HKIS Question 3

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?

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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

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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

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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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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)

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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?

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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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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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•

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

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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• •

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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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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?

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

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

• • • • • • • • • •

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• • • • • • • • • • • • • • • • • •

•

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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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?

•

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

•

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

•

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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

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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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)

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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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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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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

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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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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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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

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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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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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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

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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?

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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

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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?

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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

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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

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