversity  –  differences   Accepting  environment  because  of  rapid   movement   Caring  teachers  –  passionate  about  what  they   teach   Transparent  communication  –  system  of   DragonNet,  email  system   Character  building   LP  –  International  Day  –  acknowledge   differences   Dynamic  learning  –  the  fact  that  the  students   are  allowed  to  miss  class  and  attend  World  Cafe   is  fantastic.    Affirms  that  learning  doesn’t  just   happen  inside  the  classroom   Attention  to  the  whole  child  –  softer  skills   Caring  about  community,  nurturing   environment   Kids  love  to  go  to  school   International  aspect  –  diversity   Community  feel,  not  just  a  school   Communication  between  school  and  families,   student  to  student   Collaborative  efforts  like  World  Cafe   Opportunities  for  parents  to  be  involved   especially  for  stay  at  home  moms   Awareness  /  empathy  for  the  world  around  us   (service  learning)   Variety  of  courses  to  choose  from   Choose  own  path  /  desires   Diversity  of  courses,  give  more  freedom  and   opens  up  awareness   Transient  population  (although  criticized)   creates  opportunity  for  learning  social  skills   Making  new  friends  /  not  being  judged   Learning  about  other  cultures  /  enriching   More  open-­‐minded  and  interested  in  new  kids  

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Orientation  program  /  buddy  system   After-­‐school  programs  (eg.  forensics)   Debate  about  things   Exposure  to  outside  world   Strong  music  program   Focus  on  “whole  child”   Communities  in  HS  /  House  programs  in  MS  –   developed  further  with  more  structure  needed   Off  campus  trips     mixed  ages  to  get  new  experiences,   out  of  comfort  zone  /  build  confidence   (maybe  not  so  far  /  too  expensive)  -­‐>  not  elite   Range  of  extra-­‐curricular  -­‐>  develop  interest  /   exposure  /  skill  /  passion   Cluster  program  for  R1   The  school  values  creativity,  diversity  and   considers  new  innovations  in  education   Freedom  to  start  new  clubs  in  HS  and  for  the   Senate  to  make  changes  in  the  school   Kids  are  made  aware  of  global  issues  and   encouraged  to  be  global  citizens   HS  Interim     Is  a  Christian  school   Considers  world  religions   Primary  school  clustering  enabling  classes  to   interact  with  each  other   Athletics  program  –  great  facilities,  great   coaches,  wide  range  of  options,  opportunities   for  novices   Humanities  In  Action  –  learn  about  global  issues   and  what  can  and  can’t  be  done,  develop   presentation  skills,  ties  in  well  with  SLR’s     Broad  range  at  high  quality  creative  arts   programs  on  offer   Services  groups  and  opportunities  in  all  divisions   Student  government   Calendar   Diversity  of  cultures,  religious   Friendliness,  sense  of  community   Teachers  and  admin  focus  on  students  e.g.  one   parent  liked  that  the  principal  addressed  her   child  rather  that  her,  her  first  day.  Child  focused   parent  conferences.  Great  teacher  student   relationships     Counselors   Balance  values  performing  arts  /  sports  /   academics  –  many  paths  to  choose   School-­‐devised  standards  and  benchmarks   Collaboration  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   •

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Efforts  to  make  small  communities  within  the   large  communities  –  houses  and  communities  in   MS  &  HS   PCG  System  in  MS   Homeroom  staying  the  same  for  four  years  in   the  HS  -­‐>  makes  your  faculty  member  into  a   mentor   MS  has  improved  hugely  over  the  last  5  years,   particularly  since  Mr.  Passamonte  arrived  –  it’s   a  much  happier  place  –  you  can  see  it  and  feel  it   HS  –  interdisciplinary  courses   Clubs  in  HS   Sports  in  HS   If  you  want  to  start  a  club,  you  can   You  can  take  higher  level  classes     Globally  focused  teachers  –  understand  tends   Humanities  in  Action   HS:  A  good  faculty,  and  parents  would  like  to   see  an  administration  to  support  a  good  faculty   HS  AP’s,  that’s  good   For  MS,  one  to  one  computer     HS  –  a    good  college  prep  program   HS  –  there  are  some  good  teachers,  we’d  like  to   see  them  stay   UP  school,  the  “civil  war  history  “class,  where   students  do  role  playing   World  Cafe   The  strings  program   After  school  Jazz  club   The  different  levels  of  Mandarin  in  MS,  HS,  etc...         Peak  trips,  Interim,  Camps   Honor  classes  of  the  HS  &  MS   Community  service  and  related  activities   Teachers’  accessibility  in  HS   Some  HS  students  feel  that  students  don’t  take   advantage  of  teachers  accessibility   One  teacher  teaching  all  subjects  in  LP   HKIS  has  a  good  selection  of  sports  activities  in   HS  (teams)   Good  summer  program  opportunities   Academically  strong   Top  schools     1:1  computer  system   Interim   Service  opportunities  –  encourages  more   companion,  basis  of  a  career,  later  enriching  life   Quality  of  students   Accepting,  understanding,  less  judging   Cultural  diversity  and  acceptance   International   Large  range  of  clubs  

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Making  a  difference   People  have  their  own  talents  and  one   passionate  and  confident  at  them   Scholarships   Sense  of  identity   No  racism   Encourage  more  spirit,  more  sports  for  people   who  are  not  necessary  athletic,  just  for  fun  and   enthusiasm     Well-­‐rounded  system,  not  just  academics  but   sports,  music,  art,  drama,  etc...   Spirituality  orientation   Respects  and  develop  understanding  of  other   religious,   Shaping  students’  natures  to  live  in  a  pluralistic   world   World  religious  class:  more  benefit  to  students?   Faculty  –  everybody  always  trying  to  improve   Easy  to  propose  an  elective  class   Freedom  in  schedule   Multicultural  exposure  for  students   Students  are  open;  easy  to  be  a  new  student     Service  -­‐>  community  service   Instilling  service  mentality  -­‐>  very  good!   Global  aspect   Music  program   Art  program   Quality  of  teaching   Cutting  edge  educator  for  parents  and  teachers   Quality  of  professional  development  and   sharing    of  it   Male  teachers   Balanced  approach   International  flavor   Teachers  being  able  to  teach  world  religion   from  early  age  -­‐>  tolerance  /  understanding   Spirituality   Differentiated  teaching  /  learning   Enrichment   Individual  learning  needs  met   Teacher  stay  after  school  in  MS  -­‐>  after  school   learning  support   Facilities  -­‐>  resources  available  for  students   Class  sizes   Variety  of  activities  (clubs  etc)  in  MS,  Up,  Lp   Exposure  to  lots  of  activities   PAG   Spirituality   Diversity  of  students,  teachers  and  parents   Culture  of  service  –  habitat  for  humanity,   service  interims,  etc  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • •

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Community   Teachers  are  empowered  to  work  on,  develop,   adapt  and  change  curriculum.  Expectation  that   teachers  will  do  this   Sheltered  collaboration  time  for  teachers   Cross-­‐division  team  –  Chinese  Studies,  Music,   Art   Professional  development  that  enables  and   encourages  teachers  to  grow  and  change   Parent  forums  /  opportunities  for  parents  to  be   involved  /  information  for  parents   Variety  for  kids  –  afterschool  activities   It’s  reputation  as  a  top  school  in  the   international  circuit   The  Christian  influence  at  HKIS  –  not  blatant  but   a  position  undertone,  continued  authentic   discourse  about  life  (inclusion  of  other  religious   beliefs)   Fine  arts  program  (esp.  music)  besides  drama  –   drama  needs  more  support   Interim  -­‐>  although  it  could  be  moved   (circumstances  might  change,  though,  with   exams  before  Christmas)   Teachers  genuinely  care  about  students!  But  we   fear  that  “Career  Structure”  may  undermine  this   Teachers  spend  more  time  on  “portfolio”  than   on  children   Makes  teaching  salary-­‐based  rather  than   focused  on  education  –  the  profession  as   educators   Diverts  administrative  time,  attention   Sense  of  community  (family-­‐family,  family-­‐ teacher)  -­‐>  not  so  at  lower  levels...  school  spirit,   between  grade  levels   High  quality  teachers  (accessible)  -­‐>  concerns   about  “retention”   The  service  -­‐>  part  of  Christian  ideology  -­‐>  good   for  character  of  students   LP  –  Nurturing  /  exceeding  expectations   Partnership  with  parents   Co-­‐curricular  activities  -­‐>  school  sponsored   activities    –  could  be  better  advertised  to   parents   Technology  program   Multi  media  classes   Presentation  creation  skills   If  used  correctly  technology  is  a  powerful   education  tool   Presentation  skills  /  oral  communication  skills   Library  –  great  selection       Experiential  learning  

• •

• •

• • • • • • • • • • • • • • • • • • • • •

Respecting  the  spiritual  lives  of  all.  Cultural,   mind-­‐sets,  values  not  just  religion  diverse   student  enables  that   Impressed  w/time  teachers  spend  w/students   outside  of  classroom   Openness,  friendliness,  good  neighborliness  -­‐>   community  regardless  of  race,  religion,  etc.   which  is  an  American  ideal  (as  opposed  to   experience  at  Kellett)   st Great  presenters  -­‐>  Joann  Deak,  21  Learning,   Support  Service  Summit   Pull  out  vs.  push  in  -­‐>  segmenting  students  on   ability  support  and  challenge  students  at  the   same  time.  Some  teachers  have  no   experience/exposure  to  learning  differences   Service  opportunities  -­‐>  do  students  do  service   for  right  reasons:  is  it  resume  padding  or   genuine?  If  doing  it  for  wrong  reasons,  proper   reflection  does  not  follow   Professional  development  -­‐>  opportunity  to   challenge  yourself.  Commitment  to  recruiting,   retaining  good  faculty  and  staff   Interim  and  Peak  and  Camp  –  new  experiences,   break  from  school  life,  different  environment   with  different  people.  New  culture,  new  places   but  can  it  be  replicated  more  locally.   SLRs  communicate  and  nice  balance   Maintain  a  commitment  to  institutional   evaluation     Use  outside  evaluation  i.e.  ERB  to  improve  but   not  to  guide  curriculum   Christian  and  world  religion  aspect   School  communication  –  News  letters  (LP)   Focus  on  Service   Focus  on  “learning”  knowledge  not   standardized  tests     MS  has  a  warm  and  “local”  feel   MS  –  writing   MS  –  Pastoral  Care  Groups   MS  –  grading  system  and  emphasis  on  work   habit   Opportunity  to  experience  the  world  is  great   Multicultural  Awareness,  integration   Nurturing  environment  –  care  and  compassion   Strings  program   Concerts  during  the  holidays   Interim  –  travel  /  experiential  learning   Peer  helper  /  Ambassador  programs   Sports  programs   Sub-­‐divided  classes  by  abilities  in  lower  school.   Ability  grouping  teach  to  the  students  need   Community  organization  –  PFO  /  Booster   9  

 

 


HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• •

Outside  external  speakers   Community  service   Arts  and  music  programs   Counseling  programs   Mandarin  program   Freedom   Great  facilities     Diversity  of  student  and  teachers   Diversified  curriculum  –  different  subjects   Cultural  exploration   Service  opportunities   Promote  education  internationally  –  inviting   teachers  from  around  the  world   Striving  for  excellence  –  go  out  of  comfort  zone   Opportunities  for  leadership  –  service;  times  for   service   Spiritual  identity     more  choices   religion   help  being  understanding   Quality  of  teaching  staff     experts  that  the  school  brings  in   the  talks   Parental  engagement   Exchanges.  Parent  participation   Interim  /  Peak   Trips  service   Hum  I  in  Action   Community  feeling   “Afterschool  Help”  in  MS   In  MS  –  collaboration     Transitioning  kids  from  one  school  to  next  -­‐>   very  good   Older  kids  mix  with  younger   Social  aspect;  very  good   Keep  size  of  school  –  keep  it  small  not  too  much   growth   Great  teachers  –  the  best!   Structure  of  academics  –  requirements,  service   opportunities   Service  learning  programs   Religious  education  –  work  religious  –  helps   spread  tolerance   Activities  choices  –  sports,  arts,  clubs  and  upper   classmen  courses  (HS)   Parent  involvement,  in  classrooms  (primary)   and  via  PFO  /  Booster  Club  (throughout   Divisions)   Well-­‐resourced  classrooms   Counseling  program  (whole  child  –  psychology   and  academic  /  college)  

• • • • • • • • • •

• • • •

• • • • •

• • • •

• • • • • • • • • • • •

Resource  specialists   Community  Sports  program  –  involves  many   families   Arts  education   Travel  opportunities  –  Camp,  Peak,  Interim   Language  program   Libraries  are  fantastic!   Laptops  (students  like  them)   Open  classrooms    (learning  in  the  community)   HS  students  like  good  choices,  variety  of  food   Community  gathering  spots  (such  as  the  island   and  senior  rock  at  the  HS,  rainbow  staircase  at   LP)   Cultural  integration   US  curriculum,  AP  program  (can  return  to  US,   no  problems  w/re-­‐admission  to  schools)   Offers  a  choice  beyond  the  IB  program   Our  community  is  mobile  and  well-­‐served  by  the   ability  to  transfer  knowledge  as  they  live  in   various  communities  /  counties       Appreciating  enthusiastic  teachers     Facilities  compare  to  most  HK  schools  are   decent   Great  variety  of  professional  background  of   parents   Library  is  decent   Middle  School  seems  really  “together”  –  good   locating,  good  administration,  hands-­‐on   administration   Interesting  kids   Booster  Club  is  awesome   HKIS  Ball  committee  is  incredible   Keep  high  school  interim,  but  tweak  it  0  make   them  more  curriculum  specific,  skill  based,   maybe  out  of  their  comfort  zone   Interim   Wide  variety  of  courses  at  HS   Need  more  variety  of  courses  -­‐  some  get   stumped  out  by  AP   SLRs  other  values  besides  academic  excellence  –   ethnic  diversity  in  the  classroom   Faculty  takes  an  interest  in  the  kids   Valuing  the  exploration  of  spiritually  at  the   school  (don’t  increase  the  Lutheran  emphasis)   Campus  location  on  the  South  side   Allowance  of  kids  to  get  involved  in  activities   Different  grade  levels  in  the  same  class   Diversity  and  openness  of  community   Interim  –  grade  levels  good,  needs  teaching   Electives,  wide  variety,  more  needed  –  not  just   for  college  courses  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

Faculty  caring  about  the  kids,  going  beyond   Nurturing  atmosphere  –  foster  growth  by   sharing  groups  of  students   Diversity  of  students  and  faculty  –  maintain  and   grow   Social  responsibility  –  services,  sustainability.   Not  only  financial   Attract  and  retain  high  quality  faculty  –  lifelong   learning,  modeling   Spiritual  development   Responsive  to  student  learning  w/supportive   teachers   Interim  program   Service  program   Discussion-­‐based  opportunities   Accessible  teachers   Student-­‐focused  environment   Opportunities  are  not  “exclusive”;  everyone  has   a  chance  to  join  clubs,  etc...   Variety  of  learning  opportunities   Students  are  self-­‐motivated;  not  always   teacher-­‐driven   Faculty  who  are  enthusiastic  and  experienced    -­‐   relationship  with  teachers  more  than  purely   academic   Collaborative  environment  for  faulty  –  ability  to   adjust  /  change  units  of  study  from  year-­‐to-­‐year   or  on  students  needs   Opinions  valued  /  respected   Freedom   Develop  non-­‐academic  skills  (leadership,  sports,   service)   Facilities  (at  least  in  TT)  –  commitment  to   improving  facilities   6  SLRs,  only  one  of  which  is  academic   Humanities  action   Emphasis  PE  on  independent  fitness  focus   Interim   Diversity,  social,  religious,  cultural  variety   Spiritual  time  built  into  schedule   Collaborative  time  for  faculty   Preparation  time  in  HS  is  good   LP  needs  preparation  time  (4,5,6  year-­‐old)   Modified  block  in  HS   Facilities  -­‐>  tools  -­‐>  for  visual  arts  -­‐>  need   change,  toilet  art  display   Bandwidth  -­‐>  correctively   Support  for  teacher  ,  HR,  O&M,  administrative,   parents  -­‐>  PFO,  Booster  Club     Improve  -­‐>  respect  afforded  to  faculty  by  admin   ((eg  for  information)  

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Learning  why,  not  just  memorizing   Teaching  methodology   Quality  of  teachers  –  giving  times   Project-­‐based  learning   After-­‐school  curricular  sports  –  middle  school  is   good  but  for  lower  and  upper  primary  has  been   cut  back  -­‐>  get  rid  of  service  vendors   Community  service  –  need  at  lower/upper   primary,  good  at  upper   Diversity  n  programs  –  allows   choice/exploration   Teachers!   Cultural  experience  /diversity  of  people   Respect  for  religious  diversity   Great  orientation  program  for  new  parent   Open-­‐door  policy;  value  opinions  /  suggestion  of   parents   Maintain  /  key  experienced  teachers  vs.   transitory  teachers   Music  program  –MS   Chinese/Mandarin  program   Technology  program  –  “beef  it  up  a  little  more”   “some  more  focus”   PCG  –  pastoral  care  group  –  great  concept,   better  implementation   “character”  –  keep  focus  on  building  character   Spiritual  aspect,  a  respect  of  other  religious   views,  but  also  not  to  shy  away  from  being  a   Christian  school   Having  choices,  able  to  choose  from  electives   Keep  investing  in  teachers  –  get  quality  teachers   to  commit  longer  term   Spiritual  element   American  education   Enquiry-­‐based  leaning  collaboration   Development  of  service   Non-­‐academic  parts,  eg.  sports,  music,  drama   High  academic  standard   Christian  value  but  respect  other  religious   Capacity  to  appreciate  diversity   Quality  of  teachers   To  continue  to  honor  lengthy  service  of   experienced  teachers   Project-­‐based  learning   The  diversity  of  the  school,  really  beneficial  to   our  kids  to  be  with  so  many  nationalities  at  such   as  a  young  age   Emphasis  on  spiritual  values,  places  to  learn   and  talk  about  different  religious  and  beliefs.   Service  component,  keep  and  expand  even   more,  including  the  spirituality    

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • •

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• • • • • • • • • • • • • • • • • • • • • • • • • • •

Spirit  of  helping  the  community  and  others  who   are  less  fortunate,  volunteerism   Interim,  field  trips,  camps   Good  trend  toward  more  service-­‐based     interims,  do  even  more     Keep  local  interims  offered   Give  scouts,  one  of  few  opportunities  to   volunteer  in  UP,  helps  develop  sense  of  the   world   LP  service  opportunities,  do  more  as  part  of  core   values  /  curriculum  in  UP,  make  it  mandatory   for  all   Warmth,  caring  environment  of  the  school,   especially  for  LP  &  UP   Dedicated  resources,  especially  in  hiring  more   guidance  counselors  in  MS,  continue  to  enhance   throughout  the  divisions   Having  these  counseling  resources  (seminars  /   resources)  for  parents,  outside  experts/speakers   very  good   Parent  coffees,  ability  to  stay  informed   Dedicated  college  counseling  resources   Community  atmosphere   Value  of  openness   Willingness  to  communication   Willingness  to  follow  kids  through  each  stage   Faith  based  school     We  can  be  spiritual   Diversity/to  be  exposed  to  different  kinds  of   people   Respect  to  other  religious  too   Warm  environment  of  the  school   The  love  and  acceptance  the    kids  experience   The  focus  on  service  and  community  impact   Focus  on  inquiry   Strength  of  non-­‐academic  –  music,  drama,  etc   All  the  extra-­‐curricular  activities   Can  be  who  we  are  and  respected     Great  place  to  grow-­‐up   Proud  of  who  we  are  but  with  humility   Diversity  of  the  faculty   Open  mind  to  the  curriculum   Develop  professionally  for  teachers   Encouraging  expanded  inquiry     The  balance  that  the  school  provides  reinforced   values   Flexibility  in  course  selection   Wide  variety  in  extra  curricular  activities   Open-­‐door  policy  between  administration  and   parents  –  accessibility  to  parents  and  staff,  hear   ideas  and  opinions  

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• • • • • • • • • • • • • • • •

Constructive  parent-­‐teacher  interactions  (sense   of  partnership)   Transparency  of  policies   Clear  value  system  –  missions  stated   Safe,  nurturing  environment   Value  student  services  in  all  four  divisions   (support  systems)  -­‐  student  and  parent   fortunate   Accountability  of  administration  to  Board   No  more  experienced  teachers  leaving  school   because  of  career  structure   Need  anchor  teacher!!   Inquiry-­‐based  learning   Explore  new  ideas   Solving  problems   Applied  learning   Team  collaboration   Pastoral  care  (PCG,  homeroom)  –  good  concept   Value  of  individual   High  moral  standards  that  are  held  up   Spirituality  value   When  offering  service  experiences  are  we   expecting  a  pre-­‐prescribed  narrative,  or  open  to   multiple  perspectives  of  how  we  construe  those   experiences   Like:  cultural  experience,  diversity  people,   teachers   Dislike:  Math  program  –  partials  /  Chicago   method;  report  card  “floffy”,  need  proper   grades   Value:  Community  perspective,  social  vs.   independent;  take  care  of  the  whole  community   Keep  the  Mandarin   More  lower  grade  sports/clubs   Keep  Tech  program  but  limit  facebook,  youtube   Good  to  be  proud  of  who  you  are  not   necessarily  better   Honor  and  respect  students’  heritage     High  academic  standards,  parent  and  kids   Observing  other  religious  holidays   Too  much  spiritual  community  gathering  in  HS   eg.  opening  ceremony  with  a  prayer.   Need  logistic  support  to  recognize,   accommodate  other  religion’s  holiday   Family  trips  to  go  on  service  together   Let’s  keep  Kevin   Field  trips  to  see  disadvantaged  peers   One  parent  feedback  on  how  her  children  have   grown:   Confidence  in  speaking  to  adults   Not  afraid  to  be  leaders  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Service  element  –  refugee  children  (Sat  school)  -­‐ >  confidence  builder   Experiences  –  real  world  experience   Partnership  with  parents   Feedback  from  parents  on  teachers   Christian  values   Flexibility  not  bound  by  the  public   Transparency  of  policies   Strong  student  support  service   Clear  value  statement   Student  sup.  System  for  students  and  parents   Keep  experienced  teachers   No  more  “new  blood”  (teachers)   Need  anchor  teacher  in  every  cluster,  grades!   Not  OK:  ethics/cheating,  success  at  all  costs?   Whatever  it  takes!!   Parents  involvement   Independent   %  of  expat.  Chinese   Well  rounded  personality   Score  –  change  –  how?   Contact  –  conversation   Stress  relief   Longer  breaks   Enjoy  school  time   Exposure   Cheating  in  MS   Pressure  to  do  well  is    very  strong  -­‐>  school   gives  in   Parents  ask  to  reconsider  grading   Are  we  HKIS  a  “top  school”?  Check  the  ERB   Results!!   Reputation   Top  schools   Computer  system   Interim   Cultural  diversity   Well  rounded  system,  sports,  arts,  music   Service  opportunity   World  religious   Compassion  /  Respect   Open  to  different  attires   Opportunity  long  tem  relationship   Accepting   Mission   Opportunity  to  do  /  explore   Student  lead   Freedom  to  develop  curriculum   Diversity   Class  size  

• • • • • • • • • •

• • • • •

• • • • • • • • • • • • • • • • • •

Opportunities  for  students  to  explore  through   different  activities   Caring  teachers   Service   Empowered  teachers   To  develop  their  curriculum   Professional  development   Opportunities  for  parents  to  be  involved   The  faculty  and  the  opportunity  to  collaborate   with  them   No  community  sports  in  HS!   “Educate”  parents  about  academic  pressures  –   what  does  it  really  do  to  students?  (juniors  –   depression?)    -­‐>    There  is  a  student  who  would   have  done  AP’s  –  Really?    -­‐>  Would  this  not  free   the  school  /  students  /  teachers  to  explore  ways   to  develop  creativity  in  teaching  /  learning  and   educational  products!!   Religion  is  the  opiate  of  the  masses     How  much  are  we  paying  for  this  company  for   conduct  these  cafe’s?   Teachers   Adjustment:   School  should  have  and  does  some  of  these   ways  to  promote  positive  community   relationship.  Advertise  what  is  done!   Share  library  resources   Share  playground  and  sports  facilities   Publicity  in  local  papers  that  promotes  school   Community  service  visible  in  local  community   (clean  up,  environmental  (green)  projects)   Choirs  /  bands  do  local  concerts  for  free   The  whole  child   Not  want  changed?   Diversity  of  student  body   Homeroom  needs  a  fabulous  teacher,  more   goals   LP  –  continuous  improvement  is  good   Keep  the  location!   Interim  is  good  –  students  become  a  family   UP  Camp   Student  /  teacher  relationship  is  important   Learning  tied  to:  culture  awareness  and  global   awareness   Service  interim   Student  led  initiative   Humanities  In  Action  presents  having  issues  to   kids  and  must  make  kids  are  equipped  to  deal   with  them   Tying  in  learning  with  MS  Peak  e.g.  learn  about   Beijing  in  Grade  6  before  visiting  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Training  teachers  to  lead  Interims  to  effectively   implement  the  school’s  vision  for  Interim  and  to   achieve  learning  outcomes   Global  sense  of  citizenship   Faith  based  education   Curricular  –  flexibility  -­‐>  Interim   MyDragonNet   Co-­‐curricular  –  focus  on  whole  person!   Service   Interpersonal   Assess  to  admin   Diversity   Student  involvement   To  use  system   Student  govt.   Initiation   Spiritual  element  is  acknowledged   Sports   Teams   Service  opportunities   Physical:  sports  field  –  student  and  community   Location  in  Tai  Tam   People  feel  safe   Grace   Diversity  of  student  body   Keep  access  to  teachers   Nurturing  quality  teachers   Humanity  In  Action   Interim   SLRs   Arts  and  more   Athletics  inclusive     Homeroom  in  HS   HKIS  should  provide  scholarships   Interim  trips  good,  but  should  have  follow  up   contact  to  continue  connection   Interim  –  one  week,  after  a  week  there  is  no   follow  up.  It  would  just  be  that  week   Negatives:  scholarships,  emphasis  on  athletes,   other  extra  curriculum   Club  representative  is  good   Progressive  thinking   Sustainability  initiative   Teaching  environment  -­‐  fun,  inclusive,  engaging   LP  -­‐  caring,  loving  environment  -­‐  gives  children   courage  to  stand-­‐up  and  participate.  Enables   risk  taking   Fosters  a  love  of  reading  -­‐  children  love  to  read,   family  reading  night,  Heifer  program,  poetry   cafe,  level  of  reading  material  is  just  right  

• •

• • •

• • • • • • • • • • • • • • • • • • •

Emphasis  on  good  moral  and  spiritual  values:   teaches  knowledge  and  respect  of  Christianity   as  well  as  other  religions.  Emphasis  on  kindness,   caring,  forgiveness.  Develops  resilience.   Offer  of  multiple  parenting  courses  teaches   parent  to  better  interact  with  school.  Interest  in   whole-­‐child  development.  Helps  me  as  a  parent   to  focus  on  the  positive  in  my  child   Ability  to  engage  parents,  like  how  school   invites  parent  input   Parents  enjoy  the  parent  community.  Value   school's  interaction  with  parents  and  the  way   school  engages  parents.  Parent  conferences,   fairs,  etc.   Spirituality  -­‐  develops  into  service  programs  in   MS  and  HS   Parent  interaction.  As  faculty,  enjoy  parents   willingness  to  be  involved   Non-­‐judgmental,  collaborative  environment  -­‐   this  is  done  very  well  in  LP  and  UP  but  needs  to   be  emphasized  more  in  MS  and  HS   Teach  children  to  be  accepting  of  wide  variety   of  kids  in  LP  -­‐  zero  tolerance  for   bullying/teasing.  Makes  children  feel  safe  and   accepted.   Strong  community/collaboration  in  Primary.   Would  like  to  see  continued  in  MS  and  HS   Sense  of  diverse  community  (charity  i.e.  St.   Baldricks,  Heifer,  Tsunami  relief  and  service)   Welcome/friendly  -­‐  inviting   Opportunities  to  volunteer   Learning  through  play  -­‐  value   sports/arts/academics   Division  4  campuses  -­‐  smaller  school  feel   Good  level  communication,  technology   School  update  on  latest  school  research  through   speakers,  websites,  books,  teacher  training   Good  awareness/integration  Chinese   language/culture/religion   Tuition  -­‐  stay  fixed   Positive  communication   Creative  spirit  (  i.e.  art  show,  fashion  show)   Facilities   Opportunity  for  input  (i.e.  World  Cafe)   Access  to  teachers/staff/admin   Music  program  UP/choir/MS  performance  in   general   Equal  opportunity  for  students  (i.e.,  no  audition   for  UP  choir)   Spirituality  and  Christian  values  and  all  religions   LP/UP  teaches  students  to  get  in  touch  with   inner  feelings  (good  guidance  staff)   14  

 

 


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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • • • • • • • • • •

• • •

• • • • •

Great  facilities,  good  access  to  extra-­‐curriculum   activities   Communication  from  school  to  community   Instilling  values  as  part  of  curriculum   Parental  participation   Creating  a  greater  community  between  school,   parents,  local   Multi-­‐cultural  outlook   Level  of  talent  among  teachers  and   administrators   Good  link  between  SLRs  and  values   Teaching  of  social  skills  and  emotional   intelligence  in  LP   Multi  discipline  approach  to  learning   Global  outlook   The  warm  and  nurturing  environment   Caring  teachers  and  good  partnership  with   parents   Sense  of  community,  especially  with  constant   change   Keeping  learning  "fun",  not  too  much   homework  in  LP   Service  -­‐  strengthen  with  sustainability  and  the   future  (resources)   LP  -­‐  focus  on  literacy  (learning  to  read  harder   material)   The  Arts  program,  PE   Never  lose  the  sense  and  knowing  how   privileged  we  are  at  HKS!!   Play  in  LP  ("learn  through  play"  method)   Teach  spirituality  (needs  more  in  UP,  MS,  HS)   Reading  emphasis   Emphasis  in  'Service'   Teachers  stay  "encouraging"  for  all  kids   Confidence  building  during  LP  years   Teaching  "empathy"  in  LP  and  UP  which  helps   kids  have  tolerance,  understanding  and  being   able  to  build  secure  image  of  themselves   Communication   Building  on  each  individual's  self-­‐worth       For  those  who  came  in  mid  way  to  HKIS  without   the  LP  and  UP  confidence  building,  need  it  in  MS   and  HS   Opportunities  to  get  involved   Technology  up  keep   Even  though  it's  a  big  school,  trying  'small   school'  feel   The  'American  Feel'  exposure  to  'American   school'   Progressive  Education  direction  (constantly   searching  for  new  cutting  edge  methods)  

• • •

• •

• •

• •

• • • •

• • • • • • • •

Language  program   Small  class  sizes  (even  smaller  is  okay!)   Faith  -­‐  the  Christian  foundation  (it  could  be   more  emphasized)  plus  world    religions   exposure/instruction   Specials  program  -­‐  Art,  Music,  PE  (at  least  in   Primary)   Site  based  professional  development,  whole   faculty  going  through  growth  together  (like   Carrie  Ekey,  Maggie  Moon,  etc)    (Lit.  coaches   are  teaching  and  evaluating?  Can't  effectively   do  both  but  want  common  PD  growth)   Social-­‐based,  group  emphasis,  collaborative   learning  for  students   Materials/resources  are  readily  available,  we   never  have  to  'fight'  for  things  for   teaching/budget  items  but  some  items  require   more  prioritizing  for  ordering,  like  books   Play  time  (in  LP  only  -­‐  other  divisions,  especially   UP  need  more!!!).  Why  are  we  taking  away   their  play  time  when  they're  learning  social   skills,  problem  solving,  etc?  To  cram  in  more   content  we  said  in  question  #1  was  less   valuable?!   The  level  of  professionalism  amongst  faculty   members   Chinese  program  has  been  really   growing/improving  program  -­‐  continue  growth   and  development  in  programs  (esp.  LP  &  UP)   Valuing  different  cultures,  esp.  Chinese  culture   Encouraging  more  cross-­‐subject  collaboration   (like  Chinese  +  R2  S.  Studies  or  G2  Science  &  Art)   Uniforms!  Hopefully  extend  to  high  school   Mission  statement  -­‐  fine  tuned  over  years,   umbrella  that  embraces  all  of  school  personality   characteristics  of  all,  read  regularly  with  SLRs   with  parent  to  remember  that  we  all  work   together,  create  sense  of  community   Customization  for  individual  students   Commitment  to  students   Small  #  in  classes  -­‐  important  for  intervention,   create  community   Autonomy  for  each  division  -­‐  don't  all  fit  the   same  mold   Keep  technology  updated   Giving  teachers  time  to  collaborate  regularly   (pairs,  teams,  courses)  communication   Provide  FTE  for  teachers  to  give  students  choice   of  courses  (MS,  HS)   Maintain  choice  of  extra-­‐curriculum  activities,   summer  courses  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • •

Maintain  balance  of  academics  with  sports,   arts,  music   Having  service  -­‐  giving  back  to  community,  dev.   appropriate   Strong  spiritual  base,  knowledge  of  many   religions   Respect  and  appreciation  for  others   Quality  of  teachers   Professional  development  for  teachers  and   parents   Guest  speakers  for  students   Maintain  size  (or  make  smaller)   Arts  integration  -­‐  developmentally  appropriate   Service  opportunities  in  MS   Specials  as  part  of  the  curriculum  art,  music,   strings   Nice  sense  of  community  in  LP   Caring  attitude  for  kids,  teachers  want  to  do   well  by  them   Teacher/parent  communication  in  LP   Professional  development  for  teachers  -­‐  HKIS   values  teachers  and  has  brought  in  top  notch   people   Parent  workshops  (Michael  Thompson  actually   was  so  thought  provoking  it  changed  the  way   we  parent)   Literacy  coaches  and  counselors  in  the  divisions   Small  class  size   Full  time  assistants   Diversity  of  ideas  and  perspectives   Spirituality  component   Values  are  part  of  the  discussion   in  LP  and  UP  parents  feel  welcome  in  school   Way  school  embraces  families   Camp  every  year   Celebrate  where  every  one  is  from   Parent  workshop  availability   Ethnic  diversity  of  faculty   Diversity  of  kids  &  community   Open  minded  attitudes  about  differences   Welcome  other  religions  besides  Christianity   Kids  learning  about  other  religions   Energy/drive/commitment  to  excellence  (by   both  families  and  school)   Service  projects  -­‐  more  would  be  good   Openness,  welcoming  to  parents   Quality  of  staff  -­‐  passionate  about  their  craft   Chinese  program   Cultural  awareness   Observing  Chinese  holidays  

• • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • •

Communication  is  open  -­‐  lets  everyone  know   what's  going  on   Weekly  newsletter  to  parents   Writing  program  -­‐  building  up  to  6th   grade/middle  school   Teacher-­‐parent  conference   "Open  door"  policy  to  talk  to  principals  and   teachers   Good  commitment  to  Professional  Development   Bringing  in  experts  from  overseas  to  do   workshops   Kids  are  sweet   Expectations  are  clear   Culturally  aware  (per  grade  level  appreciate   different  aspects  of  culture)   Interim  program  -­‐  (middle  school  -­‐  service  work)   -­‐  more  service  learning  projects   Camps  -­‐  foster  relationships  and  builds   community   Writing  program  is  amazing   Good  to  not  be  ranked  (no  emphasis  on  grade   comparisons)   Community  activities  (church,  across  schools,   choice  of  activities)   Colleagues  feel  they're  on  the  same  page  -­‐   working  together   Individualized  goals   Class  sizes  (keep  the  way  it  is  -­‐  or  less)   Student  services  support  teachers/kids   Parent  workshops  (educates  parents)   Professional  development  for  teachers   Abundance  of  resources  (non-­‐profit  -­‐  resources   evolve  and  grow)   High  quality  staff  (what  drives  staff  to  leave)   Community  involvement  (could  be  enhanced   more)  -­‐  use  community  as  a  resource  or  give   back  to  the  community   Diversity  of  staff  and  population   Parent  involvement   We  do  a  lot  (working  hard,  high  quality   teachers)   The  international  population  in  kids   The  class  sizes,  would  love  for  them  to  be   smaller   PEAK,  INTERIM  -­‐  if  they  are  focused  on  learning   about  themselves  and  service   The  community  service  -­‐  i.e.  St.  Baldricks   The  Professional  Development  time   Resources   We  are  a  non-­‐profit  school  -­‐  everything  goes   directly  back  to  kids  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • •

• • •

• • • • • •

• •

• • • • • • • • • • • • • • • •

The  SLR's   The  Chinese  studies  program   UbD  -­‐  having  a  common  lang.  for  developing   curriculum,  assessment   SLR  -­‐  the  Christian  faith  but  being  able  to   integrate  and  honoring  other  faiths,  willingness   of  teachers  to  have  dialogue  is  important   Value  idea  of  collaboration  amongst  colleagues   (need  more  time  to  practice)   International  teachers  of  different  backgrounds   The  LP  is  developmentally  appropriate  -­‐  meets   needs  of  whole  child  (social,  emotional,   academic)   Raising  awareness/openness  of  spirituality   Helping  to  foster  sense  of  identity,  different   points  of  view   Highly  able  and  competent  staff   Quality  teachers  -­‐  risk  takers  -­‐  step  out  of  norm   Support  from  school  for  PD   School's  involvement  for  Service  Learning   Projects  (keep  but  build)  -­‐  Interim  (service   oriented  priority)  -­‐  St.  Baldricks,  Heifer   Spirituality  respect  and  awareness   Alumni  connection/community  (keep  but  build)   -­‐  enhanced/expanded  impression  -­‐  bond  to   community  needs  to  be  improved  -­‐  positive   community  in  LP  with  classes  being  together  for   multiple  years   Class  size   School  diversity   Student  Support  Services   Chinese  program   Exposure  to  many  personalities  and  ideas   Atmosphere  fosters  tolerance   Preserve  emphasis  on  importance  of  free  time   after  school   Small  class  size  and  having  assistants   Holistic  teaching  in  LP  -­‐  this  is  incredibly   different  in  LP  to  the  point  that  it's  unexpected   PD  is  great  -­‐  that  we  also  include  parents   Class  sizes  -­‐  adult/child  ratios  are  good  -­‐  full-­‐ time  assistants   Friendly  environment  -­‐  community  feel   We  get  good  current  education  speakers  to   come  in  to  present  latest  research   A  fairly  transitional  staff  to  keep  things  fresh   Amazing  library  due  to  expertise  within  -­‐  both   for  students  and  professional   Even  though  we're  a  Lutheran  school,  there  isn't   such  a  push  of  Christianity  onto  the  students  or   staff  

• • • • • • • • • • • • • • • • • • • • • • • •

• •

• • • • • • •

School  hires  staff  of  differing  faiths  -­‐  lives  out   the  mission  statement   Honor  each  child's  religion,  cultural  differences   Parental  environment  at  LP  is  great  -­‐  parents   always  feel  welcome   Specialist  classes  are  great   Chinese  classes  are  taught  very  age-­‐appropriate   The  sense  of  community  during  school  and  after   Multiculturalism   The  rich  curriculum  -­‐  project  based  learning  in   primary  school   High  quality  faculty   Primary  school  writing  program  and  hands  on   math  program   Parent  volunteer  program   PE  program   After  school  activities   Spirituality   Strong  alumni  connection   Positive  reputation  of  HKIS   Focus  on  the  "whole  child"  development  -­‐   commitment  to  resources  to  make  that  happen   SLRs  -­‐  maybe  add  or  tweak   Spirituality  of  the  school  -­‐  respecting  different   beliefs   The  'service'  component  of  the  school/students   Professional  development  is  outstanding   School's  continuous  focus  on  improvement   Taking  care  of  'people'  -­‐  a  human   quality/understanding/support  'people  care'   Value  the  international  community/diversity  -­‐   that  HKIS  seeks  out  diversity  room  for  all   different  type  of  learners   HKIS  respects  teachers;  recognizing  a  teacher's   commitment  when  moving  to  HK  and  becoming   part  of  HKIS  community  -­‐  attract  and  retain  :)   Uniforms   Free  time  after  school  -­‐  but  needs  to  be   consistent  appropriate  across  grade  levels  and   still  needs  to  support/teach  good  study  habits   LP  is  dev.  appropriate   Flexibility/freedom  in  curriculum  and  decision   making   HKIS  embraces  change  thoughtfully/systematic   -­‐  stay  open-­‐minded   World  cafe  :)   HKIS  open  to  fresh  points  of  view   Our  reputation   The  Chinese  program  and  focus  on  Chinese   culture  

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Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • •

• •

• • • • • • •

• • • • • • • • • • • • • • •

Literacy  program/schedule  and  workshop   model   SLRs   Notion  of  grounded  in  Christian  faith  and   includes  all  faiths   'UBD'  is  a  great  planning  process  -­‐  gives  each   other  a  common  language  and  helps  with   aligning  curriculum  across  grade  levels  and   encourages  collaboration   Professional  development  and  lots  of   opportunity  to  grow  and  learn  (with  external   experts  and  amongst  ourselves)   Service  work   Once  enrolled  or  employed  here  there  is  a   commitment  to  meet  people's  needs.  Caring   relationships  and  teachers  who  go  extra  mile.   Students  feel  nurtured  and  feel  good  about   themselves   Small  class  sizes  -­‐  keep  them  small!   LP  -­‐  good  recess  time   Well  resourced  library  -­‐  very  well  resourced   school   All  the  specials  are  great   Keeping  experienced  teachers  and  low  turnover   is  vital   Specialists  -­‐  Art,  PE,  ETC,  Science,  Music  and   Learning  Specialists  &  Counselors   Service  learning  (more  of  this  for  UP  is   recommended)  e.g.  social  justice  environment,   world  poverty   Parent  volunteering  (so  parents  can  more   clearly  understand  their  children's  socialization   skills,  how  challenging  a  group-­‐teaching   situation  can  be,  etc.   Please  no  less  recess  (more  recess  for  UP!)   Libraries  at  LP  and  UP  (probably  MS  &  HS  too)   Swimming   After-­‐school  programs   Good  professional  development  for  faculty  (and   opportunities  for  parents  therein)   Parent  education  (active  parenting  now  and   parenting  with  love  and  logic,  etc.)   Mission  statement   Class  size   Literacy  program   Interim  program   Dedication  of  faculty/staff   Quality  of  teachers   Maintain  and  reputation?  What  is  our  rep?   International  mix  of  teachers  and  students   Respect/appreciation  for  different  religions  

• • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • •

Size  of  whole  school  and  classes  -­‐  not  bigger   (already  too  big?)   Morale  is  pretty  good   Special  areas/after  school  activities   Uniforms  -­‐  we  like  them!  How  about  MS  &  HS  as   well  please?   Christian  school  -­‐  to  stay   Diversity  (international),  cultural  and  learning   and  religion  diversity  of  students  and  faculty   We  want  to  keep  developing  the   faculties/evolving   Open  minded  of  the  school  to  seek  parent   information   Maintain  strong  parental  involvement  in  the   classrooms   Promotion  of  social  awareness  and  service   mindedness  (and  service  projects)   That  world  religions  are  taught  and  respected   That  kids  learn  swimming   The  extra  curricular  activities   That  teachers  are  very  accessible  to  students   (and  also  parents)     Professional  development  opportunities  for   faculty   Maintaining/commitment  to  individual   professional  growth  via  PD   Chinese  studies  speakers  series   Chinese  studies  program  -­‐  increasing  the   awareness  of  the  culture  we  live  in   Our  SLRs   Opportunities  LP  has  for  field  trips  to  learn   about  various  things   The  number  of  and  types  of  specialists  we  have   The  screening  process  for  R1  as  currently  stands   Reduce  pressure  on  students,  school  influence   also  family  influence  e.g.  number  of  after-­‐school   activities   Teachers  always  give  good  feedback  on  our   children  throughout  the  year  -­‐  re.  academic  and   personal  issues!   I  like  that  we  always  feel  welcome  &  included  at   school   Need  to  include  recreational  sports  in  upper   grades   Inter  cultural/internationalism     Faith  based  school   Interfaith  teachings  in  SS   High  student  achievement  expectations   Developmentally  appropriate  expectations   Recognize  transitional  significances  new  to   HKIS/leaving  and  divisional  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • • • • • • • • • • • • • • • • • • • • •

• • •

• • • • • • • • • •

LP  Field  trips   Technical  teaching  equipment   Caring  atmosphere     One  to  one  computers   Teachers  who  go  the  extra  mile   Professional  growth  fund   Professional  development  opportunities   We  don't  want  to  loose  specialists   Teacher  planning  time   Caring  administration     Keep  class  size  small   Student  "teacher"  ratio   Joyful  atmosphere   Mission  statement   SLRs   Parent  involvement  (not  to  be  confused  with   control)   Whole  school  gatherings   maintain  strong  Chinese  program   admin/teachers  truly  care  about  the  children   and  the  HKIS  community   engage  individual  students  as  individuals   communication  between  school  and  families,   keeping  parents  informed  about  what  is  going   on  and  open  dialogue  to  influence  to  school   direction   programs  for  parents  (incredible  writers,   thinkers,  workshops  for  the  parents)   learn  about  Christianity  but  learning  about  all   religions  and  cultures  and  acceptance   spiritual  education  and  teaching  core  morals   and  ethics  that  children  carry  into  every  part  of   their  life   enriching  children  with  knowledge  of  variety  of   cultures,  religions   counseling  from  R1  through  that  really  know   the  children  and  can  help  with  families   outreach  to  a  variety  of  global  universities,  not   just  the  ones  who  come  to  HKIS  to  recruit   "green"  living  at  school  and  home  creating   global  citizens   teaching  staff  that  stays  for  long  time  and  does   not  transfer  every  few  years   active  parenting  (counselors)   field  trips/camps  community  building  within   classroom   really  care  about  "whole  child"  approach  to   education   sports  (a  global  variety)   Arts,  music  and  performing  arts  

• •

• • • • • • • • • • • • • • • • • • • •

• • • • •

• • • • •

Integration  into  HK  community,  service   opportunities   Especially  in  LP,  a  strong  language  and  literacy   program  encouraging  active  reading  and   writing   Encourage  love  of  reading  and  writing  and   education   service  to  the  community  and  the  under-­‐ privileged   travel  the  world  in  school  trips   a  community  of  learners  and  the  experts  that   school  brought  in   music  program   creativity   resources  and  the  ability  for  teachers  to  use   them   diversity  of  electives  at  the  MS   cluster  system   mentoring  in  G3/4   guidance  counseling   family  diversity   new  family  orientation   interim  in  HS,  an  eye-­‐opening  experience   charity   environmental  awareness   teachers  who  go  extra  miles   PE  program   Art  program   choice  of  transportation  to  and  from  school.  i.e.   unfair  to  instigate  mandatory  bussing  -­‐  we   enjoy  and  appreciate  the  existing  freedom  of   choice  due  to  various  reasons   continue  with  the  principal's  weekly  newsletter   great  sports  and  music  program  after  school   don't  change  the  Christian  values   continue  with  focus  on  individualism  and   personal  growth   communication  with  school  community  should   be  more  enhanced,  i.e.  value  parents  input  and   participation  even  more  so   keep  up  with  the  existing  freedom  to  learn   through  freedom  of  enquiry   continue  with  nurturing  individual  interest  and   passion  through  learning   continue  with  the  annual  placement  form  for   students   continue  with  the  workshops  for  parents  (ie   guest  speakers/authors  etc)   continue  to  focus  on  quality  effort  on  library   resources  

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HKIS World Café: Summary Report

Appendix C   Question  3:    What  do  you  really  value  about  your  school  that  you  would  not  want  to  see  changed?   • •

• • • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • •

continue  to  focus  on  emphasizing  on  the   students  respect  to  others   professional  development  days  for  teachers   (we'd  to  know  more  what  is  happening  but  keep   it  up!)   SLR  -­‐  understanding  Christianity  and  respecting   the  spiritual  lives  of  all  people  -­‐  those  values  are   important  to  our  family.  *  we  like  that  values   are  a  focus   Libraries  -­‐  the  bigger  the  better   Great  teachers   We  think  our  child's  teacher  is  fabulous   Mandarin  program   Opportunities  -­‐  camp,  field  trips,  visiting   authors   Opportunities  for  parents  to  be  involved   (volunteering,  working  with  students,  mystery   readers)   PE  -­‐  swimming,  rock  walls  etc  so  great!   Safety  of  trying  new  things  with   students/teachers  she  knows  and  trusts   Extracurricular  activities  (soccer  etc.)   High  School  sports  program   Opportunities  for  teacher/parent   communication   Student-­‐led  conferences   Students  feel  emotionally  safe  to  explore  new   things   Parent  input  is  taken  seriously   Parent  education/information  programs   getting  beyond  privileges  and  advantages  of   our  world   define  success  to  the  individual  or  to  a  culture   as  a  family   initiative   leadership   divergent  thinking   creative   problem  solver   multiple  language  learner   life  rate   global  minded   self-­‐motivated  learner   organize   hard-­‐working   determined   responsible   risk-­‐taker   friendliness   cooperation   flexible  

   

• • • • • • • • • • • • • • • • • • • • • • • • • • •

computer  skills   collaboration   value  democracy   critical  thinking   vision   culturally  sensitive   physical/mental  health   communication  skills   gender  equality   ethics   service  minded   academic  excellence   delegation  skills   ability  to  deal  with  failure   internal  motivation   healthy  self-­‐esteem   research  skills   evaluative  thinking   empathy   open  mindedness   sense  of  humor   contributors   helpful   integrity   independent   joy   self  satisfaction  

20  

 

 


HKIS Question 3  
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